A strong body of evidence reveals that quizzing students using low stakes assessments enhances learning and retention compared to not quizzing. In regards to learning and retention, the way in which students are quizzed is also important. Recall or retrieval practice has shown to enhance learning and increase retention compared to recognition quizzing. The current study evaluated the used of low stakes recall vs. recognition assessments in a hybrid course with weekly online lectures. Participants were divided into either the recall (n = 140) or recognition (n = 111) group. Average participation in low stakes assessments, percentage scores on high stakes assessments, and final exam percentage were compared between groups. The results revealed a significant difference between average low stakes assessment participation. No other statistically significant differences were found. Our study results did not find a signification difference between recall and recognition assessments in online lecturing. However, the type of assessment used did affect the amount of participation in the low stakes quizzes.

In May 2013, 3446 graduate students were sent a short survey asking for their evaluation of the advising they received at ISU. 1836 responses were received for a response rate of 53%. The goal of the survey was to gather information on the current state of advising so we can have a concrete discussion on what can be improved.

The Graduate Student and Post‐Doctoral Research Associate Scholarly Activity Survey was administered during the spring 2013 semester by the Survey and Behavioral Research Service at Iowa State University. The purpose of the survey was to gain a comprehensive view of the endeavors of graduate students and postdocs at ISU during the 2012 calendar year.

This report documents the results of the investigation into the language learning potential of data-driven teaching materials on source use for undergraduates in a college-level writing course at a large land-grant Midwestern university. The investigation is a part of a large project which comprises three major stages: linguistic analyses on source use of 149 documented essays written by college students, development of data-driven materials on source use, and evaluation of the materials. The data-driven teaching materials consist of a corpus-based web tool and a computer-delivered online lesson on source use. The corpus-based web tool provides examples of citing sentences in the collection of 79 A-graded essays as concordance lines which help illustrate different features of source use, and displays graphs showing frequency distributions of citing sentences across sub-categories of each feature of source use. The computer-delivered online lesson contains two major tasks each of which has questions that guide students to observe the use of a feature of source use in the corpus-based web tool. This report summarizes key findings of the implementation of the materials in a naturalistic instructional setting. These findings focus on the language learning potential of the materials which concerns two major aspects: (1) whether the pedagogical design characteristics of the materials led to the students’ hypothesized learning processes (i.e., noticing and focusing on features of source use), and (2) whether the students gained any knowledge, skills, and awareness about source use after the training.

The flipped classroom design is becoming a popular trend among college courses. In order for this design to be successful, students must come to class prepared. The purpose of the current study was to evaluate the effectiveness of a class prepared assignment (CPA) in a senior undergraduate Kinesiology laboratory with a flipped design. All participants were required to watch weekly videos prior to coming to a 2-hour lab, once a week. Participants were either in a laboratory section where no CPAs were assigned (control, n = 49) or in a laboratory section where CPAs were assigned (experimental, n = 49). Laboratory quiz scores, percentage of weekly videos watched, multiple video views, and reported student preparedness were compared between groups. The results showed statistically significant differences in laboratory quizzes, percentage of weekly videos watched, and multiple video views. No statistically significant difference was found between reported student preparedness. Class prepared assignments appear to increase participation in pre-class assignments in flipped classrooms and CPAs may encourage students to interact with the content multiple times.

This research examined the use of culturally responsive teaching for underrepresented and/or first-generation, low-income students who are in the ISU McNair Program and graduate school bound. The implementation of culturally responsive learning allowed the integration and mastering of the scientific research process and development of a sociopolitical consciousness, in order to prepare the students for graduate school success. Through a hands-on and team-based pedagogical approach, the scholars created academic research projects focused on Impostor Syndrome, stereotype threat, and barriers to first-generation doctoral students in an effort to critically examine their existence in higher education, as well as increase their knowledge of the research process.

The Early Engagement Survey was emailed to first year graduate students on October 16, during the 9th week of the semester. The purpose of the survey was to identify key behaviors of new graduate students that might provide an early indication of difficulties transitioning to graduate school. Students were asked about their academic integration, social integration, and possible causes of financial stress—three factors identified as possible explanations as to why students leave graduate school without a degree. We also know that the largest attrition rates occur during the first year of graduate studies, but we do not know whether early student behaviors during the first few months of graduate school correlate with a decision to leave by the end of the first year.

Herein describes the reasoning behind the approach and the employment of the present web-based course content in two of the undergraduate organic chemistry laboratory courses at the department of chemistry, Iowa State University (ISU). The design utilizes both virtual and in-person educational rudiments to enhance students' overall learning experience. This paper aims to assist the two courses overall and other instructors seeking to improve the effectiveness of their teaching.

During the spring 2012 semester, a task force of graduate students, staff, and faculty created a survey to gather information from women graduate students about their experiences at Iowa State University (ISU). The survey was adapted from similar surveys at MIT and University of Maryland. Our survey had four main sections: (1) Campus climate, (2) Professional development and academic services, (3) Student workload and student services, (4) Wellness, family and housing.

Motivational interviewing (MI) is a skill used to help individuals make positive behavior changes and may be beneficial for those who work with undergraduate students. A new training, comprised of online content followed by an in-person workshop, was created and offered to staff members working directly with students at Iowa State University. The aim of this study was to evaluate confidence for using MI-related components pre and post an in-person workshop. To do so, participants completed a survey regarding their confidence in using MI-related skills before and after the workshop. From the survey results, a paired t-test was conducted to examine differences, and effect size was calculated to examine the magnitude of this difference. A significant difference was found pre to post with a small-to-moderate effect size, suggesting the in-person workshop was an important component for building self-efficacy to implement principles of MI in future conversations with students.