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Students working independently are capable of learning deeply, and it is likely that those of us who teach undergraduate students are well suited to this sort of intellectual method. Nevertheless, structuring learning so that students are required to respond to one another’s ideas, create a product together, and, more to the point, teach each other, can be an effective teaching strategy. Collaborative or cooperative learning (or, on occasion, “group work”) has stimulated significant literature.
A letter to the editor is presented in response to the article "Classroom strategies for developmental English" by L. Dailt and J. Innis that was published in the previous issue.
The article focuses on the identification of the impact of class size on student learning through course evaluations in the U.S. The negative effect on student learning by the maintenance of large class sizes at the introductory course level while cutting down classes at the upperclassman level is suggested by the lower grades in subsequent classes attained by students who took large introductory classes as compared to those students who did not take that route. The concern for the negative impact by faculty research demands on general education programs is the basis for the fear of negligence for undergraduate teaching mission among research universities.
College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We conceptualized academic interactions as forms of social capital that are sensitive to institutional characteristics.
This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool.
This paper is a call to action for U.S. colleges and universities and higher education policymakers to provide meaningful access and academic support for all students. Meaningful access and academic support are imperative to increase graduation rates, develop an educated workforce, strengthen the economy, and compete globally.
This chapter summarizes theoretical perspectives and research findings on developmental education, and emphasizes the importance of considering students' voices and experiences in determining how best to facilitate growth and development in college.
Recommendations of N Dakota University System Best Practices in Remedial/Developmental Education Task Force: English
Recommendations of N Dakota University System Best Practices in Remedial/Developmental Education Task Force: English
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