Team Personalized Learning

Rationale

The new release for this development can be found here !

Koljatic, M., & Kuh, G.D. (2001). A longitudinal assessment of college student engagement in good practices in undergraduate education. Higher Education, 42, 351–371. https://doi.org/10.1023/A:1017993113390

- This study paints a picture of higher ed best practices that do not vary much between types of institution and are generally slow to be adopted by institutions, and other factors such as academic preparation that explain variance in practices. This may partially challenge the view that a focus on research and doctoral programs will reduce best practices of engagement, such as cooperation between students (though it is notable that the largest difference was between liberal arts and doctoral-granting institutions in terms of student-faculty interaction, which is in line with some of our interviews.) Some of Chickering and Gamson’s 7 practices, as discussed in this study, could relate to our conception of engagement as well as potential aspects of our technology-related drivers and personalized learning.

McClure, K. R., & Titus, M. A. (2018). Spending up the ranks? The relationship between striving for prestige and administrative expenditures at U.S. public research universities. The Journal of Higher Education, 89(6), 961987 https://doi.org/10.1080/00221546.2018.1449079

- Since personalized learning is a tool for engaging students and potentially increasing enrollment, we need to anticipate this possible shift and work to identify where priorities shift, and how to combat any negative effects on enrollment. Personalization focuses on the individual, and as a result, this project should take the time to evaluate influencing factors from the overall organization and their effect on a single student’s experience.

Russo, C. (2016). Tap, click, read: Growing readers in a world of screens. Journal of Children and Media, 10(3), 392-394. https://doi.org/10.1080/17482798.2016.1194405

- While technology is not going anywhere and our best option is to embrace it, we should not do so without a balance of support and instructional strategy.

Fulconer, E., Dixon, Z., Griffith, J., & Faulconer, L. (2020) Perspectives on Undergraduate Research Mentorship: A comparative Analysis Between Online and Traditional Faculty. Online Journal of Distance Learning Administration, 23:2

- This article explores the perceptions faculty have on student research, specifically by contrasting online vs. residential faculty. Much like the other articles, they found that undergraduate research is an important part of student engagement. It did, however, show this to be true regardless of career choice or university program. The article found that faculty, regardless of location, determined time to be the largest barrier to involving undergraduates in research. Interestingly though, the researches mention that there is a significant difference in what role students would like to play in research vs what faculty would like to assign them to. In general, faculty only want students to participate in literature reviews and final edits, but students would prefer to be a part of the entire process. They agreed the most on assigning students to data analysis and drawing conclusions.

Collins, T.W., Grineski, S.E., Shenberger, J., Morales, X., Morera, O.F., & Echegoyen, L.E. (2017). Undergraduate Research Participation Is Associated With Improved Student Outcomes at a Hispanic-Serving Institution. Journal of College Student Development, 58(4), 583-600. doi:10.1353/csd.2017.0044.

- This article was interesting in that it specifically noted the same as all the other articles, however also addressed additional barriers for underrepresented groups and strategies for removing them. This study purposefully looked at undergraduate research projects at minority serving institutions. They found that Undergraduate research did NOT have as high an impact on minority serving campuses. They believe this is because these campus tend to be highly inclusive, and promote the work of their students beyond just research already.