Overview: In exploring teaching and learning in the classroom, some impacts faculty have been interested in include on student success in addition to student learning. This list demonstrates ways in which EDLI projects align with MSU’s strategic plan for student success.
Outcomes: EDLI’s work to impact student success aligns with MSU’s Strategic Plan for student success.
MSU Strategic Plan Action: Ensure continuing quality and improvement of academic programs by clearly articulating learning outcomes; regularly and appropriately assess and align outcomes
- EDLI Fellows Project – Math 101: Developed simplified learning objectives and communication methods to help students understand and work towards course goals.
Redesign gateway courses to improve learning outcomes and eliminate opportunity gaps
- EDLI Fellows Project: Biosci 161: Collaborated to redesign biology gateway course to improve alignment of course activities and assessment with course goals.
Decrease average student debt and maintain access to high-quality MSU education for students of all economic backgrounds by increasing on-time graduation rate for undergraduate students
- EDLI Laptop Loan Program: Collaborated with APUE, MSU Library and IT to have 20 laptops available for checkout in the library. One element to improve equity with regards to access to educational technology.
Develop online and alternative pathways for some-college-no-degree students and prospective students who already are in the workforce and/or for those who cannot engage in a traditional course delivery structure
- Hyflex project: Collaborative project with MSU IT that helped to equip a set of rooms with additional microphones and to evaluate faculty members’ attempts at Hyflex/blended instruction. Lessons learned were communicated to instructional designers and faculty.
Future plans: Our work sometimes addresses learning which might address the “F” in DFW (Drop, Fail, and Withdrawal rate) and sometimes it addresses structural or support issues that affect the “D” and “W”. Future work, might help to guide faculty and administrators with how they might interpret these signals for making curricular and/or student supports.
Author/Personnel: Stephen Thomas, Jun Fu
