COVID-19 Teaching and Learning Survey

This report presents descriptive results and open-ended comments from a survey of Ohio State faculty, undergraduate students, and graduate/professional students regarding their experiences with teaching and learning during the emergency transition to remote learning due to the COVID-19 pandemic in Spring 2020

Recasting the affordable learning conversation: Considering both cost savings and deeper learning opportunities

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Toward a Practical Set of STEM Transfer Program Momentum Metrics

Nearly two decades into the “completion agenda” in higher education, many community colleges have adopted collegewide reforms designed to improve stubbornly flat rates of student success and address persistent equity gaps. The longer-term effects of such collegewide reforms may take years to observe. In the meantime, college leaders need to know whether changes they make in the short run are associated with longer-term student success. Measuring the progress and effects of institutional reform is particularly vital in economically important STEM fields. Drawing on administrative records from transfer-intending community college starters across three states, this study develops and explores potential indicators of early STEM program momentum. The authors find that a relatively simple set of STEM momentum metrics—notably early completion of calculus or non-math STE coursework specified in statewide STEM transfer pathways and, to a lesser degree, the prerequisites to such courses—are reliable indicators of subsequent STEM transfer and bachelor’s degree attainment. The study's findings provide support for the use of the STEM momentum metrics to formatively evaluate reforms aimed at strengthening STEM transfer outcomes and closing equity gaps in STEM bachelor’s degree attainment

Measuring STEM Momentum: Early Indicators of STEM Transfer Success for Community College Students

This brief summarizes findings from a study of the postsecondary college transcript and degree records of hundreds of thousands of transfer-intending community college students in three states. The study explored and tested metrics that could be useful in the formative assessment of efforts to improve STEM transfer outcomes. Findings show that first-year completion of a calculus course and first-year completion of a science, technology, or engineering (STE) course specified on statewide STEM transfer pathways are both reliable indicators of subsequent STEM transfer success across a wide range of state and institutional contexts. These two metrics are robust predictors of success among subgroups of students by race/ ethnicity and gender. In general, community colleges have relatively low rates of completion of these key STEM courses, and disparities in completion of these courses by race/ethnicity and gender are common. The STEM momentum metrics identified in the study may therefore be useful for colleges seeking to strengthen STEM transfer outcomes and close equity gaps in STEM bachelor’s degree attainment

Accelerating the integrated instruction of developmental reading and writing: An analysis of Chabot College’s developmental English pathway

Abstract This paper uses qualitative and quantitative data to compare the outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and their peers who participated in a two-semester sequence. The sample included first-time students who entered college between summer 1999 and fall 2010; students were tracked for up to five years. Propensity score matching and regression analyses show that participation in the accelerated course was positively associated with a range of positive short-, medium-, and long-term outcomes, including entry-level college English completion, credit accumulation, grade point average, transfer to a four-year institution, and certificate and degree attainment. To better understand the quantitative findings, the authors draw on data from interviews with faculty, administrators, and staff; student focus groups; and classroom observations. The authors posit that the benefits of an accelerated course structure are amplified at Chabot College by a developmental English curriculum that is well aligned with college-level English and that develops critical academic literacy skills