Eliot Rendleman, Emily Reed
Many instructors assume that tutoring only contributes to academic success. Research in writing center studies appears to support such assumptions. Studies have reported increases in intrinsic motivation, positive attitudes about mandatory visits, retention rates, number of student drafts, higher assignment and course grades, and confidence. Although the assumptions and data-driven research seem irrefutable, recent research uncovers evidence that suggests too many tutorial visits may undermine the efforts to support Complete College Georgia initiative. In this poster session, the presenters will reveal a tutorial visitation threshold found at one writing center. Sharing their original, data-driven research, this professor and student research team will demonstrate that too many visits to writing tutorial services may result in lower grades and self-efficacy. The audience members are invited to share their experience and to interrogate collaboratively the methods and results of the session.
Networking is one of the most valued aspects of this conference. We hope you will join us for the Social Reception on Wednesday afternoon from 5:30 – 6:30. The reception is held in the Hill Atrium/Pecan Tree Galleria along with the Poster session and Exhibitors, allowing for many opportunities to meet and mingle with colleagues and new friends.
Dion Stewart, Mary Ann Cullen, Bayard Stringer
Online alternatives to traditional textbooks lower educational costs for students and provide immediate access to the text. However, free, high-quality, online texts are not readily available in most science disciplines. This presentation explores the solution of using readings from a science reference database (AccessScience) to replace all or some of assigned textbook readings in freshman-level geology and astronomy classes.
A quantitative comparison of student performance on exams and quizzes is used to assess the relative learning experience of the database readers compared to the traditional textbook readers. Class surveys were used to determine student satisfaction and self-reported compliance with course reading assignments. A librarian collaborating on the project will join the science instructors to discuss the benefits and challenges of using a database in lieu of a textbook and the issues associated with the possible expansion of this approach into other disciplines.
Hank Bowman, Ric Rebne
This session will allow attendees to look beyond adaptive learning as a buzzword by giving thorough insights into its definition, implementation and potential to improve classroom results. By analyzing the successful Adaptive Courseware pilots at Arizona State University, this session provides attendees with unprecedented insight into the promise of adaptive learning. Not only will the attendees learn how to introduce adaptive learning technologies into their teaching but also see the strong evidence of its positive effect on the learners' experience.
