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Creating High Impact Learning Experiences through the Use of a Model for Evidence-Based Teaching

January 24, 2019 | jngi.org AAC&U Annual Meeting

Stephanie M. Foote, Ph.D.Assistant Vice President for Teaching,Learning, and Evidence-Based PracticesJohn N. Gardner InstituteFor Excellence in Undergraduate Education

Andrew K. Koch, PhDPresident & Chief Operating OfficerJohn N. Gardner InstituteFor Excellence in Undergraduate Education

Resche Hines, PhDAssistant Vice President for Institutional Research and Effectiveness, Stetson UniversityFellow, John N. Gardner InstituteFor Excellence in Undergraduate Education

Learning OutcomesAs a result of attending this session, participants will:

• Describe components of the Model for Evidence-Based Practices

• Differentiate sources of evidence that may be collected and used to understand student learning outcomes

• Evaluate current and promising practices through short case studies that apply the model

• Develop a preliminary plan to apply the model to their own course redesign process

AAC&U Annual Meeting | jngi.org

Presentation OutlineI. Why Take an Evidence-Based Approach?

II. Introduction to the Model for Equity and Evidence-Based Teaching

III. Case studies highlighting how the model has been applied to redesign “gateway” or foundational courses in various disciplines and outcomes of these efforts

IV. Application of the model to your own courses


Why Take an Evidence-Based Approach?

AAC&U Annual Meeting

Why – The Practical

Why – The Truth As Supported by Scholarship

•

• 32 institutions

• Average DFWI Rate = 25.1%

• Range of 5.66% - 48.89%

The Data –U.S. History Survey Courses

AAC&U Annual Meeting 2019 | jngi.org

Gender, Income & First-Generation Status Matter


The Data –U.S. Survey Courses (Gender)

27.18%

22.67%

31.26%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Male Female Unspecified

Average DFWI Rate by Gender

DFWI Rate Average


28.49%

22.65%

24.64%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Pell Eligible Not Pell Eligible Unknown

Average DFWI Rate by Pell Eligibility

DFWI Rate Average

The Data –U.S. Survey Courses (Income)


26.13%

22.41%

30.50%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

First Generation Not FG Unknown

Average DFWI Rate by First Generation Status

DFWI Rate Average

The Data –U.S. Survey Courses (First Generation)


Race / Ethnicity Matter



28.26%

32.85%

40.51%

17.37%

42.37% 41.73%

21.36%

31.42%

17.75%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

History

AverageDFWI Rate by Ethnicity and Race

DFWI Rate

Average

Gateway Course Performance is a DIRECT Predictor of Retention



History

AverageDFWI Rate by Retention Status

DFWI Rate

Average

19.27%

42.87%

85.54%

6.21%

28.45%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Retained Student Choses to Leave Institution Required Student to Leave

Graduated UnknownStudent Chose

to Leave


The Color Line

Why – The Truth As Supported by ScholarshipThe Gateway Course Completion Line


Gateway courses are a place and space where the color line manifests itself today. Through unintentional but nevertheless harmful use of unquestioned practices, race, ethnicity, and family wealth remain the best predictors of who does or does not succeed in and complete college. But through this application of evidence-based practices, this need not be the case.

Model for Evidence-Based Teaching



The Equity and Evidence-Based Teaching Model

1. Draft goals for student learning in your gateway

course(s) informed by evidence

2. Explore relevant evidence and resources

3. Draft a plan to redesign portions of your course and collect evidence

4. Finalize plan for course redesign and assessment

5. Teach the redesigned portion of the course

(and gather evidence of results!)

6. Analyze and use results to plan for next time

you teach

Course Redesign Framework


Assessment Cycle


3) Interpret Evidence

4) Implement Change

2) Gather Evidence

1) Identify Outcomes

Maki, P. (2004)

Methods to Assess OutcomesIndirect

• Proxy measures that stand for the construct of interest• Self-reported comments that reveal a perceived increase in understanding or

appreciation• An indirect measure is something a student might tell you he or she has

gained, learned, experienced, etc. (Aka: self-reported data; e.g., surveys, interviews, focus groups, etc.)

Direct• Demonstration of abilities, information, knowledge, etc. as the result of

participation in a program or utilization of a service• A direct measure is tangible evidence about a student’s ability, performance,

experience, etc. (e.g., performances, papers, common assignments, tests, etc.)


(Friedman and Foote, 2017)

Case Studies


Case Study 1: Nevada State College


• Public college located in Henderson NV with an enrollment of 4,915 (fall 2018)

• Nevada State College focused on two areas: Course redesign and the integration of academic services/assistance (Course Assistants)• College Math• Introductory Biology• College Composition

• Guiding Principles: Provide sense of purpose, inspire curiosity, address multiple skill sets, invite collaboration, promote critical thinking/metacognition

(Scinta, 2016)

Case Study 1: Nevada State College


G2C Students

Non-G2CStudents

Retention 83% 77%

Good Academic Standing

(GPA > 2.0)

74% 65%

Resiliency 54% 41%

Case Study 2: University of West Georgia• Total Enrollment: Record 13,520 in fall 2017• Students must take 1 World (HIST 1111/1112) and 1 US (HIST

2111/2112) in order to graduate• AY16: A Plan is Born

• Link to SACS Assessment• Create Standard Learning Outcomes• Align Course Assignments to SLOs• Early Formative Assessment and Feedback within First 3 Weeks• Pilot among Lead Faculty in AY17• Goal: 20% DFW Rates

• AY17: Piloted Among Lead Faculty• AY18: Implemented Across All Sections

• Link with SACS assessment and LEAP-West


(Vasconcellos, 2018)

Case Study 2: University of West GeorgiaSuccess with G2C• Current G2C Reach for HIST 2111

• Fall 2018: 7 Faculty and 482 students• Spring 2019: 8 Faculty and estimated 614 students

• DFW RatesAY Average pre-G2C 23%• Fall 2016: 17.6% (pre-G2C)• Fall 2018 (to date): 11.3%

Professors Report:• More student engagement• Higher midterm exam grades• Student improvement based on specific feedback• Fewer Ws (3 sections with 0!)


(Vasconcellos, 2018)

Case Study 3: Lansing Community College• Public college founded in 1957, is the third-largest community college in

Michigan, serving a six-county area and enrolling more than 17,000 students each year.

• Operation 100% brings together all of our student success and/or institutional improvement efforts and initiatives under one cohesion-building umbrella.• Guided Pathways (Michigan Center for Student Success)• Gateways to Completion (Gardner)• Michigan Gateways Project (Gardner)• Advising• Web Refresh• My Academic Pathway• AAC&U Equity & Inclusive Excellence• AACC Pathways Project


(Rife, 2016)

Case Study 3: Lansing Community CollegeCourse Redesign 2013-16

o Principles of Accounting Io Foundations for Physiologyo US History, 1877 to Presento Intermediate Algebrao Composition

2016-19o Intro to Computer Programmingo Precalculus Io Introduction to Sociology


Outcomes• Decreased DFWI rates

• Adopted College Policy requiring all faculty to use centralized, digital grading tool, available to students 24/7, and provide early and often feedback for students

• Adopted digital IDEA form in order to provide timely feedback to teachers, from students

• Sample course improvements . . . . (Rife, 2016)

Case Study Guiding Questions

• Which case resonates with you most?

• How might you adapt this work or use it to inform your evidence-based approach?

• What resources/support/evidence might you need to take an evidence-based approach?


Applying the Model



The Equity and Evidence-Based Teaching Model

1. Draft goals for student learning in your gateway

course(s) informed by evidence

2. Explore relevant evidence and resources

3. Draft a plan to redesign portions of your course and collect evidence

4. Finalize plan for course redesign and assessment

5. Teach the redesigned portion of the course

(and gather evidence of results!)

6. Analyze and use results to plan for next time

you teach

Course Redesign Categories


Applying the Model1. Draft goals for student learning in your gateway course(s)

informed by evidence2. Explore relevant evidence and resources (What type of course

redesign might you engage in?)3. Draft a plan to redesign portions of your course and collect

evidence (What will you do first? How will you assess your course redesign elements?)

4. Finalize plan for course redesign and assessment5. Teach the redesigned portion of the course (and gather evidence

of results!)6. Analyze and use results to plan for next time you teach


Thank You!


Andrew K. Koch, Ph.D.President & Chief Operating OfficerJohn N. Gardner InstituteFor Excellence in Undergraduate [email protected]

Resche Hines, Ph.D.Assistant Vice President for Institutional Research and Effectiveness, Stetson UniversityFellow, John N. Gardner InstituteFor Excellence in Undergraduate [email protected]

Stephanie M. Foote, Ph.D.Assistant Vice President for Teaching,Learning, and Evidence-Based PracticesJohn N. Gardner InstituteFor Excellence in Undergraduate [email protected]

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