Chemistry Student Success: A Field-Tested, Evidence-Based Guide

2020 ◽  
Keyword(s):  
Student Success ◽  
Evidence Based ◽  
Chemistry Student

Teaching Strategies to Improve Algebra Learning

2015 ◽  
Vol 108 (9) ◽  
pp. 696-699
Author(s):  
Rose Mary Zbiek ◽  
Matthew R. Larson
Keyword(s):  
Student Success ◽  
Teaching Strategies ◽  
Evidence Based ◽  
Algebra Learning

Teaching actions and examples accompany three evidence-based recommendations for student success in algebra.

scholarly journals Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Evidence Based ◽  
Educational Provision ◽  
Success Model ◽  
Student Success Model ◽  
The Uk ◽  
Academic Year

As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.

scholarly journals Financial Constraints & Collegiate Student Learning: A Behavioral Economics Perspective

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 195-216
Author(s):  
Benjamin Castleman ◽  
Katharine Meyer
Keyword(s):  
Student Success ◽  
Behavioral Economics ◽  
Financial Constraints ◽  
College Completion ◽  
Evidence Based ◽  
Behavioral Strategies ◽  
Policy Makers ◽  
American Higher Education ◽  
Complex Processes ◽  
Aid Programs

Gaps in college completion persist between low- and high-income students. These disparities can be attributed in large part to a lack of college affordability and information asymmetries about the process of accessing financial assistance as well as other campus-based resources and supports. While substantial policy investments have been made to address these inequalities, such as expanded financial aid programs and increased investments in college advising, these programs are not always fully utilized by students who might benefit from them. In this essay, we apply a behavioral economics perspective to examine how financial constraints affect students' navigation of the complex processes–financial, academic, and otherwise–required to succeed in American higher education. We conclude with a discussion of evidence-based behavioral strategies that policy-makers and educators can draw on to proactively mitigate these behavioral obstacles and improve student success.

scholarly journals Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

2021 ◽  
pp. 147572572110324
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Evidence Based ◽  
Educational Provision ◽  
The United Kingdom ◽  
Success Model ◽  
Student Success Model ◽  
Academic Year

As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.

scholarly journals The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research

2020 ◽  
Author(s):  
Vance Kite ◽  
Soonhye Park ◽  
Eric Wiebe
Keyword(s):  
Education Research ◽  
Student Success ◽  
Computational Thinking ◽  
Evidence Based ◽  
Critical Component ◽  
Future Directions ◽  
Content Integration ◽  
Core Curricula ◽  
Digital Era ◽  
Professional Development For Teachers

<div><div><div><p>Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.</p></div></div></div>

Precision Education

2020 ◽  
pp. 202-224
Author(s):  
Huda A. Makhluf
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Reliable Data ◽  
Drop Out ◽  
Evidence Based ◽  
College Level ◽  
Effective Learning ◽  
Significant Challenge ◽  
Innovative Solution ◽  
Stem Students

Higher education is a pathway to social equality and mobility. Unfortunately, a great number of students who enter Higher Education are not ready to succeed in rigorous college-level courses and fail as a result or drop out. Our nation has entered a transformative period in higher education brought about by the demands of an evidence-based approach that uses rigorous scientific methodologies designed to capture valid and reliable data to drive student success and improve outcomes. Math literacy especially remains a significant challenge for student success in college, in particular for STEM students. Herein, the author describes an innovative solution that leverages technology and data analytics to expand student success, with a special emphasis on engineering an environment for effective learning, mindset, and motivation.

A Partnership Model to Improve Retention, Increase Degree Completion, and Reduce Achievement Gaps

2019 ◽  
pp. 98-109
Author(s):  
Kara Miles Turner ◽  
Nia Haydel ◽  
Melanie Carter
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Degree Attainment ◽  
Postsecondary Institutions ◽  
Evidence Based ◽  
State University ◽  
Completion Rates ◽  
Partnership Model ◽  
Howard University ◽  
Morgan State University

Funded by Lumina Foundation, the HBCU Student Success Project is a collaboration among three HBCUs – Dillard University, Howard University, and Morgan State University to implement empirically based retention strategies to increase first- and second-year retention and degree completion rates and to reduce degree attainment gaps between targeted groups on their campuses. This chapter chronicles the processes used by Lumina and the participating institutions to develop and implement a project that would result in the identification of evidence-based strategies and a model for creating and sustaining effective student success partnerships among postsecondary institutions, particularly HBCUs.

Report of the National Panel for Evidence-Based School Counseling: Outcome Research Coding Protocol and Evaluation of Student Success Skills and Second Step

2008 ◽  
Vol 11 (3) ◽  
pp. 2156759X0801100
Author(s):  
John C. Carey ◽  
Carey Dimmitt ◽  
Trish A. Hatch ◽  
Richard T. Lapan ◽  
Susan C. Whiston
Keyword(s):  
Student Success ◽  
School Counseling ◽  
Outcome Research ◽  
Research Evidence ◽  
Scientific Research ◽  
Second Step ◽  
Evidence Based ◽  
Counseling Outcome ◽  
Success Skills ◽  
Student Success Skills

The National Panel for School Counseling Evidence-Based Practice was established by the Center for School Counseling Outcome Research to improve the practice of school counseling by helping to develop the research base that is necessary for responsible and effective practice. This article presents the panel's Outcome Research Coding Protocol and its evaluation of the scientific research evidence supporting the effectiveness of the Student Success Skills and Second Step interventions.

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