ERIC Number: ED238504
Record Type: RIE
Publication Date: 1983-Jun
Reference Count: 0
Increasing Student Success Early in the Semester.
Ginsberg, Rick; Easton, John Q.
In spring 1983, a study was conducted at the City Colleges of Chicago to design and implement a treatment to increase student success at the beginning of the semester and to assess teachers' reactions to this treatment. Seven teachers from three departments and a team of researchers worked together to develop a plan that included activities to help teachers: (1) be better organized through, for example, distributing syllabi and course and topic outlines; discussing grade policy, course requirements, and learning resources; outlining attendance policies; and discussing course objectives of the first 3 weeks; (2) be student oriented by, for example, allaying anxiety and tension in the classroom, appearing relaxed, having students introduce themselves, and collecting student data forms; (3) encourage student participation by stressing the importance of asking questions, discussing student involvement requirements, and assigning students to study groups; and (4) provide feedback and correctives for homework assignments and quizzes. Faculty reactions to the treatment, as determined through interviews and questionnaires, were generally positive. All of the teachers agreed on the importance of the overall plan and its positive effects on the students. They did note that more training was necessary in order to plan adequately for the first weeks and that it was difficult to implement all of the activities. A list of treatment procedures and a student involvement checklist are appended. (LAL)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Authoring Institution: Chicago City Colleges, IL. Center for the Improvement of Teaching and Learning.