"Winter 2017." Includes bibliographical references and index.
Contents:
Part I. The issue. It's about the gateway courses: defining and contextualizing the issue / Andrew K. Koch -- Part II. Data-based decisions and actions. Guiding early and often: using curricular and learning analytics to shape teaching, learning, and student success in gateway courses / Matthew D. Pistilli, Gregory L. Heileman -- Putting the "evidence" in evidence-based: utilizing institutional research to drive gateway-course reform / Emily A. Berg, Mark Hanson -- Part III. The role of academic stakeholders. The case for intentionally interwoven peer learning supports in gateway-course improvement efforts / Johanna Dvorak, Kathryn Tucker -- Fostering evidence-informed teaching in crucial classes: faculty development in gateway courses / Susannah McGowan, Peter Felten, Joshua Caulkins, Isis Artze-Vega -- Chief academic officers and gateway courses: keys to institutional retention and persistence agendas / Roberta S. Matthews, Scott Newman -- Why gateway-course improvement should matter to academic discipline associations and what they can do to address the issues / Julia Brookins, Emily Swafford -- Part IV. Integrated approaches and systems. Intentionally linking gateway-course transformation efforts with guided pathways / Martine Courant Rife, Christine Conner -- Maximizing gateway-course improvement by making the whole greater than the sum of the parts / Andrew K. Koch, Richard J. Prystowsky, Tony Scinta.
Summary:
"Gateway courses -- college credit-bearing and/or developmental education courses that enroll large numbers of students and have high rates of Ds, Fs, withdrawals, and incompletes -- are a ubiquitous part of the undergraduate experience in the United States. As long as there have been U.S. colleges and universities, there have been entry courses that pose difficulties for students -- courses that have served more as "weeding-out" rather than "gearing-up" experiences for undergraduates. This volume makes the case that the weed-out dynamic is no longer acceptable -- if it ever was. Contemporary postsecondary education is characterized by vastly expanded access for historically underserved populations of students, and this new level of access is coupled with increased scrutiny of retention and graduation outcomes. ... Chapters in this volume define and explore issues in gateway courses and provide various examples of how to improve teaching, learning and outcomes in these foundational components of the undergraduate experience"--Back cover.
Series:
New directions for higher education, 0271-0560 ; number 180
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.