APC Innovation Summit
Centering the Student
Approaches to Inspire Engagement and a Love of Learning in Higher Education
APC Innovation Summit
Centering the Student
Approaches to Inspire Engagement and a Love of Learning in Higher Education
Collaborative presentation from the Berkeley College and Monroe College
Assumptions:
Bartlett, F. C., & Bartlett, F. C. (1995). Remembering: A study in experimental and social psychology. Cambridge University Press.
Gagne, R. M., & Glaser, R. (1987). Foundations in learning research. Instructional Technology Foundations, 49-83.
Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241–250.
Metacognition:
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum
Langdon, J., Botnaru, D. T., Wittenberg, M., Riggs, A. J., Mutchler, J., Syno, M., & Caciula, M. C. (2019). Examining the effects of different teaching strategies on metacognition and academic performance. Advances in physiology education, 43(3), 414-422.
Schraw, G. & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371.
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021, April 2). Fostering metacognition to support student learning and performance. CBE--Life Sciences Education, 20(2). Retrieved from https://doi.org/10.1187/cbe.20-12-0289
Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
Student-generated questions:
Ebersbach, M. Feierabend, M, & Nazari, K. B. B. (2020). Comparing the effects of generating questions, testing, and restudying on students’ long-term recall in university learning. Applied Cognitive Psychology, 34(3), 724-736. https://doi.org/10.1002/acp.3639
Holodny, E. (2018). An Ivy League professor explains chaos theory, the prisoner’s dilemma, and why math isn’t really boring. Retrieved from https://www.businessinsider.com/steven-strogatz-interview-on-math-education-2016-6
Kiron, N., Feoma, I., Long, J., Vassileva, J. (2020). Engaging students in a peer-quizzing game to encourage active learning and building a student-generated question bank. The Electronic Journal of e-Learning, 18(3), 235-247. https://eric.ed.gov/?id=EJ1267688
Virgin, R. (2015). Customize learning with student-generated guiding questions. The Clearing House, 88, 96-100. DOI: 10.1080/00098655.2015.1032193
Feedback:
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.
Saphier, J., Haley-Speca, M. A., & Gower, R. R. (2018). The skillful teacher: The comprehensive resource for improving teaching and learning. Research for Better Teaching, Inc.
Rubrics:
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Rubrics for assessment. Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide
Rhodes, T.L., Finley, A. (2013). Using the value rubrics for improvement of learning. Association of American Colleges and Universities.
The University of North Carolina at Chapel Hill Office of Institutional Research and Assessment. (2017). Using rubrics to assess student learning outcomes at the program level. Retrieved from https://oira.unc.edu/wp-content/uploads/sites/297/2017/07/Developing-and-Using-Rubrics.pdf
White, E. M., Elliot, N., & Perelman, L. C. (2012). Writing assessment in the 21st Century: Essays in honor of Edward M. White. Hampton Press.
Sample Rubrics:
Sample rubrics designed by Carnegie Mellon University (Eberly Center) for essays, projects, presentations and classroom discussions. Retrieved from http://www.cmu.edu/teaching/designteach/teach/rubrics.html
Student Attendance and Retention:
Crede, M., Roch, Silva., Kieszczynka, U.M. (2010). Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research. (80)Vol. 80 (2), 272–295. DOI: 10.3102/0034654310362998.
Erickson, K. (2022). 8 overlooked factors affecting student persistence and retention. Collegis Education. Retrieved from https://collegiseducation.com/news/programs-and-course-content/student-persistence-and-retention/
Howell, J., Hurwitz., M., Ma, J., Pender, M., Perfetto, G., Wyatt, J., Young, L. College enrollment and retention in the era of covid. College Board. Retrieved from https://research.collegeboard.org/reports/college-access/enrollment-retention-covid
National Survey of Student Engagement. (n.d.). The pandemic and student engagement: Trends, disparities, and opportunities. https://nsse.indiana.edu/nsse/index.html
National Center for Education Statistics. (n.d.). Undergraduate retention and graduation rates. https://nces.ed.gov/programs/coe/indicator/ctr
Weissman, S. (2022). A massive disruption, a range of student reactions. Inside HigherEd. Retrieved from https://www.insidehighered.com/news/2022/02/02/how-pandemic-affected-student-engagement