Increasing student engagement, retention & learning

Harry C. Lord, PhD
Title V, Web 2.0 Tech Activities Dir.
East Los Angeles College
Lordhc@elac.edu, Twitter: ELAC_hlord3,
*

*
*Achieving the Dream
(National), http://www.achievingthedre
am.org/
*Refocusing CA Community Colleges
Toward Student Success
(State), http://bit.ly/ndB2W1
*Goals and Needs in Accelerated STEM
(ELAC new 5 Yr DoEd Grant/Project)
ACS 43rd Western Rregional
Meeting, Pasadena, CA 11/11
2

*
*Student-Centered Active Learning, extended
with web-enhanced content;
*Data-driven course/pedagogy changes, with
frequent formative and summative
assessments; and
*Objective: Student
engagement, retention, and acceleration;
with higher transfer or completion rates.
3

*
*1. encourages contact between students and faculty,
*2. develops reciprocity and cooperation among students,
*3. encourages active learning,
*4. gives prompt feedback,
*5. emphasizes time on task,
*6. communicates high expectations, and
*7. respects diverse talents and ways of learning.
ACS 43rd Western Rregional Meeting, Pasadena,
CA 11/11
4
Starting Point: 7 Principles for Good Practice in
Undergraduate Education, http://bit.ly/r1w1Ey

5
*
*Turn to the person beside you (or in front or back), exchange
thoughts on which one of these 7 principles you need to work on
the most, and seek ideas about how to do that.
*1. encourages contact between students and faculty,
*2. develops reciprocity and cooperation among students,
*3. encourages active learning,
*4. gives prompt feedback,
*5. emphasizes time on task,
*6. communicates high expectations, and
*7. respects diverse talents and ways of learning.
*If we were in class I would now ask you to write a short reflection
summarizing what you decided/learned

*
http://bit.ly/SS2Qz
6
High Expectations, more than just parroting back….

*
*Typically the 1st contact for students with the
class and instructor.
*Course Outline, SLOs, grading, schedule, etc, and
*Positive tone (engaging),
*Assisting students to be successful learners,
*Referencing available on-campus support
services,
*See Coastline Syllabus Rubric, http://bit.ly/eeedlD
7

*
*Focuses on assisting the students to be successful
learners, with whatever it takes:
*Study skills, time management, setting achievable
goals, note-taking, reading the book, asking for
help, working in groups, working multiple problem
sets, …..
*The Instructor becomes the Learning Facilitator,
*The goals are student outcomes, rather than the
lecture.
*Example, Felder, UNC, http://bit.ly/qZQCgtACS 43rd Western Rregional
8

*
*Active Learning, where the student practices
what he is learning, as part of the class;
*Cooperative Learning, working in small
groups, both in-class and on-line, assisting and
reinforcing each other;
*Frequent formative assessments with
feedback, personalized (differentiated)
instruction, and possibly course modifications;
*With the Instructor as the Coach/Facilitator.
ACS 43rd Western Rregional Meeting, Pasadena,
CA 11/11
9

*
*There isn’t enough time to do that and
complete the lesson plan!
*Yes, there can be, if you add web-enhanced
learning where the learning is extended
outside of the classroom, between class
meetings, by using an LMS.
*This results in More Time on Task, and a
richer and deeper learning experience.
10

*
Why use an LMS? A Dept. of Ed. meta-analysis found
that, “Students who took all or part of their class online
performed better, on average, than those taking the same
course through traditional face-to-face instruction,”
http://1.usa.gov/cmNrwd
11

*
*So what is going on?
*The addition of an LMS to an existing course offers:
- Continued student learning outside of the
classroom, from
tutorials, worksheets, discussions, RLO’s, videos, and more.
- Creating a more active learning environment, with
lectures posted before class
- Material available for review before tests,
- Allows online submission of assignments, online testing
and online distribution of grades.
12

*
- Student to faculty interactions (outside of the
classroom), and student to student interactions, creating
the possibility for small group interactions & learning; the
instructor can set up threaded Discussion Forums or
Wikis, and can require reflections on readings, lab
work, and/or the student’s progress.
- Helps to create a sense of (a learning)
community, where students and instructor are together
creating and utilizing resources to facilitate the student’s
learning.
-Preparing the students for transfer or the workplace.
- And today many students expect this support and
learning enrichment.
13

*
*Don’t try to teach ALL concepts in the
classroom; select some for students to learn
together online.
*Support the concepts that you DO teach in the
classroom with modeling and multiple active &
cooperative learning exercises.
*Support the concepts that you teach
online, with cooperative active learning
projects, tutorials, videos, and directed
discussions.ACS 43rd Western Rregional
14

*
*Two useful listings of active learning activities
to try in your classroom:
*Paulson & Faust, Cal St
LA, www.calstatela.edu/dept/chem/chem2/Act
ive/
Asaro, Great Active Learning Strategies,
http://bit.ly/gUirqg
15

*
*Frequent out of classroom interactions, such as
Discussion Forums, class Facebook site, and/or small
group meetings.
*CA Dept of Education,
http://www.cde.ca.gov/sp/el/er/cooplrng.asp
*“Cooperative learning methods hold great promise
for accelerating students' attainment of high
academic standards and the development of the
knowledge and abilities necessary for thriving in a
multicultural world…..”
16

*
*Frequent assessments with prompt feedback
guides the student to figure out what he does
not truly understand; and
*Guides the instructor to see what additional
support he needs to offer, and/or what changes
he needs to make to his instructional program.
17

Does This Process Work?
Example:
Siemens STEM Academy Presents:
“A Scientific Approach to Science and Engineering Education”
Presented by Dr. Carl Wieman,
Associate Director for Science at the White
House Office of Science and Technology Policy
September 20, 2011, 7pm ET
Slide set available at http://bit.ly/oDZ1QZ

“In this global economy, we know the
countries that out-educate us today will
out-compete us tomorrow, and we know
that our students are already falling
behind their counterparts in places like
China.”
~ President Obama
Dr. Carl Wieman’s Siemens STEM Academy
PresentationSeptember 20, 2011,

0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6 7 8 9 10 11 12
standard
lecture
experiment
Histogram of exam scores
Clear improvement for entire student population
Engagement
45 5% 85 5%
#students
Attendance higher
Engagement much higher Deslauriers, et al
Science 332, 862 (2011)

What does such a class look like?
teaching about current & voltage--
1. Preclass assignment--Read the pages in textbook on electric current.
Learn basic facts and terminology. Short online quiz to check/reward (and
retain).
2. Class built around series of questions & tasks,
NOT INSTRUCTOR PRESENTING MATERIAL.
maybe not so different from good
middle & high school teaching, but radical in college

(%)
A B C D E
When switch is closed, bulb 2 will
a. stay same brightness, b. get
brighter
c. get dimmer,
d. go out.
21 3
3. Individual answer with clicker
(accountability, primed to learn)
4. Discuss with “consensus group”, revote. (prof listen in!)
5. Elicit student reasoning, discuss. Show responses.
Do “experiment” with CCK simulation. many questions
Jane Smith
chose a.

Characteristics of expert tutors*
(Which can be duplicated in classroom?)
Motivation major focus (context, pique curiosity,...)
Never praise person-- limited praise, all for process
Understands what students do and do not know.
timely, specific, interactive feedback
Almost never tell students anything-- pose questions.
Mostly students answering questions and explaining.
Asking right questions so students challenged but can figure out.
Systematic progression.
Let students make mistakes, then discover and fix.
Require reflection: how solved, explain, generalize, etc.
*Lepper and Woolverton pg 135 in Improving Academic Perfomance

24
*
*Most LMS suppliers offer tools to verify the frequency and
duration of student visits to the LMS, and specific items /
topics visited.
*We use SNAPP, a software tool that allows users to visualize
the network of interactions
resulting from discussion forum
posts and replies.
*SNAPP is activated through your beb browser
the web browser, when in
the discussion.
http://www.snappvis.org/

25
*
*And also, Gismo, http://gismo.sourceforge.net/
*“Gismo is a graphical interactive student monitoring and
tracking system tool that extracts tracking data from the
Moodle Course Management….”

Increasing student engagement, retention & learning

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