Volume XXXVIII, No. 28 | November 17, 2016 Teach Students HOW to Learn: Metacognition is the Key! “Miriam, a freshman calculus student at Louisiana State University (LSU), made 37.5 percent on her first exam, but 83 percent and 93 percent on the next two exams. Robert, a first-year general chemistry student at LSU, [...]
Volume XXXVIII, No. 29 | December 1, 2016 Using a New Tool in a New Way Many students find studying difficult, perhaps because they’ve never been taught how to study. There is ample evidence that shows repeated exposure to course material, especially in different contexts, helps move course material into long-term memory (Baddeley, [...]
Volume XXXVIII, No. 28 | November 17, 2016 Teach Students HOW to Learn: Metacognition is the Key! “Miriam, a freshman calculus student at Louisiana State University (LSU), made 37.5 percent on her first exam, but 83 percent and 93 percent on the next two exams. Robert, a first-year general chemistry student at LSU, [...]
Volume XXXV, No. 15 | May 3, 2013 Thought for the Week Wednesdays: Making Connections in Minutes Can five minutes of classroom time once a week really make a difference? I set out to answer this question as I sought to improve retention and student success in my pre-curriculum reading classes. I [...]
Volume XXXVII, No. 19 | September 18, 2015 Striving for Enhanced Understanding and Retention (Contextualized Learning) I’d like for you to think about a time when you attended a class or lecture and were really excited about learning more about the subject matter. Now I want you to compare the feeling you had [...]
Volume XXXVI, No. 19 | September 19, 2014 Connecting Old Knowledge and New Knowledge Imagine two college students are having the following conversation. A: Did you fix it? B: No. A: No? Why not? B: The place was closed by the time I got there. A: Then how are you going to get [...]
Volume XXXV, No. 24 | October 25, 2013 Retention Issues in the Community College It seems that each time the spring semester rolls around, we have increased retention issues. As a result, retention efforts were the topic of a recent conversation in the Transitional English department. Much of the literature I have [...]
Volume XXXV, No. 7 | March 1, 2013 Understanding or Memorization: Teaching that Promotes Long-Term Retention Why do we remember some lessons and forget others? Is it that some are perceived as more important, exciting, or possibly just easier to comprehend? Perhaps the answer has elements of all of those in its makeup; [...]
2008-2009 Innovation Abstracts Issue Description Vol. XXXI, No. 15 May 8, 2009 In “Global Perspectives: Enhancing Research,” Stephen Holland, English and Education Faculty, at Muscatine Community College (IA), describes a strategy for helping students move from simple presentations of information to critical levels of thinking. Helping students gain perspective about global relationships [...]
2007-2008 Innovation Abstracts Issue Description Vol. XXX, No. 15 May 2, 2008 In "The Natural Athlete: A Comfortable Myth," Suanne Roueche, currently Editor of NISOD Publications, describes 10 strategies for improving athletes' performances that have proven to work equally as well for improving academic performance. This issue, originally published in 1983, is [...]
