scholarly journals The Influence of Syllabus Tone on Student Engagement in a Wellness Course

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Amy Howton ◽  
Mandy McGrew ◽  
Liyuan Liu ◽  
Lauren L. Staples ◽  
Herman E. Ray
Keyword(s):  
Student Success ◽  
Public University ◽  
Southern United States ◽  
Success Rates ◽  
Sufficient Time ◽  
Student Progression ◽  
Learner Centered ◽  
Wellness Course ◽  
Time Reading ◽  
The Impact

This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success.

scholarly journals Funding for Performance and Equity: Student Success in English Further Education Colleges.

2006 ◽  
Vol 14 ◽  
pp. 24
Author(s):  
Ozan Jaquette
Keyword(s):  
Student Success ◽  
Basic Education ◽  
Community College Student ◽  
Further Education ◽  
Performance Funding ◽  
Success Rates ◽  
Funding Formula ◽  
Funding Policies ◽  
Further Education Colleges ◽  
The Impact

The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control, and implemented a per-pupil funding formula; 10% of all funding is based on student success but other components of the funding formula pay colleges more money for enrolling disadvantaged students. This research uses five years of student level data to test the impact of these policies. Overall student success rates rose by 10% during the five-year period, with the largest gains made by ethnic minorities, adult basic education students, and students from disadvantaged neighborhoods. Although the English system depends on regulatory agencies that do not exist in the U.S., the major assertion of this research is that market-based funding policies˜if properly designed˜can promote equity in educational achievement.

scholarly journals Flipping Roles: Exploring the Impact of a Flipped Classroom Method on the Student Success Rate in a Pharmacology Course

2019 ◽  
Vol 4 (1) ◽  
pp. 85
Author(s):  
Melissa J. Kennedy
Keyword(s):  
Data Analysis ◽  
Student Success ◽  
Flipped Classroom ◽  
The United States ◽  
Traditional Classroom ◽  
Final Examination ◽  
Success Rates ◽  
The Mean ◽  
The Impact ◽  
The Relationship

There are an estimated 1.05 million job postings across the United States for registered nurses by the year 2022. To answer for this demand, nursing programs across the nation are undertaking quality improvement initiatives to increase student success and graduation rates. Referencing Ausebel’s Assimilation Theory and motivated by the research question: Did the introduction of the active, flipped classroom make a difference in student success rates when compared to the student success rates in the traditional class room in a pharmacology course a retrospective data analysis was performed. The relationship between student success rates in the flipped classroom were compared to the relationship of student success rates in the traditional classroom based on the comprehensive final examination. There were 169 final examination scores extracted for data analysis 90 traditional classroom, 79 flipped classroom examination scores were extracted for data analysis. Independent t-tests were used to compare the means of the final examination scores in the traditional classroom to the means of the final examination scores in the flipped classroom. The findings of the research indicated there was no significant difference between the mean scores of the traditional classroom (M= 81.7, SD= 6.3) and the mean scores in the flipped classroom (M= 80.1, SD= 7.8, t(135)= 1.39, p= .15). Based on the results of this study, it is concluded that the flipped classroom can be utilized as an alternative method of instruction in the course as well as in other courses within the nursing program.

scholarly journals Enrollment in a Library Credit Course is Positively Related to the College Graduation Rates of Full Time Students

2015 ◽  
Vol 10 (2) ◽  
pp. 156
Author(s):  
Sara Sharun
Keyword(s):  
High School ◽  
Student Success ◽  
Graduation Rates ◽  
Academic Library ◽  
College Graduation ◽  
Full Time ◽  
Success Rates ◽  
Sat Scores ◽  
Significant Difference ◽  
The Impact

A Review of: Cook, J.M. (2014). A Library credit course and student success rates: A longitudinal study. College & Research Libraries 75(3), 272-283. doi:10.5860/crl12-424 Abstract Objective – To determine the impact of a credit-bearing information literacy skills course on student success rates. Design – Observational Study. Setting – An academic library at a mid-sized university in Georgia, United States of America. Subjects – Nine cohorts of students (n=15,012) who entered the institution for the first time, on a full-time basis, each year between 1999 and 2007. Methods – Aggregate data on each student cohort was gathered from the Department of Institutional Research and Planning. Data included high school ACT and SAT scores, high school graduating GPAs, college graduating GPAs, and college graduation dates. The nine cohorts were each divided into two groups: students who took a credit library course (LIBR 1101) at some point during their student career, and students who did not. For each cohort, a Pearson Chi-Square test was used to determine statistical correlation between library course enrollment and four-, five-, and six-year graduation rates. Z-tests were used to determine a difference in the average graduation GPA of students who did and did not take the course, as well as a difference in the average high school graduation GPA, ACT, and SAT scores of the two groups in each cohort. Main Results – Graduation rates were positively associated with students who took the library course at some point during their studies. Students who took the library course graduated at higher rates than students who did not: 56% of those students who took the library course graduated within the study’s time frame, compared to 30% of those who did not take the course. On average, there was no significant difference in college graduation GPAs between students who did and did not take LIBR 1101. During the time period of the study, more students who took the course graduated than those who did not, but those students who took the course did not have higher graduating GPAs. Conclusion – Students who enrolled in LIBR 1101 at some point in their studies graduated at a significantly higher rate than students who did not.

scholarly journals Procrastination and Delayed Assignment Submissions: Student and Faculty Perceptions of Late Point Policy and Grace

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Beverly Santelli ◽  
Sarah N Robertson ◽  
Elizabeth K. Larson ◽  
Samia Humphrey
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Exploratory Study ◽  
Faculty Perceptions ◽  
Private University ◽  
Full Time ◽  
Online Faculty ◽  
Success Rates ◽  
Faculty Teaching ◽  
The Impact

An exploratory study using a questionnaire was conducted among 597 full-time enrolled online students and 53 full-time online faculty teaching at a private university in the Southwest. Results are presented in frequency tables and participant feedback to compare differences and similarities of instructor and student perceptions of reasons for late assignment submission, late point policy, and leniency. Some differences in perception between student and faculty participants are noted. Further inquiry into the impact late assignment submissions, late point policies and instructor leniency have on student success rates, satisfaction, and persistence is warranted.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

scholarly journals Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 49-67
Author(s):  
Ángela Vanesa Duarte Infante ◽  
Sandra Milena Fonseca Velandia ◽  
Bertha Ramos Holguín
Keyword(s):  
English Language ◽  
Public University ◽  
Language Teachers ◽  
Pedagogical Intervention ◽  
Pedagogical Strategy ◽  
Educational Issues ◽  
Personal Experiences ◽  
Field Notes ◽  
English Language Teachers ◽  
The Impact

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.

scholarly journals The Impact of a Required Undergraduate Health and Wellness Course on Students’ Awareness and Knowledge of Physical Activity and Chronic Disease

2014 ◽  
Vol 7 (2) ◽  
pp. 117 ◽  
Author(s):  
Usha Kuruganti
Keyword(s):  
Physical Activity ◽  
Chronic Disease ◽  
Undergraduate Curriculum ◽  
Health And Wellness ◽  
Self Assessment ◽  
Capstone Course ◽  
Health Agencies ◽  
Wellness Course ◽  
The University ◽  
The Impact

As part of the undergraduate curriculum, the Faculty of Kinesiology at the University of New Brunswick (UNB) requires all students to take an undergraduate course in physical activity, health and wellness in their third year of study. This capstone course allows students to integrate concepts from their program regarding physical activity, fitness, and wellness. While students have anecdotally indicated that this course has improved their knowledge of health and wellness, this data had not been quantitatively assessed previously. The purpose of this study was to examine the effect of the course on students’ views of the impact of physical activity on disease and overall health and wellness. A survey was administered to the students enrolled in the course at the beginning and again at the end of the semester. The survey requested data in four categories; 1) the demographics of the student, 2) students’ knowledge of health agencies and guidelines, 3) students’ physical activity, health and wellness awareness and 4) students’ self-assessment of their knowledge of physical activity and chronic disease. The data showed that, at the end of the course, students felt that they improved in three areas; 1) their knowledge of health agencies and guidelines, 2) their awareness of physical activity and its impact on health and wellness and 3) their knowledge of physical activity and chronic disease. The results of this work provided information on the impact of a required health and wellness course on students’ knowledge of health and suggested that the material in the course helped their overall understanding of health. 

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