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Made it through the last week of classes! We had an amazing semester in Educational Psychology. Here is the Padlet with students' reflections on the semester. @PHLSatUH @UHCOE @AERA_TEPsig @AERA_MotSIG @AERADivC

New research collaboration led by colleague @AllisonMaster shows computer science stereotypes can make girls feel like they don’t belong and reduce their motivation to enroll in classes. Addressing stereotypes directly can help! Read the study: https://t.co/lCaunaMAOe

This and many other warm up activities that I do with my graduate/undergraduate students can be found in this powerpoint file: https://t.co/pqSN9Nabbz

Educators: this is a really good time to take a few minutes at the start of your class to check in with your students about how they are doing. This week, my class made wordclouds about how they feel and what they need. @AERA_MotSIG @AERADivC @AERA_TEPsig

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@kquest has worked to support transfer students for years, and she brought that deep understanding to her dissertation and this paper. I learned so much from her, and am so excited to share her work! (14/n)

Institutions can provide course/service releases for faculty who teach large courses so they have more time for student-faculty interactions. They can incentivize transfer students to participate in campus activities with scholarships or stipends (e.g., book vouchers). (13/n)

Faculty can help students engage more in high-impact and collaborative learning practices by incorporating them into their curriculum. BUT integrating these into the course should not increase the amount of time students must spend outside of the classroom on the work. (12/n)

This may take the form of a required transfer seminar course focused on study strategies or time management, or targeted one-on-one or group academic success coaching. (11/n)

What are implications for higher education institutions? Institutions may benefit greatly from investing early in helping transfer students to develop strong behavioral engagement (persistent effort). (10/n)

We also compared transfer students to non-transfer students at the same institution. Collaborative learning and high-impact practice participation were more impacted by part-time enrollment status for transfer students. (9/n)

Many of the effects were strongest for Hispanic/Latino students and women. These groups may be especially likely to experience negative stereotypes and bias in higher education. (8/n)

Dr. @kquest also looked at these links for specific groups. This provides an incredible amount of information that minority-serving institutions can explore based on their own students’ backgrounds. (7/n)

School engagement, particularly high-impact practice participation, mediated the link between working full time and getting lower grades. Collaborative learning also mediated the negative relation between enrolling part-time and getting lower grades. (6/n)

Behavioral engagement (persistent effort) predicted semester grades during the pandemic (even controlling for transfer GPA). (5/n)

Study 1 (N = 721 transfer students) focused on behavioral engagement/persistent effort. Study 2 (N = 1278 transfer students) used NSSE data and focused on school engagement as a mediator between working full time/enrolling part time and grades. (4/n)

They are also more likely to be enrolled part-time, spend fewer hours studying, and spend fewer hours involved and engaged on campus. (3/n)

Transfer students are 1/2 of all undergrad students, but we rarely focus on their specific motivational experiences. They tend to experience more challenges: more likely to be older, come from low-income households, work more hours off campus, & care for dependents at home. (2/n)

Excited to share: the 2nd paper from @kquest's dissertation ("Student engagement, school involvement, and transfer student success") now available OPEN ACCESS in Contemporary Educational Psychology! (1/n) https://t.co/XWEqfmHCs2 @AERA_MotSIG @AERADivC @AERADiv_J @UHCOE @PHLSatUH