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Access to Success. Course Redesign. Sue Minzlaff – Convener Diane Reddy – Psychology Michael Hero & Kelly Kohlmetz – Math. Access to Success Campus Goals. Increase first-year retention rates. Eliminate the retention gap between students of color and white students.

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slide1

Access to Success

Course Redesign

Sue Minzlaff – Convener

Diane Reddy – Psychology

Michael Hero & Kelly Kohlmetz – Math

access to success campus goals
Access to SuccessCampus Goals

Increase first-year retention rates.

Eliminate the retention gap between

students of color and white students.

Eliminate the retention gap between

students placing at developmental

versus college level Math and English.

A2S

slide3

Academic

Self-efficacy

Amplified Assistance

Mastery-based learning

Learning

Academic

Success

Perceived Control

Course-related

Expectations

A2S

How U-Pace Contributes to A2S Goals

Retention

slide5

A2S

Performance and Retention Impact of U-Pace

  • Academic Success outcomes based on 5,000 students:
    • Compared U-Pace instruction to conventional instruction
      • Same course content
      • Same textbook
      • Same exam questions
performance and retention impact of u pace

40

35

Performance and Retention Impact of U-Pace

25.47

6.23

20.14

11.23

15.20

8.14

6.95

6.47

0

A2S

Percent of U-Pace and Conventionally Taught Psych 101 Earning As and Bs by Disadvantaged Status

100%

P < .001

30%

= As

= Bs

25%

Percent of Students

20%

15%

10%

5%

0%

Conventional Conventional U-Pace U-Pace

Disadvantaged Not Disadvantaged Disadvantaged Not Disadvantaged

25%

15%

performance and retention impact of upace

40

35

Performance and Retention Impact of UPace

26.05

6.38

17.88

10.94

16.05

9.69

6.98

4.62

0

A2S

Percent of U-Pace and Conventionally Taught Psych 101 Students Earning As and Bs by Student Academic Preparation

100%

P > .05

= As

30%

= Bs

25%

20%

15%

Percent of Students

10%

5%

0%

Conventional Conventional U-Pace U-Pace

Underprepared Prepared Underprepared Prepared

slide8

A2S

Continuous Improvement:

Aspirational Models

  • Expand U-Pace instructional model to other disciplines.
  • Increase access to U-Pace for students who would benefit most.
  • Expand U-Pace instructional model to Supplemental Instruction.
slide9

A2S

Focus Question:

Perceptions and Value

  • What is the faculty/instructional staff perception of the value of U-Pace?
  • What is the student perception of the value of U-Pace?
slide10

A2S

Dear Professor Reddy,Finishing up my last quiz in your Introduction to Psychology U-Pace course acouple of weeks ago was very self-fulfilling. It is a great feeling ofaccomplishment.Although at first I was skeptical about how much knowledge Iwould actually obtain without the personal influence of an instructor I wasvery much surprised about the amount of material that I can recall and actuallyintegrate into my everyday life.Your TA\'s were absolutely awesome in providinghelp and encouragement.Everyone has busy schedules these days includingmyself. While only a freshman at UWM, I am trying to pull off an almost fulltime job in order to pay for my schooling. I also live off campus. Thisopportunity allowed me to take the free time that I do have and put it to gooduse. This U-pace course was absolutely wonderful and I would love to takeanother of the same type in my future endeavors here at UWM.

Accomplishment

Learning

Support

Access to

Success

slide12

A2S

Focus Question:

Increasing Participation Strategies

  • How do students find out about the U-Pace course?
  • How/when are students referred to the U-Pace course by faculty/instructional staff/student success staff?
access to success

A2S

Access to Success

Math Combination Courses

(Math 090/095, Math 095/105)

Dr. Michael Hero

Kelly Kohlmetz

how the math combination courses contribute to a2s goals
How the Math Combination CoursesContribute to A2S Goals

A2S

  • Retention rates increase (see http://www4.uwm.edu/acad_aff/assessment/intranet/retreat09/index.cfm)
  • Success rates improve for all students: around 90% of the students receive a final grade of B or better in the second course (as compared to pass rate of C- or better 75% for a regular math course)
performance and retention impact of math combination courses
Performance and Retention Impact of Math Combination Courses

A2S

  • Many students experience success in mathematics for the first time in their lives and use this to find success in other academic areas as well
  • Increased face-to-face time allows instructors to relate more personally with their students
  • Provides the motivated student the opportunity to position themselves to take the required courses in their major
focus question perceptions and value
Focus Question: Perceptions and Value

A2S

  • What is the faculty/instructional staff perception of the intervention?  Value?
  • What is the student success staff perception of the value of the intervention?  Value?
  • What is the student perception of the value of the intervention?  Value?
focus question increasing participation strategies
Focus Question: Increasing Participation Strategies

A2S

  • How do students find out about the service?
  • How/when are students referred to the service by faculty/instructional staff/student success staff?
for more information
For More Information:

A2S

  • Professor Eric Key

[email protected]

  • Dr. Michael Hero

[email protected]

  • Kelly Kohlmetz

[email protected]

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