MyLab & Mastering Science And Engineering - Pearson
MyLab & MasteringScience and Engineering Data-supported evidence of Mastering’s positive impacton teaching and learning2014
MyLab & Mastering Science and Engineering: Data supported evidence of Mastering’s positive impact on teaching and learningEdited by Michelle D. Speckler 2014 PearsonMasteringA&P, MasteringAstronomy, MasteringBiology, MasteringChemistry, MasteringEngineering, MasteringGeography, MasteringGeology,MasteringMicrobiology, and MasteringPhysics are registered trademarks of Pearson.www.pearsonmylabandmastering.com
Table of ContentsSolutions-based Listof Case Studies. 2Pearson Standardsfor Efficacy Research. 4Welcome Letter. 5MasteringA&P. 6Y Clinton Community College. 6MasteringChemistry. 43MasteringMicrobiology. 82Y University of Kentucky. 43Y Florida State CollegeY Beijing Normal University. 44at Jacksonville. 82Brigham Young University. 46Butler University. 48Fullerton College. 50Louisiana State University. 52McHenry County College. 54Missouri University of Scienceand Technology. 56Robeson Community College. 58University at Buffalo,State University of New York. 60University of Mississippi. 62University of Ottawa. 64University of the Sciencesin Philadelphia. 66Ventura College. 68Y Lone Star College–Cy Fair. 84YESYY Florida State CollegeYYYYat Jacksonville. 8Genesee Community College. 10Robeson Community College. 12Roane State Community College. 14University of Essex.17University of North Carolinaat Wilmington. 18Walters State CommunityCollege. 20MasteringAstronomy. 22Chabot College. 22MasteringBiology. 24Georgia Institute of Technology. 24Y Lone Star College–Cy Fair. 26Y Robeson Community College. 28Rochester Institute ofTechnology. 30Rollins College. 32Y State University of New York,College of EnvironmentalScience and Forestry. 34Texas State University. 36University of Essex. 38Collin College. 40YESYYMasteringEngineering. 70Y Andrews University. 70Y North Carolina AgriculturalY Robeson Community College. 86Santiago Canyon College. 88Y University of Arizona. 90MasteringPhysics. 92Chabot College. 92Georgia Institute of Technology. 94Y Metropolitan State Universityof Denver. 96University of Manchester. 98Publications and Proceedings. 99A collection of published conferenceproceedings and journal articles aboutMastering by non-Pearson sourcesBest Practices. 102Eleven steps to success with yourMastering implementation& Technical State University. 72University of Hull. 74Glossary of Terms. 103MasteringGeography. 76List of Contributors.104Y Texas A&M University. 76Western Illinois University. 78MasteringGeology. 80Y Bowling Green State University–Firelands College. 80Y Newly added or updated dataES Abstracts from experimental studieson Mastering’s effectiveness. Studieswere conducted independently or inpartnership with Pearson. Although notpublished, they were done as rigorousstudies with the intention of publication.Extensive data mining and statisticalanalysis was used to derive conclusions.pearsonmylabandmastering.com 1
MyLab & Mastering: Science and EngineeringSolutions-based List of Case StudiesAlthough each institution, course, and classroom is unique, instructors in higher education today face a seriesof common teaching and learning challenges. To enable quick and easy identification of Mastering case studiesthat address your challenges, we’ve categorized them below by common goal.Address diverse studentsand skill levelsMcHenry County College. 54Collin College. 40Missouri University of Scienceand Technology. 56University of Kentucky. 43Roane State Community College. 14Walters State CommunityCollege. 20University at Buffalo,State University of New York. 60Brigham Young University. 46Chabot College. 22University of Mississippi. 62Lone Star College–Cy Fair.26, 84University of Ottawa. 64Collin College. 40University of Hull. 74University of the Sciencesin Philadelphia. 66University of Arizona. 90Ventura College. 68Boost success and retention ratesClinton Community College. 6Florida State Collegeat Jacksonville. 8, 82Genesee Community College. 10Andrews University. 70North Carolina Agricultural& Technical State University. 72Texas A&M University. 76Western Illinois University. 78Beijing Normal University. 44Butler University. 48Fullerton College. 50Louisiana State University. 52Missouri University of Scienceand Technology. 56University of Arizona. 90Enhance critical thinkingand problem-solving skillsFlorida State Collegeat Jacksonville. 8, 82Bowling Green State University–Firelands College. 80Roane State Community College. 14Roane State Community College. 14University of North Carolinaat Wilmington. 18Chabot College. 92Collin College. 40Georgia Institute of Technology. 94Beijing Normal University. 44Walters State CommunityCollege. 20Enable early interventionChabot College. 22Clinton Community College. 6Lone Star College–Cy Fair.26, 84Florida State Collegeat Jacksonville. 8, 82Rochester Institute of Technology. 30State University of New York,College of Environmental Scienceand Forestry. 34Texas State University. 36University of Essex. 38Collin College. 40Genesee Community College. 10Roane State Community College. 14Walters State CommunityCollege. 20Rollins College. 32Brigham Young University. 46State University of New York,College of Environmental Scienceand Forestry. 34Butler University. 48Texas State University. 36University of Kentucky. 432 pearsonmylabandmastering.comLone Star College–Cy Fair.26, 84University of Mississippi. 62University of the Sciencesin Philadelphia. 66Andrews University. 70North Carolina Agricultural& Technical State University. 72Metropolitan State Universityof Denver. 96Increase interactive learning/flipped classroomFlorida State Collegeat Jacksonville. 8, 82Genesee Community College. 10
Solutions-based List of Case StudiesReduce time- and labor-intensivehomework gradingGeorgia Institute of Technology. 24University of Hull. 74Rochester Institute of Technology. 30Western Illinois University. 78Texas State University. 36Collin College. 40Bowling Green State University–Firelands College. 80Robeson CommunityCollege.12, 28, 58, 86Texas A&M University. 76Santiago Canyon College. 88Rochester Institute of Technology. 30Western Illinois University. 78Metropolitan State Universityof Denver. 96Brigham Young University. 46Fullerton College. 50University of Manchester. 98University of Mississippi. 62Bowling Green State University–Firelands College. 80Chabot College. 92Metropolitan State Universityof Denver. 96University of Manchester. 98Increase student engagementClinton Community College. 6Florida State Collegeat Jacksonville. 8, 82Genesee Community College. 10Robeson CommunityCollege.12, 28, 58, 86Improve completion rate ofassigned reading and homeworkFlorida State Collegeat Jacksonville. 8, 82Robeson CommunityCollege.12, 28, 58, 86Roane State Community College. 14Walters State CommunityCollege. 20Rollins College. 32North Carolina Agricultural& Technical State University. 72University of Hull. 74Texas A&M University. 76Chabot College. 92Redesign multiple courses/changecourse formatFlorida State Collegeat Jacksonville. 8, 82Genesee Community College. 10Roane State Community College. 14State University of New York,College of Environmental Scienceand Forestry. 34Robeson CommunityCollege.12, 28, 58, 86University of Essex.17Texas State University. 36Lone Star College–Cy Fair.26, 84Walters State Community College. 20Butler University. 48Chabot College. 22Fullerton College. 50Missouri University of Scienceand Technology. 56Georgia Institute of Technology. 24University of Mississippi. 62Lone Star College–Cy Fair.26, 84Andrews University. 70State University of New York,College of Environmental Scienceand Forestry. 34University of Arizona. 90Collin College. 40Fullerton College. 50Missouri University of Scienceand Technology. 56University of the Sciencesin Philadelphia. 66North Carolina Agricultural& Technical State University. 72Improve test-taking skillsWalters State CommunityCollege. 20University of Ottawa. 64Integrate personalized learningwith Adaptive Follow-UpCollin College. 40University of the Sciencesin Philadelphia. 66Track and quantify learningoutcomesFlorida State Collegeat Jacksonville. 8, 82Robeson CommunityCollege.12, 28, 58, 86Butler University. 48Missouri University of Scienceand Technology. 56Santiago Canyon College. 88pearsonmylabandmastering.com 3
MyLab & Mastering: Science and EngineeringPearson’s Efficacy Program and Standards for Efficacy ResearchAt Pearson, we believe that learning is a life-changing opportunity, and that education should have a measurable,proven impact on learners’ lives. It’s what Pearson’s efficacy program and tools are all about. They’re how wemeasure and improve our likelihood of impact on learners and ensure we are doing all we can do to equip learnersto succeed.What Pearson Means by Efficacy and EffectivenessHow Pearson and Instructors Work Together Efficacy describes whether a product or interventionhas a positive effect on learning, such as reducingwrong answers, increasing retention rates, or raisingfinal exam scores.Every research project is unique. The process takes time—generally a semester or longer. Instructors interested inconducting studies should expect an interactive and rewardingpartnership. Effectiveness measures the size of the educationalimprovement from a product or educational intervention.How Pearson Can Help Instructors Get StartedWhy Pearson Is Interested in Efficacy StudiesTo deliver the best educational experience for students, weneed to understand how Pearson’s content is performing and toverify the learning gains associated with the use of our products.Toward that goal, we actively seek out educators who wishto explore educational research questions and investigatethe efficacy of MyLab & Mastering products.Pearson’s Efficacy Research TeamOur research team includes PhD-level statisticians whoprovide practical advice about tracking and analyzing studentdata after the redesign of a course to incorporate technology.Our research team also includes experts in psychometrics,educational statistics, and journal publications. Theseindividuals support instructors who want to (1) conduct efficacystudies, (2) provide our editorial staff with detailed reports onthe quality of our online content, and (3) advise our softwareengineers of new methodologies for collecting and processingstudent learning data within MyLab & Mastering products.Pearson can provide templates, guidelines, checklists, andsamples on course redesign, efficacy studies, data collection,and more. To maintain objectivity, Pearson does not offercompensation for participation in efficacy studies.Research StandardsPearson adheres to Software & Information IndustryAssociation guidelines for evaluation of educationaltechnology products. The key guidelines are: Ask the right question Support the implementation of the productor service Plan a study of sufficient size and durationto demonstrate an effect Plan for plausible causal claims Avoid (the appearance of) conflicts of interest Provide a comprehensive and detailed researchreport Make the research findings widely available Accurately translate research for customersContact betsy.nixon@pearson.com for more information.4 pearsonmylabandmastering.com
Welcome LetterWelcome LetterWe are PLEASED to present MyLab & Mastering: Science andEngineering, our most recent compendium of Mastering efficacy studies fromthe science and engineering disciplines. In the pages that follow, you’ll findboth quantitative data and qualitative observations from courses acrossthe United States, Canada, the United Kingdom, and even Asia—47comprehensive case studies that share how instructors are using Masteringto enhance their teaching and improve learning outcomes.Each successful case study provides insight into the experiences of instructorsand their students. You’ll learn how these instructors addressed today’s mostcommon academic challenges, including low pass and retention rates, the needto maintain course quality with fewer resources, the need for more-frequentassessment, and academic dishonesty. And you’ll discover how their studentsresponded, including specific actions they’re taking to achieve success and theirlevels of satisfaction as they pursue their academic goals and take steps towardfulfilling their dreams.You’ll also find brief summaries and links to published conference proceedingsand journal articles about Mastering. Each study employed strict analyticalprotocols and was published by a non-Pearson source (pages 99-101).Finally, we’ve provided you with a comprehensive list of 11 best practices tohelp you get the most out of your Mastering implementation (page 102).We extend our deepest gratitude to all of the contributing instructors (page104). Every case study was submitted voluntarily and without compensation;instructors submitted their stories and then graciously remained available forquestions about their results and best practices. Their efforts are invaluable.We invite you to contact us with any questions about the studies in this reportas well as to inquire about how you can get involved in our next edition.Pearson is happy to provide both consultation and data collection tools to helpyou measure the impact of a MyLab & Mastering product in your course.We look forward to hearing from you!Betsy NixonEfficacy Manager, Science and EngineeringPearson tering.com 5
CLINTON COMMUNITY COLLEGEPlattsburgh, NYProduct Name MasteringA&PCourse Names Anatomy & Physiology I and IItCredit Hours Four (each)Key ResultsAfter changing MasteringA&P assignments from optional to required, success rates (A/B/C) andexam scores increased in both Anatomy & Physiology I and II.TextHuman Anatomy and Physiology, 9e, Elaine N. Marieband Katja HoehnAssessments50 percentLecture exams (five)25 percentLab practicals (four)Implementation15 percentMasteringA&P homeworkAnatomy & Physiology I and II are taken primarily by studentswho are currently enrolled in or planning to apply to thecollege’s nursing program. The courses cover the ten organsystems of the human body and include lecture and lab.10 percentPaper-and-pencil chapter questionsAlthough these courses are not prerequisites for admission tothe nursing program, successful completion is a positive indicator to the admission committee. As a result, many studentstake these courses prior to applying to the program. Becausea final course grade of C or above in each course is required inorder to graduate from the program, success in these coursesis key to achieving a student’s nursing career goals.Beginning with the fall 2010 semester, MasteringA&P wasincluded with both courses’ textbook packages. At that timeI did set up MasteringA&P homework, but I did not requirecompletion of the homework nor did I give credit for workdone in MasteringA&P. Few students did the optional assignments and virtually none reported using the Study Area or anyother MasteringA&P resources.In spring 2012 I began requiring MasteringA&P homework aspart of the course assessment. I now require one homeworkassignment per chapter. Assignments take about 30 minutesto complete, and I use a mix of question types. Each week, Ireview the gradebook diagnostics in order to identify missedquestions and common misconceptions and then I review thoseconcepts in class.“MasteringA&P was a good reinforcementof the textbook. When I needed additionalstudy options, they were at my fingertips.”—StudentResults and DataA review of success rates and exam scores indicates an increasein student gains since requiring MasteringA&P homework. Of those students who completed Anatomy & PhysiologyI in spring 2012, 100 percent earned an A, B, or C,compared to 85 percent and 77 percent respectively in fall2011 and spring 2011 (when MasteringA&P was optional). The success rate (A/B/C) for those students whocompleted Anatomy & Physiology II has significantlyincreased since MasteringA&P was required (figure 1). During spring 2012 in Anatomy & Physiology I, in fourout five exams, the mean exam score was higher than insemesters when MasteringA&P was not required (figure 2). In Anatomy & Physiology II, mean exam scores haveconsistently been higher over the course of multiplesemesters since MasteringA&P homework has beenrequired (figure 3).In addition, Anatomy & Physiology I assessment data indicate astrong correlation between homework and exam scores (figure 4).6 MasteringAandP.com
MasteringA&P: Clinton Community College89%80%80%63%Mean Exam ScorePercent of Students100%100% ng2012MasteringA&P OptionalFall2012Exam 1Spring2013Average Exam Scores60%40%20%0%Exam 1Exam 2Exam 3Mastering A&P OptionalFall 2010, Fall 2011Exam 4100%90%80%70%60%50%40%30%20%10%0%Figure 3. Anatomy & Physiology II Mean Exam Scores, Fall 2010–Spring 2013(Fall 2010 n 8, Fall 2011 n 9 Spring 2012 n 12, Fall 2012 n 12, Spring 2013 n 18)Exam 4Exam 5MasteringA&P RequiredSpring 2012R² 0.624990%Exam 5MasteringA&P RequiredSpring 2012–Spring 2013,Exam 3Figure 2. Anatomy & Physiology I Mean Exam Scores, Spring 2011–Spring 2012(Spring 2011 n 13, Fall 2011 n 13, Spring 2012 n 9)100%80%Exam 2Mastering A&P OptionalSpring 2011, Fall 2011MasteringA&P RequiredFigure 1. Anatomy & Physiology II Success (A/B/C)Rates, Fall 2010–Spring 2013(Fall 2010 n 8, Fall 2011 n 9 Spring 2012 n 12, Fall 2012 n 12, Spring 2013 n 18)Mean Exam Score60%20%40%60%80%100%120%MasteringA&P I HomeworkFigure 4. Correlation of MasteringA&P Homework to Exam Scores,Spring 2012The Student ExperienceConclusionA spring 2013 survey of Anatomy & Physiology II studentsshows that the majority of students appreciate the value ofMasteringA&P:Prior to requiring MasteringA&P homework, when I askedstudents what concepts they were struggling with they generallyweren’t able to tell me. Now that students complete requiredhomework, both they and I can identify any concepts they don’tclearly understand. Students are more likely to ask questionsabout what they don’t know, and I am able to reinforce duringclass time those concepts that I’ve identified via the gradebookdiagnostics as troublesome. Students’ study efforts are morefocused and, as a result, they’re achieving more success in bothAnatomy & Physiology I and II. 62 percent agreed or strongly agreed that MasteringA&Ppositively impacted their test scores. 69 percent agreed or strongly agreed that MasteringA&Pincreased their understanding of the course concepts. 69 percent agreed or strongly agreed that they wouldrecommend Mastering for other courses.Students tell me that because they are required to log intoMasteringA&P to do weekly homework, they also spend timein the Study Area or using other MasteringA&P resources.Submitted by Amy RyanClinton Community CollegeMasteringAandP.com 7
FLORIDA STATE COLLEGE AT JACKSONVILLEJacksonville, FLProduct Name MasteringA&PCourse Name Human Anatomy & Physiology IItCredit Hours Four (lecture and lab)Key ResultsGrade data indicate that use of MasteringA&P enhances student pass rates and improves studentretention. Student feedback and faculty observations also suggest that MasteringA&P helpsstudents better prepare for both lecture and lab and more fully engage in the curriculum.TextThese practices were delivered via the following:Human Anatomy and Physiology, 9e, Elaine N. Marieb and KatjaHoehn ImplementationHuman Anatomy and Physiology II (A&P II) is a mandatory prerequisite for allied health majors, to include nursing students.It is a continuation of A&P I; students must earn a C or higherin A&P I to take A&P II. The course is a combined lecture-labcurriculum that reviews the cardiovascular system; the lymphatic system and immunity; the respiratory system; the digestivesystem and metabolism; the urinary system; fluid/electrolyteand acid/base balance; and reproductive systems.I adopted MasteringA&P to enhance opportunities for criticalthinking, improve student preparedness for lecture and lab,foster a more engaging laboratory experience, improve studentsuccess and retention, and facilitate a more efficient use ofclassroom time.I tell all of my peers to make sure,or at least hope, that their teachers havethis program in their classes.”—Student A MasteringA&P pre-lab quiz due by the lab session. Quizzesare timed and open a week before lab. Questions arescrambled and include Video Tutor and lab questions.As with the homework assignments, we spend about10 minutes reviewing the gradebook diagnostics from thequizzes together. This shifts the lab experience from a“cookbook” session to a more integrated and reflectiveexperience. Students enjoy the labs more now and so do I;they feel empowered to investigate not regurgitate. A MasteringA&P postlab assessment with application-basedquestions.The curriculum is divided into four modules. Each moduleincludes lecture and lab material, a homework assignment,laboratory quizzes, and a module exam. Lab quizzes and homework are delivered via MasteringA&P. Students are encouragedto research homework answers and to work in groups; lab quizzes are a more rigorous, individual effort.Redesigning my course using MasteringA&P enabled me toinfuse three layers of pedagogical practices that foster higherorder cognitive development: (1) priming of the mind with basicknowledge before a higher order academic task is approachedin lab or discussed in lecture, (2) providing timely formativefeedback that allows for real time student redirection andaddressing of misconceptions, and (3) creating in-class opportunities for reflection focused on areas in which students have themost difficulty.8 MasteringAandP.comMasteringA&P homework assignments for each module dueone week before the exam. Each assignment takes about90 minutes to complete and contains reading, tutorial, andactivity questions. I review the item difficulty graph fromthe gradebook diagnostics with students during class.This enables me to identify the most commonly misseditems and address misconceptions before an exam.Assessments53 percentLecture exams18 percentMasteringA&P homework11 percentMasteringA&P pre-lab quizzes9 percentLab reports9 percentCumulative, lab final exam
MasteringA&P: Florida State College at Jacksonville“I wish MasteringA&P had been developed sooner. The practice tests and study toolsit provides would have really helped me grasp A&P I.”—Student 100 percent of respondents agreed or strongly agreedthat MasteringA&P pushed them to prepare for bothclass and exams. 82 percent of respondents agreed or strongly agreed thatMasteringA&P helped them to better prepare for lab. 82 percent of respondents agreed or strongly agreedthat knowing they had a post-lab assignment pushed themto work to understand the lab.80%Percent of Students70%78%60%70%50%40%30%20%Student comments about MasteringA&P included:10%0%WithoutMasteringA&Pn 220WithMasteringA&Pn 46“I loved using MasteringA&P. It helped me in this class and inother classes, too. I tell all of my peers to make sure, or at leasthope, that their teachers have this program in their classes.”Figure 1. Average Student Success Rate (A/B/C) with and without the Useof MasteringA&P“I liked all of the study tools in MasteringA&P. Plus, it’s a greatway to study, participate in practice/real quizzes, and keeptrack of my grades.”Results and DataConclusionAfter implementing MasteringA&P, the student success rate(A/B/C) increased (figure 1). Note that homework and quizzeswere always part of the course grades, so implementingMasteringA&P did not lead to grade inflation.There was also a positive change in student retention. WhenMasteringA&P was implemented, the withdrawal rate fell from6.8 percent to 6.5 percent—a 4.4 percent difference. At FloridaState College, faculty can issue a failure-for-nonattendancegrade (FN). My policy is that students with more than threeabsences earn an FN grade. After implementing MasteringA&P,the course FN rate fell from 5 percent to 4.3 percent (a 14percent difference).The Student ExperienceStudent feedback for MasteringA&P has been overwhelminglypositive. In a spring 2013 survey, the majority of studentrespondents believed that assignments in MasteringA&P helpedthem to prepare for class, lab, and exams.Responses to the spring survey also revealed the following: 100 percent of respondents agreed or strongly agreedthat MasteringA&P helped them to think critically.As instructors, we often ask ourselves what more we can doto help students learn. Sometimes the best answer is to makestudents do more on their own. MasteringA&P offers studentsmultiple opportunities to understand course material andbecause feedback on homework is instantaneous, students candetermine exactly what concepts they need help on earlier thanwhen I hand-graded homework.Students come to class more prepared and thereby are moreable to focus on higher-order material. The enhanced studentpreparedness and engagement also frees class time so that myteaching time centers more on practicing the kind of criticalthinking skills that will help my students achieve their long-termgoals.In addition, the student learning outcome data gathered inMasteringA&P help me improve my craft as a teacher. Bycontinually evaluating course results and student attainmentof learning outcomes, I engage in a cycle of reflection andimprovement that ensures that I’m meeting my course learningobjectives.Submitted by Lourdes Norman-McKay, Ph.D.Florida State College at JacksonvilleMasteringAandP.com 9
GENESEE COMMUNITY COLLEGEBatavia, NYProduct Name MasteringA&PCourse Name Anatomy and Physiology I and IItCredit Hours
MyLab & Mastering: Science and Engineering Pearson’s Efficacy Program and Standards for Efficacy Research At Pearson, we believe that learning is a life-changing opportunity, and that education should have a measurable, proven impact on learners’ lives. It’s what Pearson’s
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