students studying in library March 21, 2017

A Study-for-an-Exam Assignment


To remediate the exam preparation study skills that beginning (and other) students are missing, most of us respond by telling students about those skills that make for good exam performance. “Come to class.” “Take notes.” “Keep up with reading.” “See me during office hours if you need help.” And most of us have discovered that this approach isn’t particularly effective. It doesn’t always work well for two reasons. First, students tend not to listen all that closely to advice on how to study when it’s offered by people who sound and often look like their parents, and second, it’s not enough to know what they should be doing. Students need to work to develop and refine those skills.

Consider an approach that might succeed where how-to-study admonitions fail. It starts with a first-year seminar program. A first-year seminar provides a perfect structure for this assignment, but it could be used in a variety of courses. In this first-year seminar course students get the usual instruction on learning strategies, but more importantly they complete an assignment in the seminar called a Strategy Project Assignment. It’s a “multistep project requiring students to plan, monitor, and evaluate their newly learned strategies as they prepare for a test in a course in which they are currently enrolled.” (pp. 272-3)

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cooperative learning October 13, 2015

Ah-ha Moments—When Cooperative Learning in the Classroom Works


Goals for my First-Year Seminar students include proficiency with a host of study skills as well as course content based on what we call “learning about learning.” To support new college students in understanding what, exactly, learning is, my colleagues and I introduce a number of themes and authors to our students over the course of the first semester. Themes can include locus of control, memory learning and the brain (including information processing models), current research on learning disabilities, theories of motivation and learning, mind-set theory, emotional intelligence theories, and research on millennial students just like them. Students read materials written by authors doing work in these areas.

August 23, 2012

Implementing High-Impact Learning Across the Institution


High-impact learning practices—first-year seminars, learning communities, service-learning, undergraduate research, and capstone experiences—can provide intensive learning for students and improve retention, persistence to degree, and postgraduate attainment. However, to be effective, institutions need high-level support and cross-divisional collaboration, says Lynn E. Swaner, a higher education consultant and coauthor (with Jayne E. Brownell) of Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality (Association of American Colleges and Universities, 2010). In an interview with Academic Leader, Swaner talked about her research and offered suggestions on successfully implementing these practices.