Browsing by Author "Graunke, Steven"

Now showing 1 - 3 of 3
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    A 24-year longitudinal study on a STEM gateway general chemistry course and the reduction of achievement disparities
    (Public Library of Science, 2025-02-26) Basu, Partha; Malik, David J.; Graunke, Steven; Chemistry and Chemical Biology, School of Science
    The "First Year Experience" is a critical component of retention of STEM majors. Often, general chemistry has been labeled as a "gatekeeper" course for STEM careers due to a high attrition rate and a course that leads to increased time for graduation when students are inadequately prepared. We demonstrate that the active learning strategy Peer-Led Team Learning (PLTL) model increases student retention (%DFW calculated from earned grades A through F plus withdrawals, W) and success (%ABC calculated from earned grades A through F). We have analyzed approximately 24 years of data in general chemistry I (~20,000 students), using Analysis of Covariance (ANCOVA), which showed progressive, significant improvement in both student success and completion metrics. A Hierarchical Linear Modeling (HLM), using a combination of course and student-level variables, demonstrated the impact of PLTL on internal exam metrics and overall course grades. Further, HLM modeling assessed the impact of PLTL controlling for various student demographics. PLTL strongly impacted URM student completion rates to a greater degree than well-represented students, reducing the URM/non-URM achievement gap.
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    Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success
    (Stylus Publishing, 2019) Thorington Springer, Jennifer; Powell, Amy A.; Graunke, Steven; Hahn, Tom; Hatcher, Julie A.; English, School of Liberal Arts
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    Documenting the Value of Librarians in the Classroom: Results from a Mixed-Methods Research Collaboration with Campus Partners
    (2020-04) Lowe, M. Sara; Currier, Abby; Graunke, Steven
    This paper details the results of a mixed-methods study of first-year and upper-division students’ information literacy (IL) competencies. The study used a rubric and a survey, seeking to answer two research questions: 1) Is there a correlation between National Survey of Student Engagement (NSSE) IL survey responses and IL rubric scores? 2) Are there any indicators that correlate to improved IL performance in first-year students? Results demonstrated that first-year students reported greater engagement with IL and also indicated that instructors placed greater emphasis on IL competencies than students in upper-division courses. They also show a statistically significant impact on first-year students’ rubric scores when a librarian is in the class. This finding held even when controlling for other variables. Results provide an evidence-based foundation to spur conversations with faculty and university administration on the value of IL and the role of librarians in undergraduate student success.