We know that what students believe about themselves as learners makes a difference, but sometimes a specific example really makes the point. Here’s a study that does just that. It involved beginning students taking a general chemistry course. At the beginning of the course they took a Self-Concept Inventory designed for chemistry students. Its five scales measure, among other things, a chemistry self-concept, a mathematics self-concept, and an academic self-concept.
Posts Tagged ‘student success’
It’s the Context! Making Engagement Pedagogies Successful
Posted Tuesday, December 22nd, 2009 by maryannThis session will showcase classroom-tested engagement activities focused on student reading that have resulted in surprising success. The presenters will provide brief explanations of engagement pedagogies implemented in a variety of gateway courses. Participants will collaborate in developing sample teaching and learning strategies, including class wikis, problem-based learning projects, reading apprenticeship routines, study guides, and [...]
Peer-Led Team Mentoring as a Method of Active Learning
Posted Tuesday, December 22nd, 2009 by maryannThis presentation describes a peer-led team mentoring (PLTM) program that aims to improve the retention and academic success of first-year students in a gateway anatomy and physiology course. The goal of the program is to increase the leadership, teaching, and mentoring skills and sense of responsibility of health sciences majors by pairing trained upper-class majors [...]
Teaching and Engaging Unprepared Students: Strategies for Promoting Success and Retention in Higher Education
Posted Thursday, April 9th, 2009 by Maryellen WeimerColleges have many diverse students, and there is an increase in first-generation students who may be at risk-students with learning disabilities and those who arrive unprepared for the academic rigors of college. Professors must be prepared to reach all the students in their courses. When dealing with unprepared students, professors must use learner-centered educational methods [...]