Appatova & Prats   Effective Learning Environments (ELE) for Developmental Students: Expectations and Reality

23/Th                         1:00 PM                                                      Miller

 

Type_Presentation:         60-minute Concurrent Session

PresentationTitle:         Effective Learning Environments (ELE) for Developmental Students: Expectations and Reality.

ProgramStrand_Primary:     Research and Evaluation

ProgramStrand_Secondary:   Freshman Year Experience

 

Presentation_description:

This session introduces faculty, administrators, and student support services to a novel theoretical concept of Effective Learning Environments (ELE), prioritizes components constituting ELE from the perspective of developmental students, as well as analyzes developmental studentsŐ expectations of higher education and their own role in their success in academia.

 

Purpose of the Presentation and Relevance to CRLA: This session introduces faculty, administrators, and student support services to a novel theoretical concept of Effective Learning Environments (ELE), which embraces multi-directional existing research of various factors influencing student learning.  A great deal has been written about how students should learn effectively from the viewpoints of faculty and support staff.  This session allows the participants Ňto listen to the student voices," which have not been sufficiently heard in the chorus of educators.

 

Learning Objectives:  The main learning objectives for CRLA conference attendees are the following: (a) to determine a system of components constituting an Effective Learning Environment from the perspective of developmental students; (b) to analyze developmental studentsŐ expectations and their prospects to succeed in college based on their expectations; and (c) to conceptualize a comprehensive approach for assessing the effectiveness of a learning environment for developmental students.

 

Methods and Results:  The survey of opinions of 255 first-year developmental students at the Center for Access and Transition at the University of Cincinnati was collected during the 2006-2007 academic year.  As a result of the quantitative and qualitative analysis of the data obtained, a range of components constituting ELE and developmental studentsŐ priorities have been established in such areas as curriculum, study skills, support services and programs, interpersonal relationships of students with other students, professors, administrators, staff, and offices on campus, as well as a scale of self-efficacy factors.   Developmental studentsŐ motivation level, as well as their expectations of higher education and their own ability to do well in college, are presented as precursors of their success in academia.  Based on the results of this research effort, specific recommendations will be offered to faculty, administrators, and student support staff focusing on the enhancement of learning environments for developmental students.

 

Audience Interaction and Engagement; Handouts/Media:  Following a power point presentation, the audience will be engaged in a facilitated small-group discussion of various components of ELE and their importance for the effective learning of different student populations. The applicability of the ELE study to various student populations is included in the discussion.  Opportunities for nationwide research partnerships will be discussed. Handouts will be provided with power point slides and sample ELE surveys for students and faculty.

 

PresenterŐs Knowledge and Experience with the Topic:  The co-presenters initiated the ELE study in 2006 and completed the data analysis at the University of Cincinnati in 2007.  The results of the ELE study have been presented at several national and international conferences.  The surveys were translated into the Hebrew and Croatian languages and administered at the University of Zagreb, Croatia, and University of Bar Ellan, Israel.  The authors are also currently working with several colleges and universities in the United Kingdom on this international research effort.   A presentation on the ELE study has been invited by the National Center for Developmental Education to be delivered at the 4th International Conference on Research in Access and Developmental Education in San Juan, Puerto Rico in September, 2008.

 

PresenterBio:

 

Victoria Appatova is an Assistant Professor of Reading at the Center for Access and Transition, University of Cincinnati.  She has extensive experience in literacy instruction and research, especially with a focus on integrated curriculum and paired courses for marginally prepared college students.  Her current research interests are lying in the areas of access and successful transition to higher education.  She has presented at dozens of national and international conferences and published articles in peer-reviewed journals.  She has also been serving as a member of the National Board of Directors for the Teaching Academic Survival Skills (TASS) Conference, as well as the TASS Conference Co-Organizer.   As a member of the Executive Committee of the College Literacy and Learning Special Interest Group of the International Reading Association, she was presented with the Award for Outstanding Service to the Field of College Reading and Study Skills.

 

Presenter2_Bio:

 

Harry Prats is an Associate Professor of Psychology at the College of Applied Science, University of Cincinnati.  He has co-organized and co-directed the Annual TASS Conference for the past 19 years.  Most of his career has been devoted to working with under-prepared students.  His current professional interest is in widening participation of under-prepared students in higher education and self-efficacy of developmental students.  He has published and presented at various national and international conferences on interdisciplinary teaching, teaching and learning styles and stress management.  He continues to be active in developmental education implementing interdisciplinary approaches.  Harry Prats has also recently received an award for Dedication and Commitment to the Field of College Reading and Study Skills, which will be presented to him at the International Reading Association convention in May, 2008.