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West/Dukes- what are the theories behind what makes HBCU work ......is this also something we see in our classes where students are most engaged and successful

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West/Dukes- what are the theories behind what makes HBCU work ......is this also something we see in our classes where students are most engaged and successful

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Focus groups
Defining the CRP elements

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To strengthen student metacognition through their writing expression from start to end of semester.
(I am thinking about using a full academic year of those students who have me for Comp I and II).

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Post intervention I should be able to demonstrate that culturally relevant readings and metacognitive strategies positively affect learning outcomes.

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- Self-Report: Stage 4/5 of Cross/Poston Models
- Library Research Assignment, Cultural Autobiography and Curated Digital Exhibit (Assessment >80%)

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Define what CRP looks like in classes.  Define desired outcomes and engagement and how CRP is used to to improve and increase student outcomes and engagement.

What is the role of Academic success, cultural co
competence, and critical consciousness.

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Our problem is student engagement in the Communication and Theatre Department.

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- Flipped Classroom
- Culturally Relevant Pedagogy
- Expectancy Theory
- Scaffolding
- Self-Directed/Self-Guided Learning
- Technology-Infused Learning
- Visual redesign of teaching materials to reflect BLHAC

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Pre and post intervention evidence: assignment scores, surveys and self-reports (reflections), final grade for the course, attendance.

Use of the Morehouse edition of composition textbook

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I'm thinking of a regular checklist document--things to do--that also has to be turned in, to encourage these student skills.

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*Pre writing (first of semester)
*End of semester reflection
*End of semester final writing assignment, which includes writing process and metacognitive activities.
*Practice writing throughout semester.

Theoretical framework:
Flavell's Metacognitive Theory

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Mitchell
Intervention: Culturally relevant class discussions to create a sense of communit  and relationship with professor and peers in an online platform.

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Use culturally relevant texts and metacognitive teaching strategies to improve low pass rates, decrease anxiety around writing, and close the gap between student learning and learning outcomes.

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There's a set of problems involving students lacking awareness of what they need to be doing to increase the chance that they will be successful students, such as taking notes in class, checking their grades on assignment, reading the feedback on assignments (so as to do better on the next assignments), knowing what support resources are available, knowing where to look for help (and even knowing that they need help).

This results in poor grades, and poor work and a confusion, all of which is not necessary.

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Lack of BLHAC knowledge affects Black Male Identity development. Nigrescence (Black Identity Development) as protective and motivating factors for student learning.

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I used POGIL (Process-Oriented Guided Inquiry Learning)

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Freshman Composition Students struggle with metacognitive skills in their writing.
Students struggle with writing process (which is thinking about thinking).
For those who attend classes, there seems to be growth in this skill.
I'd like to investigate this further.

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(evidence that the intervention is working)
Evidence
Problem 1: I will gauge performance on a revised version of the Cultural Autobiography (CA) essay assignment used to assess student internalization of  Congo Curriculum SLOs: Rubric-based score on CA; Number of times student accessed  the assignments on Blackboard; relative share of character count dedicated to the Congo Curriculum on CA.
As a baseline measure, we will employ a version of Bogardus' Social Distance Scale as a Pre- and Post-Test to measure students' degree of empathy with Congolese people.

Problem 2: Performance on rubric-scored essay questions on Exams and Pre-Post Test compared to Quest essays. As well as scores on Cultural Autobiography mechanics, Organization, Thesis Execution.

What role does Theory play in an Interdisciplinary Teaching, research and learning environment?

Theoretical Elements
* African-centered Pedagogy -> Content
* Sociocultural Theory -> Guided Stu Praxis
Interventions of interest:
* GR Social Impact Theory -> Congo SL Project
* Cooperative Learning -> Flipped Classroom (Metacognition Intervention+SQ3R+Other Tools)

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(evidence that your purpose has been met-- intervention has worked)

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In AFR 101/100, based on poor performance by students on their final service learning projects, I questioned the impact that the Congo Curriculum was having on students who successfully completed the course. In particular, I wanted to assess the impact of the Congo Curriculum on students’ internalization of social justice values and their willingness to engage in activism based on any of the information and/or skills acquired during the class.

Problem 2:
Based on poor performance on higher order essay questions (many students will simply not even attempt an answer at essay questions), what effect will teaching MetaCognitive Learning strategies have on Students' ability to monitor, assess and adjust their own learning processes and tactics.