Closing the Gaps on Student Success:
The Synergistic Effect of Learning Science, Adaptive Courseware and Learning Assistants at Colorado State University
Tonya Buchan*, Stacey Clark*, Chris Geanious*, Karen Gebhardt^, Gwen Gorzelsky*, Brian Jones`, Stan Kruse*, and Jennifer Todd*
*The Institute for Learning and Teaching, ^Department of Economics, and `Department of Physics, Colorado State University, Fort Collins, Colorado United States
Partnering with Faculty to Foster Student-Centered Learning
Faculty at Colorado State University (CSU) are committed to cultivating a classroom for student success. Through the integration of student-centered teaching practices in conjunction with the use of adaptive courseware outside of class, two CSU faculty were able to improve learning outcomes in their large enrollment, foundational courses. Using adaptive courseware to encourage students to master core, lower-level concepts outside of class provided an opportunity for the faculty to strategically incorporate active learning during class time. This strategy resulted in students:
- demonstrating a deeper understanding of concepts in Physics; and
- showing more consistent, stronger outcomes in Physics indicated by a decrease in the long tail of Drop/Fail/Withdraw (DFWs) as well as an increase in the course grade outcomes across all sections and instructors teaching Economics.
Combining these approaches can enable institutions with R1 and R2 profiles, including those with a high student to instructor ratio, to implement learning science-based high impact practices in ways that are otherwise difficult to achieve in this type of institutional context.
Case Studies
Physics
Over the past two years, the use of learning assistants and adaptive courseware has allowed us to increase the level of rigor of the General Physics course while simultaneously reducing the already small failure rate, nearly eliminating the long tail of grades at the low end of the distribution.
Economics
The redesign of Principles of Microeconomics to coordinate content and assessments, adaptive courseware and more frequent active learning has resulted in improved teaching. These changes helped level the playing field for students, and increased the consistency of course grade outcomes between sections and instructors.
Key Practices in the Course Design Process
The Institute for Learning and Teaching (TILT) strives to promote student academic success by partnering with faculty to re-envision curricula and instructional approaches based in research on learning and teaching. TILT partners with faculty to design courses and pedagogies that promote robust, integrative, and self-regulated learning. This approach capitalizes on the strengths of the adaptive courseware to provide individualized practice of outside class that prepares students to engage in more challenging in-class, collaborative learning activities guided by the instructor and a team of Learning Assistants (LAs).
1. Learning Science Informs the Course Design
TILT Instructional Designers partner with faculty to incorporate evidence-informed instructional practices. Following the principle of backward design, the team analyzes existing assignments, in-class activities, and tests to ensure alignment with course objectives.
Next, evidence-informed practices grounded in learning science are woven into the redesigned course. An example of student-centered practices include: self-regulated learning, feedback, adaptive courseware for spaced practice and metacognition as well as in-class active learning facilitated by faculty as well as learning assistants.
2. Adaptive Courseware to Master Core Skills
Adaptive Courseware is technology that requires students to master the same learning objectives, but the order and timing of content is determined by the adaptive software engine. The courseware assesses the student’s performance on a number of factors and then guides the student through the course content. In relation to Bloom's Taxonomy, the courseware focuses on concepts at a lower level of complexity. Once students master core skills outside of the class using the courseware, students are better prepared to participate in high-impact practices (HIPs) during class.
3. Learning Assistants to Facilitate Activities
Learning Assistants (LAs) are undergraduate students who have previously done well in a course and are seeking to help other students strengthen their learning strategies and master course material. Informed by established learning theory, LAs are trained to use various pedagogical practices such as facilitating small group activities and discussions.; motivating and encouraging student engagement; and conducing study sessions.
At CSU, we work with faculty and departments, to implement the three core pillars of the Learning Assistant Model: pedagogy, content and practice.
Faculty Reflection
Brian Jones and Dr. Karen Gebhardt reflect on integrating active learning and adaptive courseware in their classes.
Brian Jones, Physics
Dr. Karen Gebhardt, Economics