Learning Skills Workshops Supporting First-Year Courses

Autor/in	Grills, Sheilagh
Titel	Learning Skills Workshops Supporting First-Year Courses
Quelle	In: Collected Essays on Learning and Teaching, 10 (2017), S.119-128 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Workshops; Learning Strategies; Skill Development; Introductory Courses; Basic Skills; Partnerships in Education; Biology; Achievement Gains; Grade Point Average; College Freshmen; Matched Groups; Developmental Studies Programs; Foreign Countries; Regression (Statistics); Canada + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Einführungskurs; Basic skill; Grundfertigkeit; Hochschulpartnerschaft; Biologie; Achievement gain; Leistungssteigerung; Studienanfänger; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Ausland; Regression; Regressionsanalyse; Kanada
Abstract	Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in student success by helping to build transferable learning skills, especially for high-fail introductory courses. In this paper, I report on supplementary workshops developed to target fundamental skills with course-specific examples. This partnership included incentivizing academic support with both carrots and sticks; instructors in introductory biology strongly urged students receiving D grades or below on the first test to approach Student Services for support, while sociology faculty incorporated workshop attendance into the introductory course with participation grades. Following such incentivizing of learning skills, workshop attendance increased by 45%. In both courses, first test scores and high school averages for students attending workshops did not differ from students not attending workshops. However, students who attended learning skills workshops had significantly higher course grades, persistence, sessional grade point averages (GPAs), and cumulative GPAs than students not attending workshops. Controlling for high school average, each learning skills workshop attended was associated with a 0.11 to 0.27 increase in sessional GPA on a 4.3 point scale. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01