Encouraging students to complete coursework

Governor Karyn Polito said. Santiago, Massachusetts Commissioner of Higher Education. These efforts will help reduce barriers and accelerate the timetable for students to complete their degrees.

Encouraging students to complete coursework

Diversity Drives Innovation Humans have the distinctive ability to use communication to solve problems as a team. Often our most heralded advancements are the products of a diverse group of people collaborating with one another to work towards a greater goal. When people from dissimilar backgrounds collaborate, each is able to offer a unique perspective that builds upon Encouraging students to complete coursework adds to the knowledge and skills of the team.

However, forming diverse teams of scientists requires increasing diversity in STEM — an issue that has proven to be a stumbling block for educators over the past few decades. Students from disadvantaged backgrounds, minorities, and women are less likely to embark on STEM career paths, and those who do are more likely to change careers.

Retention challenges range from lack of support, to lack of access to academic opportunities, to flat out discrimination.

Encouraging students to complete coursework

However, addressing these inequalities and retaining these students will benefit humanity at large. Solutions to the present challenges facing society will come from diverse teams of people working together for the common good — particularly in STEM fields. After experiencing a rocky introduction to data analysis courses during her own education, Professor Lisa Dierker recognised the need for a foundational statistics course that is accessible to students of all interests and backgrounds.

She has developed her Passion-Driven Statistics Encouraging students to complete coursework to drive interest and understanding in learning statistics, while providing an environment that is welcoming and supportive of students from all backgrounds and skill levels.

It is likely our greatest hope for creating a more equitable world. She wanted to build a system that transforms students into self-motived young scientists, driven to learn about data analysis to satisfy their own curiosity about the world, rather than chase a grade or simply fulfil a requirement.

The perfect program would rise to many challenges: Professor Dierker and her team at Wesleyan University developed Passion-Driven Statistics to meet these lofty aims, by utilising cutting edge research into how humans are motivated to learn and best retain new information.

Passion-Driven Statistics aims to train students to approach problems with a statistical eye, so their skills are not simply memorised and then forgotten, but become a part of their intellectual toolkit and shape their perspective on the world.

Rather than listen to lectures during class time and practice problems as homework, Passion-Driven Statistics flips the script: This means that students spend class time engaged in projects that pique their natural curiosity, learning the statistical methods necessary to answer questions specific to their interests.

Rather than moving down a laundry list of required topics, students build on their statistical knowledge organically as they move through their project, forming more meaningful connections between concepts and methodologies.

It is critical to Professor Dierker to ensure that the program is useful for all majors, and that students will be able to adapt their newfound statistics knowledge across the range of STEM fields to engage in interdisciplinary research.

To accomplish this, students are taught terminology from across multiple fields. They are also given the option of working with data sets from a broad range of disciplines and must share their work with students from other fields, to further hone their interdisciplinary communication skills.

To this end, students in Passion-Driven Statistics are given access to the same computational technologies commonly employed in many industries that collect and use data, providing exposure and experience with modern computing methods and statistical programs that they can expect to use in STEM careers.

While a primary driver of Passion-Driven Statistics is the aim to imbue students with an appreciation for data analysis, it also aims to increase diversity in the sciences by fostering classroom settings that are inclusive and supportive.

Holistic Solutions for Authentic Learning

Traditional classroom settings place the burden of effort on the instructor — thus, class sizes must remain small in order for students to receive adequate support and direction. Many schools and universities lack the staffing to provide such instruction to a large student body, and must rely on the large general lecture.

While professors guide in-class activities, students also have access to online resource modules that are customised to their project and learning speed. Students also work together in groups, learning from one another and collaborating to fill knowledge gaps and building a motivating sense of community and comradery.

Ultimately, Professor Dierker and her team want the program to shift the student view of statistics from a necessary evil to an essential way of understanding the world, and help students build confidence in their ability to analyse data.

Driving Student Success In its pilot at Wesleyan University, Passion-Driven Statistics has already begun to change the relationship that many students have with statistics.

The course has been shown to attract higher rates of underrepresented students than a traditional statistics course, and student feedback from the course has been quite positive, with the majority reporting that it has been one of the most useful courses they have taken in college and that it has increased their interest in pursuing additional coursework in data analysis.

In addition to these learning centres, the model has also been adapted to reach a worldwide audience as a Massive Open On-line series of courses available through Coursera for more information, see https: With funding from the National Science Foundation and the Davis Educational Foundation, Professor Dierker is working to continue to build and refine Passion-Driven Statistics across additional learning environments and student demographics.

Showing their commitment to inclusion, her team will be bringing their model to students with language-based learning disabilities in the coming year.Applications for Australia Awards Scholarships have closed for the Intake and will re-open on 1 February for the Intake.

The maps help to simplify decision-making for students by providing intentional opportunities for exploration and informed choices. Students are helped from the start to understand academic and career options, choose a program of study, and develop a plan based on the program maps.

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In recent years, a number of specialized scholarships have been created for older women, often called nontraditional or re-entry students, who are interested in obtaining job skills and higher education. Weebly makes it surprisingly easy to create a high-quality website, blog or online store.

Over 40 million people use Weebly to bring their unique ideas to life. Many students enrol in a Master or PhD postgraduate research degree, but few complete them.

Encouraging students to complete coursework

From , , domestic and international students enrolled in postgraduate research programs. Encouraging students to engage with the assessment criteria while completing their coursework. Will the students complete the forms? ‹ Encouraging students to engage with the assessment criteria before they start studying for a piece of coursework up Encouraging students to engage with feedback.

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