Group items tagged

By Josh Fischman, and part of The Chronicle (of Higher Education's) 2011 Special Report on Online Learning, published Nov 6 2011. Central Piedmont Community College developed an Online Student Portal learning system to improve retention among its students. They have had success with the system (in use 2004-2008). Now, with a Next Gen grant, they will roll the system out to 6 additional local schools to see if they can match the retention improvements. The system is based both on learning styles and on frequent intervention by students and counselors.

By Tom Bissonette in The Chronicle of Higher Education, Commentary, August 14, 2011. The author brings attention to the fact that many students enter college with a variety of developmental issues and that these are not properly addressed. Faculty members are often lacking pedagogical education and knowledge of human development. The author argues for assessment of incoming students in several areas, including academic ability, social skills, study skills, vocabulary, general knowledge, work history, and community involvement. Results of these assessments would be used to identify appropriate support. The author believes that the concept of retention is misguided. When faculty and administration partner with students on the front end, the odds decrease that students will be unable to persist.

J.E.C. mentioned article in Summer 2011 Coffee Klatch

Sponsored by the Center for Recruitment & Retention of Mathematics Teachers at the University of Arizona, this site is a compilation of one-hour television shows, originally presented weekly on a local cable channel. The team has moved the programs to YouTube to expand their reach.

Developmental Education - Beyond Remediation through Maricopa Center for Learning and Instruction. "The purpose of the Summer Institute is to give those who work with developmental students the theory and practical applications to improve the success, retention, and persistence rates of their students."

Current research being conducted at the Memory Lab includes studies that pertain to education, including how frequent quizzes might improve students' retention of new materials.

By Debra Viadero in Inside School Research, an Education Week blog, posted June 10 2009. Viadero describes the poster sessions at the annual federal Institute of Education Sciences, including a poster looking at the effectiveness of frequent quizzes for improving retention among 8th grade science students. For updated information on the study, follow the roediger tag.

By Jennifer Gonzalez, Students section, The Chronicle of Higher Education, February2 2012. The new project is being led by the Center for Community College Student Engagement and will analyze data from four different surveys: Community College Survey of Student Engagement, the Survey of Entering Student Engagement, the Community College Faculty Survey of Student Engagement, and the newly created Community College Institutional Survey. Reports will be produced annually for the next three years. See CCCSE tag for first year's report.

This center, based at the University of Texas at Austin, is looking at the relative success of various intervention/engagement/support methods at community colleges. Follow CCCSE tag for more about this project.

Published by the Center for Community College Student Engagement (CCCSE), 2012. This is the first of three annual reports to look at "strategies that appear to be associated with a variety of indicators of student progress and success." For more on this project, follow the tag CCCSE.

By Gerry Everding, as part of the Washington University in St. Louis Newsroom, March 1 2006. Researchers from Washington University completed this study, saying that frequent quizzes may help students in terms of understanding and retaining information.