Student Evaluation and Assessment
Assessing Underserved Students’ Engagement in High-Impact Practices. The mixed-methods study presented in this publication aims to fill the gaps and advance current understanding of the relationship between high-impact practices and underserved students’ success and learning.
Association of American Colleges and Universities. 2013.
Modernizing College Course Placement by Using Multiple Measures. Research shows that students assessed using multiple measures are more likely to be assigned to and pass college-level courses than students assessed using standardized tests alone.
Ganga, Elizabeth; Mazzariello, Amy, Education Commission of the United States, April 2020.
Program Evaluation and Assessment
The Effects of Corequisite Remediation: Evidence from a Statewide Reform in Tennessee. CCRC Working Paper No. 115. This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents. Using regression discontinuity and difference-in-regression-discontinuity designs, we estimated the causal effects of placement into corequisite remediation compared with placement into traditional prerequisite remediation and direct placement into college-level courses.
Ran, F. X., Lin, Y., & Columbia University, C. C. R. C., Community College Research Center, Teachers College, Columbia University. Community College Research Center, Teachers College, Columbia University. 2019.
Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype. The author reviews the key evidence that motivated calls for reform, takes stock of the major changes that have occurred since then, and describes what is known so far about how well these reforms are working. Overall, the case of college remediation presents an encouraging example of productive, ongoing interaction between research and policy.
Judith Scott-Clayton - The Brookings Institution. 2018.
Student Evaluation and Assessment
"Classroom Learning Communities' Impact on Students in Developmental Courses" [TexShare Login Required] Classroom learning community programs aid intellectual growth through academic and social support. The current study examined whether developmental students in classroom learning communities differed with respect to college GPA and retention from their peers not receiving such support.
Baier, S. T., Gonzales, S. M., & Sawilowsky, S. S. Journal of Developmental Education, 2019.
A Comprehensive Approach to Assessment of High-Impact Practices A good assessment plan for high impact practices starts with acknowledging three things. One, the name alone does not make them high-impact. Two, evidence of effect requires assessing more than outcomes, alone. And three, assessment must be, at every stage, attentive to equity. Building upon these three ideas, this Occasional Paper outlines a process of effectively assessing high-impact practices at your institution.
Ashley Finely, Nation Institute of Learning Outcomes and Assessment, November 2019.
"Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices." This paper describes HIPS that support course and program-level learning outcomes in conjunction with the required investments for implementation of each. An exploration into why these types of practices are critical to student learning and success unveils which students have access to these opportunities. Findings emphasize the value of investing in these practices for all students in order to ensure student success, satisfy university accreditation standards, and meet the current mandates of our government's "completion agenda" which is geared towards preparing America's future workforce.
Allison White, Journal of the Scholarship of Teaching and Learning, June 2018.
"The Critical Nature of Intentionality WhenSupporting Academically Underprepared StudentsThrough Learning Communities" More and more academically underprepared students enter our colleges and universities, and research suggests that traditional efforts at remediation can exacerbate the self-doubt often experienced by at-risk students. While learning communities have been shown to offer under prepared students the support they need to become active participants in their learning, the success of learning communities for this population depends upon the intentional implementation of four key features: integrative learning, collaborative classrooms, co-curricular support, and increased faculty-student interaction.
Richie Gebauer, Learning Communities Research and Practice, June 2019.
Portland State University: General Education and Equitable Assessment. For Portland State University, equitable assessment practice includes space for all students and faculty to participate in ways that are meaningful to them and that are grounded in an appreciation of their strengths and in the understanding that it is assessment’s job to find ways to support them in improvement.
Rowanna Carpenter, Vicki Reitenauer, & Aimee Shattuck, June 2020.
The Relationship Between Learning Style Preference and Achievement in the Adult Student in a Multicultural College. Minority college students have varied learning styles and process information from distinct background and cultural perspectives, which influences their learning. Accordingly, the way faculty approach teaching affects student achievement. Few minorities are in scientific fields, with a shortage of scientists predicted. A problem exists in understanding the relationship between learning style preferences and achievement of minority college students. The purpose of the study was to investigate this relationship in adult minority students in a South Florida college's biology courses.
Matilde E. Roig, Walden Dissertations and Doctoral Studies, 2008.
Student-led Recaps and Retrieval Practice: A Simple Classroom Activity Emphasizing Effective Learning Strategies. In this manuscript we describe our experiences as two instructors collaboratively deploying a simple student-led learning activity in three of our regularly taught upper-level STEM courses, an adapted strategy we call recap and retrieval practice (R&RP). We each used R&RP sessions as a simple mechanism to start our class periods in ways that feature student voices, welcome student perspectives, and highlight student responsibility for active learning, while at the same time emphasizing evidence-based practices for effective out-of-class studying and learning.
Stavnezer, A. J., & Lom, B. Journal of undergraduate neuroscience education , 2019.
Techniques to Help Underprepared Students Learn More. This report serves to prompt a broader discussion on how effective instruction can help underprepared students learn how to succeed in a college-level environment. To complement and build on the work of Bailey and Jaggars, ACUE’s teaching and learning experts present a list of specific research-based classroom techniques shown to help all students, and in particular underprepared students.
ACUE.
With Educational Benefits for All: Campus Inclusion Through Learning Communities Designed for Underserved Student Populations. [TexShare Login Required] This chapter explores the practices of learning communities designed for specific, underserved student populations, highlighting on-campus examples and culminating with a synthesized list of core practices from these 'inclusive' learning communities.
John E. Fink and Mary L. Hummel, 2015.
"Less than/more than: Issues associated with high-impact online teaching and learning." The increased presence of online education in higher education in the United States continues to challenge educators in their perceptions of teaching and learning experiences in virtual environments. While critiques of online education typically focus on its “less than” shortcomings, this literature review encourages educators to take a “more than” approach when providing institutional support. Online education provides beneficial outcomes for faculty, students, and administration when viewed for its potential in providing innovative teaching and learning.
Ricardo Montelongo, Administrative Issues Journal, June 2019.
"Group ePortfolio Project: Applying an Ethical Perspective to a Global Issue." The “Group ePortfolio Project: Applying an Ethical Perspective to a Global Issue” assesses the quality of student engagement with fundamental issues that concern the global community. It also challenges students to work together to synthesize and present an interpretive analysis of information gathered on global issues. These issues call for students to consider their views regarding the political, environmental, economic, multicultural, and so on, on a global scale.
Carlos Brocatto, Middlesex Community College, 2015.
"Service and Sustainability Learning Reflection."
Reflecting on their semester-long service-learning experience, students:
Acoba, F. Kapi'olani Community College, 2016.
Developmental Education Reform to Improve Student Outcomes: Findings from Four Evaluations. Christopher M. Mullin - Institute of Education Sciences. 2019.
ASSESSING UNDERSERVED STUDENTS’ ENGAGEMENT IN HIGH‐IMPACT PRACTICES. Dr. Tia McNair, AAC&U. 2014
Center for the Analysis of Post Secondary Readiness CAPR addresses the challenge to college completion by researching innovative practices in developmental education across the United States. CAPR’s goal is to inform policymakers and practitioners about common approaches to remedial education, promising innovations in course placement and instruction, and trends in developmental education reform.
Community College Research Center CCRC's mission is to conduct research that helps these institutions strengthen opportunities and improve outcomes for their students, particularly those from underserved populations.
