The Challenge of Having Students Successfully Engage in and Document Research EffortsCheryl AschenbachLassen College InstructorNCWP Summer Institute 2010

My Experience

17 years of experience 5 yrs as a collegiate softball assistant coach 6 yrs as a collegiate softball head coach 3 yrs in 7-12 6.5 yrs at university level 10.5 yrs at community college level 15 yrs physical education and coaching

And now…2 yrs English

Why English?

It is at the core of all communication It is an academic field Recognition as an academic professional Get away from PE stigmas and stereotypes Opportunities at Lassen and beyond Make a difference The challenges!

This is the best part! I love it!

My College

Lassen Community College LCC serves students in Lassen, Modoc, and

neighboring counties, including Northern Nevada Lassen County = 4,557.27 square miles Persons per square mile = 7.4

Situated in Susanville, LCC serves the communities of Susanville, Westwood, Herlong, Alturas, Bieber, Adin, and Alturas

My Students

2006-2007 Enrollment Data from 2008 ARCC Report FTES = 1,471 Unduplicated headcount = 3,591 Gender

Males = 53.2% Females = 44.1% Unknown = 2.7%

Age 27.2% of enrollment is in 18-25 age group 45.6% of enrollment is in 25-49 age group 20.9% of enrollment is in 49+ age group

My Students Recent HS graduates from surrounding areas Athletes from Northern Nevada and beyond Re-entry students Learning disabled Mentally ill Recovering addicts Using addicts Single parents First in family to attend college Inmates at county, state, and federal correctional institutions Veterans – current and past conflicts Financial aid recipients Unemployed / retraining Transfer students Those seeking personal development

My Community

Unemployment Data – March 2010 (*Dept. of Finance Labor Market Data)

Lassen County 17.2% California 13.0% United States 10.2%

The LCC Community

2008 ARCC Report for

Lassen College

2008 Census Bureau Quick

Facts for Lassen County

Total Population 3,591(898

incarcerated=25%)*LCC 2008 Fact Book

34,473(9,585

Incarcerated=28%)*Dept. of Finance

Asian 1.3% 1.0%Pacific Islander 1.4% 0.5%Native American 4.0% 3.7%Black/African Amer. 6.9% 10.0%Hispanic 11.1% 15.3%White 69.8% 68.4%

Measuring Student Success

Lassen College2006-2007

CA Communi

ty Colleges

2006-2007

Successful Completion Rate – Credit Basic Skills

43.2% 60.5%

Persistence(Fall to Fall)

50.6% 68.3%

Student Progress and Achievement Rate(% of 1st time students who achieve outcome in 6 years: 4-yr. transfer, AA/AS, Certificate (18+units), “Transfer Directed” or “Transfer Prepared” status)

44.8% 51.2%

My Course: ENG50Intro. to College Comp.

One level below transfer (ENG1 College Comp)For students entering F’09 or later, ENG50 no

longer meets A.A. requirementsSpring 2010 placement data for my ENG50

sections (n=53, informal in-class surveys on January 14 & 15) 24% successfully completed ENG102 first 74% directly placed 2% placed into ENG1 but opted to “refresh” skills

in ENG50

ENG50Student Learning

Outcomes Write paragraphs and complete essays that are free

of nonstandard English grammar and errors in punctuation and spelling

Research material for and write an 800-word essay that conforms to MLA style in its in-text source citations and works-cited pages.

Write a cohesive and coherent 800-word essay that has an introduction, supporting body paragraphs, and a conclusion.

Ability to write 800-word essays, apply patterns of development appropriate for expository writing, including personal narrative, comparison/contrast, and argumentative.

The Challenge

Research material for and write an 800-word essay that conforms to MLA style in its in-text source citations and works-cited pages.

SLO Assessment completed at the end of each semester, with the goal of 75% of students demonstrating the ability to appropriately incorporate research and use MLA style to document sources, as measured by receipt of passing grade on research paper.

The reality: 75% is fine, but my own expectations for students are much higher.

The Results

Findings My Own RecommendationsFall 2008 66% (25 of

38) accomplished outcome

Spend more lecture time working on MLA format. Include practice of MLA format through worksheets or RAW assignments.

Spring 2009

83% (20 of 24) accomplished outcome

Understanding and use of MLA style, particularly for citations, was overall better this semester than last after including citation requirements in 3 of the 5 essays. But, additional repetition and practice with the skills, along with a continued emphasis on academic integrity, should be implemented in order to further improve students’ understanding and use of MLA format.

Fall 2009 75% (30 of 40) accomplished outcome

Continuing to build examples and support into lectures continues to help students grasp and utilize the concepts, but in such small samples, a few students make a difference statistically. Further reinforce academic integrity and MLA documentation within an essay.

Spring 2010

86% (37 of 43)accomplished outcome

For the most part, students either got it or didn’t. Explore ways to provide additional support and assistance for those who are struggling. Consider modeling database searches in the classroom, if a projector and laptop are available.

What You Did Not See

Findings But…Fall 2008 66% (25 of

38) accomplished outcome

21% (10 of 48) of students did not submit the research paper, although they did finish, but not pass, the class

Spring 2009

83% (20 of 24) accomplished outcome

27% (9 of 33) of students did not submit the research paper, although they did finish, but not pass, the class

Fall 2009 75% (30 of 40) accomplished outcome

31% (18 of 58) of students did not submit the research paper, although they did finish, but not pass, the class

Spring 2010

86% (37 of 43)accomplished outcome

19% (10 of 53) of students did not submit the research paper, although they did finish, but not pass, the class

What?

Over a two year period, four semesters, 42% (80 of 192) of my students did not earn a passing grade on the research essay

They either did not demonstrate a complete grasp of the concepts, did not effectively integrate research into their writing, did not appropriately cite their sources, or did not submit the essay at all.

Very few of these same students passed the class; most failed

This is not okay with me!

My Philosophy

Whole-Part-Whole Demonstrate the Whole Teach & Practice the Parts Practice and Perform the Whole

To me, teaching students how to use and document research shouldn’t be any different than teaching them how to throw a frisbee or spike a volleyball

But am I right?

The Process Discuss and reinforce academic integrity Read and lecture on research chapter

Sources Evaluating Sources Documentation Samples

Learn and practice book citations Learn and practice interview and lecture citations Learn and practice periodical citations Learn and practice online citations

The Process

Group activity to practice all citations as well as evaluate sources

Apply skills to include one direct and one paraphrased citation in Essay #3

Apply skills to include two direct and two paraphrased citation in Essay #4

Meet SLO with Essay #5: include six citations using four sources (no more than two from any one type of media)

My Questions

I want to see a greater number of my students succeed in academic writing.

How can I continue to build on the process I have in order to help students understand academic integrity, how to do research and evaluate sources, how to incorporate research into their writing without losing their voice, and how to appropriately document their research in writing?

Or am I off track? Do I need to adjust my philosophy and make research less of a step-by-step practice and process?