A Framework for Measuring Undergraduate Learning and Growth

Arum, Richard; Eccles, Jacquelynne S.; Heckhausen, Jutta; Orona, Gabe Avakian; Keyserlingk, Luise von; Wegemer, Christopher M.; Wright, Charles E.; Yamaguchi‐Pedroza, Katsumi

doi:10.1080/00091383.2021.1987810

Cited by 14 publications

(9 citation statements)

References 19 publications

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“…We used data from a study on undergraduate students' college experiences and success at a large public university in California, U.S. (Arum et al., 2021). In summer 2019, 1270 undergraduates in their freshman/junior year consented to participate in repeated surveys across two academic years.…”

Section: Methodsmentioning

confidence: 99%

Levels and facets of university students' stress during the COVID‐19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S.

Höhne,

von Keyserlingk,

Haase

et al. 2024

Social & Personality Psych

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Following its outbreak, the COVID‐19 pandemic had strong negative effects on university students' stress and mental health worldwide. Using two longitudinal datasets from Germany (N = 504) and the U.S. (N = 893), we investigated how students' stress developed over the first two academic years during the pandemic. In both studies, we found elevated levels of students' stress at the beginning of the pandemic. In Germany, we found a significant intraindividual decrease in students' general stress experiences even before universities had returned to in‐person classes. When examining specific stress facets in the U.S., we found that students' academic stress increased during the first pandemic year with remote teaching and decreased significantly after the university resumed normal operations, that is, in‐person classes and on‐campus residence. Students' practical stress decreased towards all later time points compared to the onset of the pandemic, whereas health stress continuously increased until the university resumed normal operations. We report differences by students' demographic backgrounds (gender, college generation status, childcare status, ethnicity, academic year) and discuss our findings against the background of the course of the pandemic in the particular context in which both studies were conducted.

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Section: Methodsmentioning

confidence: 99%

Levels and facets of university students' stress during the COVID‐19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S.

Höhne,

von Keyserlingk,

Haase

et al. 2024

Social & Personality Psych

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“…First, future research may test how TDI interventions of this sort lead to continued and sustained change, and whether or not the same effects identified here can be broadened to other biases and heuristic tasks. This would provide substantially more robust evidence on both the malleability of thinking dispositions and the feasibility and viability of impacting rational thinking via instruction, which connects with current epistemic aims in higher education (Arum et al, 2021a(Arum et al, , 2021bOrona, 2021b).…”

Section: Future Researchmentioning

confidence: 98%

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Orona¹,

Trautwein²

2023

Preprint

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Cognitive reflection is a construct measuring one’s ability to disengage automatic or type I processing and instead activate effortful deliberation, described as type II processing in dual process theories. Successfully overriding intuitive responses is posited to rely on, in part, trait-like attributes known as thinking dispositions, though a causal link has not been established. The present research is the first randomized controlled trial investigating the effect of a novel thinking dispositionintervention (TDI)—a 7-week educational curriculum—on cognitive reflection performance. In Study 1, subjects (N = 338) were randomized to either the TDI or a control condition. In Study 2, subjects (N = 86) were randomized to either the TDI or a reasoning intervention. Bayesian regression was utilized to obtain posterior distributions of the treatment effect(s). We find that subjects exposed to the curriculum aimed at promoting thinking dispositions exhibited greater increases in cognitive reflection than a control condition; however, the effects appear limited when compared to a reasoning intervention. Implications for dual process theory are discussed.

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“…Data for this study were provided from a multitude of services that collect and curate institutional data, including Admissions, the Registrar's Office, the Office of Institutional Research, the Office of Information Technology, and the Office of Financial Aid and Scholarships. Notably, this study is tied to a large institution-wide measurement project to understand the value of undergraduate educational experiences and promote evidence-based models of undergraduate student success trajectories [6]. The investigation uses data from six cohorts of degree-seeking non-transfer students (2011-2016 entrance dates) to capture both four-and six-year graduation rates.…”

Section: Study Setting and Samplementioning

confidence: 99%

Temporal and Between-Group Variability in College Dropout Prediction

Glandorf,

Lee,

Orona

et al. 2024

Proceedings of the 14th Learning Analytics and Knowledge Conference

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Large-scale administrative data is a common input in early warning systems for college dropout in higher education. Still, the terminology and methodology vary significantly across existing studies, and the implications of different modeling decisions are not fully understood. This study provides a systematic evaluation of contributing factors and predictive performance of machine learning models over time and across different student groups. Drawing on twelve years of administrative data at a large public university in the US, we find that dropout prediction at the end of the second year has a 20% higher AUC than at the time of enrollment in a Random Forest model. Also, most predictive factors at the time of enrollment, including demographics and high school performance, are quickly superseded in predictive importance by college performance and in later stages by enrollment behavior. Regarding variability across student groups, college GPA has more predictive value for students from traditionally disadvantaged backgrounds than their peers.These results can help researchers and administrators understand the comparative value of different data sources when building early warning systems and optimizing decisions under specific policy goals.

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A Framework for Measuring Undergraduate Learning and Growth

Cited by 14 publications

References 19 publications

Levels and facets of university students' stress during the COVID‐19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S.

Levels and facets of university students' stress during the COVID‐19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S.

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Temporal and Between-Group Variability in College Dropout Prediction

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