Papers by Stefanie T Baier
ETH Learning and Teaching Journal, Dec 9, 2020
Proceedings of the 2019 AERA Annual Meeting
Student Success, 2022
This practice report shares practices from a successful Latinx Studies learning community model a... more This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.
in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2014 MAJOR: EDU... more in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2014 MAJOR: EDUCATIONAL PSYCHOLOGY Approved by: __________________________________________ Advisor Date __________________________________________ __________________________________________ __________________________________________ __________________________________________ ii DEDICATION This dissertation is dedicated to my former teacher, friend and mentor, Dr. Hans Krameritsch, who has shown me what it means to face and overcome life's greatest challenges. Your example, continuous support, wisdom, inspiration, and jokes have helped me persist and led to the completion of my dissertation. Thank you for believing in me! iii ACKNOWLEDGMENTS Many people were involved in guiding and supporting me in my dissertation process. First, I want to thank my dissertation committee for working with me on my project. Dr. Markman and Dr. Pernice-Duca both helped me develop my ideas, challenged me and supported m...
Student Success Journal, 2022
This practice report shares practices from a successful Latinx Studies learning community model a... more This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.
THE ROLE OF ACADEMIC FACTORS, SELF-EFFICACY, MENTORING RELATIONSHIPS AND LEARNING COMMUNITIES IN ... more THE ROLE OF ACADEMIC FACTORS, SELF-EFFICACY, MENTORING RELATIONSHIPS AND LEARNING COMMUNITIES IN PERSISTENCE AND ACADEMIC SUCCESS OF FRESHMAN COLLEGE STUDENTS by STEFANIE T. BAIER May 2014 Advisor: Dr. Barry Markman Major: Educational Psychology Degree: Doctor of Philosophy Many U.S. universities are concerned with student retention. The current study surveyed 237 first time college students at a Midwestern university to determine the extent to which socio- cognitive factors, such as high school GPA, ACT scores, first semester college GPA, college self-efficacy and perceptions of mentorship support influence freshmen’s intent to persist and academic success. Pearson Correlations, Standard Multiple Regression Analyses, PROCESS for Mediation and Moderation, and a MANOVA were performed. The study’s findings show that college selfefficacy and perceptions of mentorship were the strongest predictors for intentions to persist past the first college semester. High school GPA was the stronge...
Journal of College Student Development
Journal of Developmental Education, 2019
C la s s ro o m L e a rn in g C o m m u n itie s ' Im p a c t o n S tu d e n ts in D e v e lo p m... more C la s s ro o m L e a rn in g C o m m u n itie s ' Im p a c t o n S tu d e n ts in D e v e lo p m e n ta l C o u rses B y S t e f a n i e T. B a ie r , S a n d r a M. G o n z a le s , a n d S h lo m o S. S a w ilo w s k y Instructional delivery may require a move from transactional teaching styles to relational models that increase collaboration and engagement. Division S tudent Success 4001 Faculty A dm inistration Bldg. D etroit, M l 48202 AB STR ACT: D e v e lo p m e n ta l cou rses h elp academically underprepared students to succeed in college. Classroom learning community programs aid intellectual growth through academic and social support. The current study examined whether developm ental students in classroom learning com m unities differed w ith respect to college GPA and retention from their peers not receiving such support. D atafrom full-tim e first-tim e-in-any-college freshmen (N = 332) a t a Midwestern university were obtained. The results indicate that students in a developmental math or English course with classroom learning community support had statistically significant higher college GPAs, but did not differfrom their peers in second-and third-year enrollment.
Many U.S. universities are concerned with student retention. The current study surveyed 237 first... more Many U.S. universities are concerned with student retention. The current study surveyed 237 first time college students at a Midwestern university to determine the extent to which sociocognitive factors, such as high school GPA, ACT scores, first semester college GPA, college self-efficacy and perceptions of mentorship support influence freshmen’s intent to persist and
academic success.
Pearson Correlations, Standard Multiple Regression Analyses, PROCESS for Mediation and Moderation, and a MANOVA were performed. The study’s findings show that college selfefficacy
and perceptions of mentorship were the strongest predictors for intentions to persist past the first college semester. High school GPA was the strongest predictor, but ACT scores,
perceptions of mentorship and participation in Learning Communities were also related to first semester college GPA. However, these results must be taken with caution. Because of the heterogeneous nature of Learning Communities, their impact may be further explored in future studies.
Conference Presentations by Stefanie T Baier
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Papers by Stefanie T Baier
academic success.
Pearson Correlations, Standard Multiple Regression Analyses, PROCESS for Mediation and Moderation, and a MANOVA were performed. The study’s findings show that college selfefficacy
and perceptions of mentorship were the strongest predictors for intentions to persist past the first college semester. High school GPA was the strongest predictor, but ACT scores,
perceptions of mentorship and participation in Learning Communities were also related to first semester college GPA. However, these results must be taken with caution. Because of the heterogeneous nature of Learning Communities, their impact may be further explored in future studies.
Conference Presentations by Stefanie T Baier
academic success.
Pearson Correlations, Standard Multiple Regression Analyses, PROCESS for Mediation and Moderation, and a MANOVA were performed. The study’s findings show that college selfefficacy
and perceptions of mentorship were the strongest predictors for intentions to persist past the first college semester. High school GPA was the strongest predictor, but ACT scores,
perceptions of mentorship and participation in Learning Communities were also related to first semester college GPA. However, these results must be taken with caution. Because of the heterogeneous nature of Learning Communities, their impact may be further explored in future studies.