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Student Wellbeing Series

August 27, 2018

his series comes in four parts: PART 1 discusses asset-based approaches to promoting students' wellbeing. PART 2 discusses supporting students experiencing food and/or housing insecurity. PART 3 provides strategies for supporting students experiencing mental and/or physical health crises, and PART 4 discusses strategies for helping students develop life-long habits for health and wellbeing.

Addressing Plagiarism Series

August 27, 2018

The Addressing Plagiarism resource is composed of three parts: PART 1 presents definitions of plagiarism and reasons why students may plagiarize. PART 2 outlines a few specific teaching strategies for addressing plagiarism with your students and helping them learn to use sources ethically.

Effective Feedback Series

August 22, 2018

The Effective Feedback resource is composed of three parts: PART 1 discusses strategies for effective feedback between instructors and students that is focused, forward-looking, and timely.

Student Accessibility and Attrition in Online Courses

August 21, 2018

Online courses have been described by supporters as equivalent to face-to-face courses for students who successfully complete them. Unfortunately, students generally complete online courses in reduced rates compared to face-to-face courses. To examine this phenomenon toward buttressing students’ online course persistence and success, we are examining student access, attitude, and attrition in a popular general education course. This mixed-methods study tracks student persistence, and surveys students who withdraw to understand the primary reasons for their decisions.

Student Choice and Outcome in Online Courses

August 21, 2018

Because online courses increase convenience and remove pressures of transportation and scheduling, they are often touted as a means to increase equitable access to higher education. However, in recent studies, the outcomes of students enrolled in fully online courses tend to be poorer than those of their face-to-face counterparts. With this project, we seek to understand  whether online courses preferentially attract, and then disadvantage, underserved student demographics--thus functioning as an “access trap” to vulnerable student populations.