20  “an Orientation Course with Effort-Based Grading Predicts Undergraduate Student Success in Animal Science”.

2018 ◽  
Vol 96 (suppl_1) ◽  
pp. 11-11
Author(s):  
M J Mann ◽  
C J Kojima
Keyword(s):  
Student Success ◽  
Undergraduate Student ◽  
Animal Science ◽  
Orientation Course

scholarly journals PSVI-5 Undergraduate success in animal science courses based on demographics, motivation, and online courses

2019 ◽  
Vol 97 (Supplement_2) ◽  
pp. 239-240
Author(s):  
Haylee Lavoie ◽  
Nathan Conner ◽  
Lisa Karr ◽  
Kathy Anderson
Keyword(s):  
Student Success ◽  
Companion Animals ◽  
Correlation Coefficients ◽  
Companion Animal ◽  
Self Determination ◽  
Animal Science ◽  
Face To Face ◽  
Student Demographics ◽  
Course Grades ◽  
Strongly Agree

Abstract A deeper understanding of student demographics, motivation, and outlook of online vs. face to face courses in Animal Science is needed to allow educators to facilitate greater student success. The purpose of this study was to investigate student factors which effected their final course grades. The following courses were surveyed at the University of Nebraska-Lincoln Animal Science Department: Animal Products (ASCI 210), Anatomy and Physiology of Domestic Animals (ASCI 240), Introduction to Companion Animals (ASCI 251), Companion Animal Behavior (ASCI 271), Companion Animal Nutrition (ASCI 321), Equine. Nutrition (ASCI 322), Equine Reproduction (ASCI 342), Animal Welfare (ASCI 370), Processed Meats (ASCI 410), (n = 139). The survey utilized a 5 part likert-type scale; (1) strongly disagree, (2) disagree, (3) don’t know, (4) agree, (5) strongly agree with questions measuring student motivation in scales of intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Additional questions relating student demographics (gender, ethnicity, experience, area of study, e.g.) were included. Survey analyses and student final course grades were analyzed by Spearman Correlation Coefficients to observe correlations and p-values of student demographics, motivation, and online vs. face to face student success. Students with increased motivation in self-efficiency, self-determination, and grade motivation showed a tendency of higher final course grades. No significant correlations were found in student demographics with final course grades. The method delivery, face to face (n = 101) or online (n = 38) had no difference in final course letter grades. These data indicate student final grades appeared to be influenced greater by certain motivations, rather than demographics or methods of delivery. The results of this study will allow educators to identify motivators, to increased success in student learning in Animal Science.

Undergraduate Student Learning Gains and Satisfaction in Online and In-Person Animal Science Courses

2017 ◽  
Vol 46 (1) ◽  
pp. nse2017.02.0003
Author(s):  
Abby E. Neu ◽  
Marshall D. Stern ◽  
Krishona L. Martinson
Keyword(s):  
Student Learning ◽  
Undergraduate Student ◽  
Learning Gains ◽  
Animal Science ◽  
Science Courses

scholarly journals Delivering Information Literacy via Facebook: Here Comes the Spinach!

2019 ◽  
Vol 14 (2) ◽  
pp. 33-50
Author(s):  
A. F. Tyson ◽  
Anton Angelo ◽  
Brian McElwaine ◽  
Kiera Tauro
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Additional Method ◽  
Targeted Interventions ◽  
Student Clubs ◽  
The University ◽  
Library Marketing

Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content.  Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers.  Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

A Close Look at Undergraduate Student Success

2014 ◽  
Vol 23 (4) ◽  
pp. 6-7
Author(s):  
Lee Skallerup Bessette
Keyword(s):  
Student Success ◽  
Undergraduate Student

scholarly journals Undergraduate Student Success and Library Use: A Multimethod Approach

2020 ◽  
Vol 81 (3) ◽  
Author(s):  
Jennifer Mayer ◽  
Rachel Dineen ◽  
Angela Rockwell ◽  
Jayne Blodgett
Keyword(s):  
Student Success ◽  
Undergraduate Student ◽  
Library Use ◽  
Multimethod Approach

Factors that contribute to undergraduate student success

2007 ◽  
Vol 12 (3) ◽  
pp. 377-391 ◽  
Author(s):  
Christine Dearnley ◽  
Bob Matthew
Keyword(s):  
Student Success ◽  
Undergraduate Student

scholarly journals The Impact of Library Instruction on Undergraduate Student Success: A Four-Year Study

2021 ◽  
Vol 82 (1) ◽  
pp. 7
Author(s):  
Jennifer Rowe ◽  
Julie Leuzinger ◽  
Carol Hargis ◽  
Karen Harker
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Library Instruction ◽  
Treatment Groups ◽  
The Core ◽  
English Class ◽  
Success Indicators ◽  
Data Points ◽  
The Impact

During a four-year period, librarians collected student data by card-swiping undergraduate students who attended one of the core English composition class-based one-shot instruction sessions provided at a large state-supported doctoral-granting university. Data for students who attended library instruction was anonymized and compared to the same data points for students who were enrolled in the English class but did not attend library instruction. The authors compared student success indicators for the control and treatment groups (GPA, pass or fail status in course, and retention) and found a positive correlation between attending library instruction and student success.

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