Reading comprehension assessments are used for postsecondary course placement and advising, and they are components of college entrance exams. Therefore, a quantitative understanding of the relationship between reading comprehension assessments and postsecondary academic achievement is needed. To address this need, we conducted a meta-analysis to…

College graduates are entering the workforce with reading and critical thinking deficiencies. This study examined students' and instructors' perceptions of reading in the college classroom and the course grades associated with not reading an assigned textbook. Instructor tenure-status and discipline were also examined to determine differences in…

A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources,…

Increasing classroom attendance rates is important to improving success in developmental mathematics courses. Our results indicated that absence rates begin to increase after the first exam. Furthermore, the number of absences gradually increased throughout the semester and a higher proportion of class meeting time was missed in classes that met…

Both community colleges and four-year institutions offer Student Success Courses (SSCs) to promote student engagement (self-regulated learning, SRL) and performance (grades, retention, and graduation). However, little work has been done to examine the holistic impact of SSC interventions or to determine which aspects of course curriculum most…

Many institutions struggle to develop a meaningful way to assess the effectiveness of drop-in tutorial services provided to students. This article discusses the development of a data collection system based on a visitor sign-in system that proved to be an efficient method of gathering assessment data, including frequency of visits, end-of-course…

Different approaches to creating out-of-class reading assignments for university general education courses might affect the amount of time students actually spend reading. Five instructors of a required religion/philosophy class used different approaches to assign out-of-class reading. Subsequently, their students (n = 504) were surveyed about…

Although first-year students in Supplemental Instruction (SI) earned similar average numerical-grades in an introductory biology course as non-SI students, their grade distributions were different: SI students earned fewer D's and F's than non-SI students. SI students who earned A's and B's had similar admissions scores as those who earned D's and…

In this article, we discuss the importance, specifically for developmental educators, of understanding diverse students' use and perceptions of learning centers. Among the results of a survey of students' perceptions of the mathematics program in the General College, University of Minnesota, we found statistically significant differences in how…

University students (n = 69) enrolled in an introductory psychology course at an historically Black university completed nine curriculum-based measurement probes. Results for each student were graphed and trendlines were calculated. Trendline direction was examined to determine whether a possible formative assessment technique might be developed…