An exploratory study: science course revision at a Title IV historically black college or university community college

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University of Alabama Libraries

Utilizing a grant from the National Science Foundation (NSF) there was an expansion of the pedagogical toolbox of Historically Black College or University (HBCU) community college faculty members in connection to student success in introductory, gateway science classes. Quantitative data sets were used, including student pretests and posttests that collected critical thinking assessment scores and attitude surveys. Qualitative assessment of video data was recorded and analyzed as well. This study found that there were improvements in students’ attitudes towards science, specifically reflected in the positive improvements in students’ CAT scores. The faculty training and development reflected positively in the data collected after the course revisions. Some faculty agree that techniques learned in the training better served the students—despite the additional time needed to invest in adjusting teaching to include the learning techniques. The student attitude surveys collected showed the positive effect that faculty training and development had during the research process. Reviewing the videos of the student-faculty interactions and individual faculty interviews led to important findings of specific factors that affect student development. Faculty realized that the tools learned in the training workshops positively affected their students’ grades—as noted by many in their exit interviews.

Electronic Thesis or Dissertation
Educational evaluation, Educational administration