As part of the collaborative, Virginia State University (VSU) will investigate use of self-directed learning interventions in its growing online course offerings, especially STEM and introductory biology courses, and build off the success of its STAR Program, which aims to enhance the performance of minority STEM majors enrolled in general biology courses in preparation for possible careers in allied health fields. VSU, an HBCU founded in 1882, is one of Virginia’s two land-grant institutions and is located in the village of Ettrick. With a current student population of approximately 4,000, VSU offers 36 undergraduate degree programs, 16 graduate degree programs, two doctoral degree programs, and eight certificate programs.
Wake Technical Community College will use its participation in the collaborative to build on previous improvements to online instruction, including Project COMPASS, which enhances student engagement in online courses. Wake Tech in Raleigh is North Carolina’s largest community college, serving more than 70,000 adults annually, with six campuses, three training centers, multiple community sites, and a comprehensive array of online learning options. Wake Tech offers more than 200 associate degrees, diplomas, and certificates that prepare students for university transfer or immediate employment. The college also offers short-term, non-degree programs and serves high school students in partnership with Wake County Public Schools.
Join us as we engage with experts from SRI, the Community College Research Center, and participating colleges to learn about framework of learning skills and mindsets that can support student learning and success in online and hybrid courses.
In 2020, Macomb Community College combined the college’s academic literacy and writing center and academic content tutoring center under one administrative team, allowing the college to reimagine tutoring services to better meet the needs of our students enrolled in remote, online, hybrid, and in-person courses. This shift—combined with the educational impacts we observed from COVID-19—encouraged us to apply what we had learned in working with students on reading and writing to other disciplines such as math, business, and physics and to develop new ways to support self-regulated learning across disciplines.
Join Achieving the Dream on Friday, October 14th, from 12:00-1:30pm EST, along with experts from SRI, the Community College Research Center, and participating colleges to learn about new approaches to improving student success in online STEM courses. We’ll learn about the role of self-directed learning skills and mindsets and about evidence for why and how self-directed learning works and hear about examples of this strategy in practice.
Join us at NISOD’s Fall Virtual Conference for Supporting Student Learning in Online STEM Courses: Insights from the Postsecondary Teaching with Technology Collaborative. Thursday, October 20, 2022, 2:10-3:00 pm ET. Faculty, staff, and administrators are seeking ways to support students with the learning skills and mindsets needed to succeed online…
Join us for the online portion of the EDUCAUSE Annual Conference, for Teaching with technology to support students? Skills for managing their learning on November 2, 11:45-12:20 EST. To succeed academically, college students must develop and apply strategies for managing their learning, such as goal setting, task planning, getting help, reflecting on progress, and adjusting their strategies.
Join us for Transforming STEM Higher Education: Back to Broken, AAC&U’s Conference on accelerating undergraduate STEM education reform for Creative Strategies to Support Self-Directed Learning in Online Intro STEM Courses, Friday, November 4, 2022, 8:30-9:00 am EST. Researchers will report on findings from a study of the ways that instructors teaching online introductory STEM courses use instructional strategies and educational technology to help students develop self-directed learning (SDL) skills and mindsets like motivation, planning, help-seeking, and reflection.