Access at the Crossroads Blog
These blog entires identify best practices to increase success for historically-underrepresented college students including excerpts from my book, Access at the Crossroads. Click here to subscribe to this blog.
The Apple iPad continues to grow with the number of users and the enormous number of apps available for downloading, many of which are free. The latest count is over 1.2 million. My directory contains my favorite 300 I use personally and with my work as a college history professor.
Copyright ©2015 by Mid-America Association of Educational Opportunity Program Personnel (MAEOPP) and the University of Minnesota by its College of Education and Human Development, Department of Postsecondary Teaching and Learning, Minneapolis, MN.
MAEOPP is pleased to release the 2015 directory of peer-reviewed education practices approved by the MAEOPP Center for Best Education Practices. Each practice has undergone a rigorous external review process. This directory contains those approved at the promising and validated levels. Readers can use this publication as a guide for implementing the evidence-based education strategies contained within it. Detailed information about the education practice purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing it. Consider using them with current programs and in grant submissions that require evidence-based practices to improve student success.
The thirteen practices approved thus far by the MAEOPP Center represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided. While the education practices come from TRIO and GEAR UP programs, they could be adapted for use with nearly any student academic support and student development program. These programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population as well.
High School Financial Literacy GEAR-UP Students. Wichita State University (approved Promising Practice October 31, 2014). Strong financial knowledge is important to people of all ages. Finance makes a difference in our lives both on a short and long term basis. It effects how we interpret everyday life and analyze information. Improved financial literacy, particularly early in life, results in a higher standard of living over the long term, aids in career choices and helps determine retirement savings. Providing young people with the knowledge, skills, and opportunity to establish healthy financial futures is far preferable to having to provide credit repair or debt management services later on in their lives (M.S. Sherraden, 2013). Kansas Kids @ GEAR UP (KKGU) designed an online high school financial literacy program based on the National Standards for K-12 Personal Finance Education created by Jump$tart. The high school program consists of six components that teach students financial knowledge in financial responsibility, income and careers, planning and money, credit and debt, risk management and insurance, and saving and investing.
The goal is to ensure seniors do not graduate without a basic knowledge of finance. The design of the program begins with an introduction to financial literacy, which includes a pre-test to assess the students’ knowledge of financial literacy. After completing each module students must be pass a multiple choice test with a score 80% or better before advancing to the next module. The program randomly selects questions and their multiple-choice answers so that students cannot copy down answers to pass each test without reviewing the modules again. Instead of a posttest, the questions that are asked throughout the six module tests serve as comparison questions for the pre test instead of students taking a separate posttest. <Click on this link to downlad the best education practice.>
Facebook is a tempting distraction. I have it open as a tab in my browser as I write this. And look, it’s showing that I have a new notification! I must see it, immediately. Facebook designed the site to make me feel that way. This doesn’t bode well for college students. If professionals, and even some professors, have a hard time resisting the lure of Facebook, then what chance do 18-year-olds have?
New research suggests that the kids may be all right. A study of Facebook activity and grade-point averages suggests that students may learn to regulate their use of Facebook, both as a distraction from coursework and in their free time, as they move through college. Reynol Junco, an associate professor of education at Iowa State University, collected data from about 1,800 students at a four-year college. He found that students who spent a lot of time on Facebook while also trying to complete assignments tended to get worse grades.
The correlation, however, held true only for freshmen, sophomores, and juniors. Seniors tended to use Facebook less in general. For them, time spent on the site did not correlate negatively with GPA. “Seniors were less likely to post status updates than freshmen and sophomores, comment on content less than the other class ranks, use Facebook chat less than freshmen and sophomores, post photos less than juniors, tag photos less than freshmen and juniors, and view videos less than all the other class ranks,” Mr. Junco wrote in a paper published this month in the Journal of Applied Developmental Psychology. It could be that freshmen are simply not as good at resisting the urge to use Facebook when they should be working, and that they get better at it as they get older.
Mr. Junco also pointed out that freshmen are scrambling to find their social footing in a strange new place while clinging to the relationships they’ve recently left behind. “Freshmen must not only adapt to a new academic environment, but also a social one in order to be successful,” he wrote. The self-regulation skills of individual students no doubt play a role at any age. Mr. Junco’s snapshot is of four groups of students, not a single group evolving over time. But he hopes the study will at least help higher-education professionals move past their own antipathy to Facebook use. An “abstinence only” approach, Mr. Junco said, is more likely to “alienate students and not allow for the leveraging of the important social affordances of Facebook in support of the first-year transition process.”