At least half of all college students in the U.S. today attend two-year colleges; yet, fewer than half of these students achieve their educational goals. This book, written by an experienced community college teacher summarizes specific evidence-based methods to improve student learning and completion.
At least half of all college students in the U.S. today attend two-year colleges; yet, fewer than half of these students achieve their educational goals. This book, written by an experienced community college teacher summarizes specific evidence-based methods to improve student learning and completion.
Dr. S. deboef earned graduate degrees in Educational Psychology and Sociology and teaches Psychology and Sociology courses at a two-year college. She conducts research to develop strategies to enhance student learning outcomes because she believes that student success is critical for family and community well-being.
Inhaltsangabe
Foreword Preface Acknowledgements Part I: Community College Completion: Concern or Crisis? Chapter 1: The Value of Two-year Colleges Chapter 2: Measuring Student Learning Chapter 3: Academic Inputs and Student Learning Outcomes Chapter 4: Instructional and Institutional Practices and Learning Outcomes Part II: How Do Instructional Practices Influence Student Outcomes? Chapter 5: A Study of Student Outcomes in a Gateway Course Chapter 6: Course Grading Practices and Work-pace Chapter 7: Instructional Practices that Support Student Learning Part III: Does Increasing Student Access Improve Student Success? Chapter 8: The Continuum of Instructional Course Designs Chapter 9: Patterns of Enrollment across Course Designs Chapter 10: Improving Student Access and Learning Outcomes Appendices Appendix A: Systems Used to Determine Student Ability Appendix B1: Criterion-referenced Work-pace 1 Syllabus Appendix B2: Norm-referenced Work-pace 2 Syllabus Appendix B3: Criterion-referenced Work-pace 3 Syllabus Appendix B4: Norm-referenced Work-pace 4 Syllabus Appendix C: Instructional Practices and Student Outcome Statistical Tables Appendix D1: Example of a Face to face Paper Rubric Appendix D2: Online Essay and Essay Response Rubrics Appendix D3: Course Design and Student Outcomes Statistical Tables References About the Author Index
Foreword Preface Acknowledgements Part I: Community College Completion: Concern or Crisis? Chapter 1: The Value of Two-year Colleges Chapter 2: Measuring Student Learning Chapter 3: Academic Inputs and Student Learning Outcomes Chapter 4: Instructional and Institutional Practices and Learning Outcomes Part II: How Do Instructional Practices Influence Student Outcomes? Chapter 5: A Study of Student Outcomes in a Gateway Course Chapter 6: Course Grading Practices and Work-pace Chapter 7: Instructional Practices that Support Student Learning Part III: Does Increasing Student Access Improve Student Success? Chapter 8: The Continuum of Instructional Course Designs Chapter 9: Patterns of Enrollment across Course Designs Chapter 10: Improving Student Access and Learning Outcomes Appendices Appendix A: Systems Used to Determine Student Ability Appendix B1: Criterion-referenced Work-pace 1 Syllabus Appendix B2: Norm-referenced Work-pace 2 Syllabus Appendix B3: Criterion-referenced Work-pace 3 Syllabus Appendix B4: Norm-referenced Work-pace 4 Syllabus Appendix C: Instructional Practices and Student Outcome Statistical Tables Appendix D1: Example of a Face to face Paper Rubric Appendix D2: Online Essay and Essay Response Rubrics Appendix D3: Course Design and Student Outcomes Statistical Tables References About the Author Index
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