Richard S. Mosholder is an associate professor of psychology and Carolee A. Larsen is a lecturer ... more Richard S. Mosholder is an associate professor of psychology and Carolee A. Larsen is a lecturer in sociology, both with the Department of First-Year and Transition Studies at Kennesaw State University, Kennesaw, Georgia. Bryan Waite is an associate professor in International and Multicultural Studies and Christopher Goslin is an associate professor in Student Leadership and Success Studies, both at Utah Valley University, Orem, Utah. how best to communicate with Native students and to establish effective mentoring and advising relationships. Current theoretical models of persistence often assume a deficit-based lens and assume students must conform to institutional norms (Harper, 2010; Hurtado & Carter, 1997; Rendon, Jalomo & Nora, 2000; Tierney, 1992). In extending the results of our previous two studies and to develop the survey that we used for the current study, we employed an assets-based approach. We wanted to understand what contributes to Native American student success in ...
Native American students are the most likely racial/ethnic group tracked in postsecondary America... more Native American students are the most likely racial/ethnic group tracked in postsecondary American education to be affected by poverty and limited access to educational opportunities. In addition, they are the most likely to be required to take remedial course work and are the least likely to graduate from college, A review of the literature was undertaken to analyze the research and opinions directed towards improving Native American student persistence and academic success at the postsecondary level. Five factors emerged during this review that correlate with Native American student post-secondary persistence. These are skill development, family and peer support, appropriate role-models, awareness and use of financial aid, and a culturally sensitive school environment. In addition to this literature review a qualitative research study was conducted in order to examine what current Native American college students’ perceptions of their college experience were and what could be done...
This article presents an instructional model for teaching a gateway history course that affects s... more This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and, 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevan...
Student persistence is critical to both individual and national success and is influenced by stud... more Student persistence is critical to both individual and national success and is influenced by student engagement. Nonetheless, little work has been done at the individual or course levels to understand connections between student engagement and academic success. This study compared three instruments, one measuring student perceptions of classroom engagement and two measuring student motivation and engagement in learning. Results suggested significant relationships between the instruments and to student GPA and persistence. These instruments have utility as formative assessment measures that benefit both students and instructors.
Student persistence is critical to both individual and national success and is influenced by stud... more Student persistence is critical to both individual and national success and is influenced by student engagement. Nonetheless, little work has been done at the individual or course levels to understand connections between student engagement and academic success. This study compared three instruments, one measuring student perceptions of classroom engagement and two measuring student motivation and engagement in learning. Results suggested significant relationships between the instruments and to student GPA and persistence. These instruments have utility as formative assessment measures that benefit both students and instructors.
Journal of College Teaching & Learning (TLC), 2016
This article presents a problem-based learning (PBL) model for teaching a college U.S. history su... more This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL model was more effective in scaffolding learning so that students recognize and practice postformal thinking dynamics and in facilitating self-reported student perceptions of increased course engagement and content relevance. We offer recommendations for implementing PBL in social science survey courses.
This article presents an instructional model for teaching a gateway history course that affects s... more This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and, 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevan...
Community College Journal of Research and Practice, 2007
Page 1. HISTORICAL TRENDS OF ARTICULATION IN AMERICA: A REVIEW OF THE LITERATURE Richard S. Mosho... more Page 1. HISTORICAL TRENDS OF ARTICULATION IN AMERICA: A REVIEW OF THE LITERATURE Richard S. Mosholder Utah Valley University, Orem, Utah, USA Christopher J. Zirkle The Ohio State University, Columbus, Ohio, USA ...
Student persistence is critical to both individual and national success and is influenced by stud... more Student persistence is critical to both individual and national success and is influenced by student engagement. Nonetheless, little work has been done at the individual or course levels to understand connections between student engagement and academic success. This study compared three instruments, one measuring student perceptions of classroom engagement and two measuring student motivation and engagement in learning. Results suggested significant relationships between the instruments and to student GPA and persistence. These instruments have utility as formative assessment measures that benefit both students and instructors.
Richard S. Mosholder is an associate professor of psychology and Carolee A. Larsen is a lecturer ... more Richard S. Mosholder is an associate professor of psychology and Carolee A. Larsen is a lecturer in sociology, both with the Department of First-Year and Transition Studies at Kennesaw State University, Kennesaw, Georgia. Bryan Waite is an associate professor in International and Multicultural Studies and Christopher Goslin is an associate professor in Student Leadership and Success Studies, both at Utah Valley University, Orem, Utah. how best to communicate with Native students and to establish effective mentoring and advising relationships. Current theoretical models of persistence often assume a deficit-based lens and assume students must conform to institutional norms (Harper, 2010; Hurtado & Carter, 1997; Rendon, Jalomo & Nora, 2000; Tierney, 1992). In extending the results of our previous two studies and to develop the survey that we used for the current study, we employed an assets-based approach. We wanted to understand what contributes to Native American student success in ...
Native American students are the most likely racial/ethnic group tracked in postsecondary America... more Native American students are the most likely racial/ethnic group tracked in postsecondary American education to be affected by poverty and limited access to educational opportunities. In addition, they are the most likely to be required to take remedial course work and are the least likely to graduate from college, A review of the literature was undertaken to analyze the research and opinions directed towards improving Native American student persistence and academic success at the postsecondary level. Five factors emerged during this review that correlate with Native American student post-secondary persistence. These are skill development, family and peer support, appropriate role-models, awareness and use of financial aid, and a culturally sensitive school environment. In addition to this literature review a qualitative research study was conducted in order to examine what current Native American college students’ perceptions of their college experience were and what could be done...
This article presents an instructional model for teaching a gateway history course that affects s... more This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and, 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevan...
Student persistence is critical to both individual and national success and is influenced by stud... more Student persistence is critical to both individual and national success and is influenced by student engagement. Nonetheless, little work has been done at the individual or course levels to understand connections between student engagement and academic success. This study compared three instruments, one measuring student perceptions of classroom engagement and two measuring student motivation and engagement in learning. Results suggested significant relationships between the instruments and to student GPA and persistence. These instruments have utility as formative assessment measures that benefit both students and instructors.
Student persistence is critical to both individual and national success and is influenced by stud... more Student persistence is critical to both individual and national success and is influenced by student engagement. Nonetheless, little work has been done at the individual or course levels to understand connections between student engagement and academic success. This study compared three instruments, one measuring student perceptions of classroom engagement and two measuring student motivation and engagement in learning. Results suggested significant relationships between the instruments and to student GPA and persistence. These instruments have utility as formative assessment measures that benefit both students and instructors.
Journal of College Teaching & Learning (TLC), 2016
This article presents a problem-based learning (PBL) model for teaching a college U.S. history su... more This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL model was more effective in scaffolding learning so that students recognize and practice postformal thinking dynamics and in facilitating self-reported student perceptions of increased course engagement and content relevance. We offer recommendations for implementing PBL in social science survey courses.
This article presents an instructional model for teaching a gateway history course that affects s... more This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and, 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevan...
Community College Journal of Research and Practice, 2007
Page 1. HISTORICAL TRENDS OF ARTICULATION IN AMERICA: A REVIEW OF THE LITERATURE Richard S. Mosho... more Page 1. HISTORICAL TRENDS OF ARTICULATION IN AMERICA: A REVIEW OF THE LITERATURE Richard S. Mosholder Utah Valley University, Orem, Utah, USA Christopher J. Zirkle The Ohio State University, Columbus, Ohio, USA ...
Student persistence is critical to both individual and national success and is influenced by stud... more Student persistence is critical to both individual and national success and is influenced by student engagement. Nonetheless, little work has been done at the individual or course levels to understand connections between student engagement and academic success. This study compared three instruments, one measuring student perceptions of classroom engagement and two measuring student motivation and engagement in learning. Results suggested significant relationships between the instruments and to student GPA and persistence. These instruments have utility as formative assessment measures that benefit both students and instructors.
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