Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

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Young adolescents, and the middle level educators who work with them, face many exciting but demanding challenges during this key period of development. According to stage-environment fit theory, the degree to which middle grades students perceive a good fit between their school environment and their needs impacts their academic and life outcomes. The authors endeavored to build on middle level research by studying the extent to which students’ needs are supported by school environment factors and how this “fit” relates to two academic outcome variables: school enjoyment and aspiration. The sample consisted of middle grades students (N = 1,027) between the ages of 10 and 14. Hierarchical logistic regression analyses were conducted. After controlling for age, ethnicity, and gender, four subscales (Social Skills Needs, Mental Health Needs, Academic and Career Needs, and School Support) were entered as potential predictors. Both models were significant and accounted for ~20% of the variance. This study suggests that middle level educators, counselors, and administrators may benefit from considering ways to enhance the match between students’ and the middle grades’ learning environment, especially by considering non-academic factors as a way to provide indirect, but powerful, support for academic and life success.

He pursues a diverse research agenda including areas of interest in (a) the development of mathematical and scientific knowledge across the lifespan, (b) online delivery methods and pedagogical approaches to university instruction, and (c) research methodology, program evaluation, and data analysis (qualitative, quantitative, and mixed methodological) for studies in developmental, educational, and counseling contexts.

There is a focus on increasing the number of college degrees on national and state levels and a move toward performance-based funding for institutions of higher education. With these shifts, institutions need to study not only student persistence but student progression toward degree completion as well. This institutional case study of a single liberal arts four-year institution utilized academic momentum theory to examine college student academic performance trajectories across four years. Academic momentum theory poses that student initial academic progress defines a trajectory of subsequent progress and degree completion. Growth curve modeling was used to examine changes in student performance over time. Three research questions were investigated. The first research question addressed the initial level of student performance and growth trajectory between the first and eighth semester of enrollment. The second research question examined if the academic performance growth differed for students who graduated versus those who did not. The third research question investigated if successful mathematics remediation and graduation were significantly associated with student academic performance growth. The results revealed that students experience initial decline in academic momentum followed up by a recovery during the second and third year of enrollment and eventual growth in performance. Those who completed degrees at the institution showed a pattern of initial loss of academic momentum but regaining of momentum by the junior year. In comparison, those who did not complete a degree showed a consistent decline in academic performance across all semesters. The trajectory of those who were successfully remediated and completed a degree mimicked that of their college ready peers, even though they had lower initial GPA. The second and third year of college enrollment emerged as potential intervention points for boosting academic momentum and promoting student success. Further examinations are necessary to determine what events take place during the second and third year and influence the differential patterns of student performance. In addition, future investigations should study any gender differences in the performance trajectories.