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%% Journal Articles @article{fds347797, Author = {Martin, K and Goldwasser, M and Harris, E}, Title = {Developmental education’s impact on students’ academic self-concept and self-efficacy}, Journal = {Journal of College Student Retention: Research, Theory & Practice}, Volume = {18}, Number = {4}, Pages = {401-414}, Publisher = {SAGE Publications Sage CA: Los Angeles, CA}, Year = {2017}, url = {http://dx.doi.org/10.1177/1521025115604850}, Abstract = {Students who are enrolled in developmental courses often persist at lower rates than students who enter college prepared for college-level work. This phenomenon has been attributed to numerous potential factors, including the psychological impact of assignment to developmental courses. This study examines the impact of enrollment in multiple developmental courses on students' academic self-concept and academic self-efficacy using the difference in differences method of analysis. Students at a small, regional college in the southeast were surveyed at the beginning and end of their first semester of enrollment. Researchers found no negative impact on students' academic self-concept or self-efficacy as a result of enrollment in multiple developmental courses in the first semester, but students enrolled in multiple developmental courses had lower academic self-concept than peers. There was no difference between the groups for academic self-efficacy.}, Doi = {10.1177/1521025115604850}, Key = {fds347797} } @article{fds347798, Author = {Wright, MC and Goldwasser, M and Jacobson, W and Dakes, C}, Title = {Assessment from an educational development perspective}, Journal = {To Improve the Academy}, Volume = {36}, Number = {1}, Pages = {39-49}, Publisher = {John Wiley & Sons, Ltd Hoboken, USA}, Year = {2017}, url = {http://dx.doi.org/10.1002/tia2.20051}, Doi = {10.1002/tia2.20051}, Key = {fds347798} } @article{fds347799, Author = {Goldwasser, M and Covington, K}, Title = {The influence of pre-professional curricula on components of the Physical Therapist Clinical Performance Instrument}, Journal = {Internet Journal of Allied Health Sciences and Practice}, Volume = {15}, Number = {2}, Pages = {4}, Year = {2017}, Key = {fds347799} } @article{fds347800, Author = {Goldwasser, M and Martin, K and Harris, E}, Title = {A Framework for Assessing Developmental Education Programs.}, Journal = {Journal of Developmental Education}, Volume = {40}, Number = {2}, Pages = {10-17}, Publisher = {National Center for Developmental Education. Appalachian State University, PO Box 32098, Boone, NC 28608-2098}, Year = {2017}, Key = {fds347800} } @article{fds347801, Author = {Martin, K and Goldwasser, M and Galentino, R}, Title = {Impact of cohort bonds on student satisfaction and engagement}, Journal = {Current Issues in Education}, Volume = {19}, Number = {3}, Year = {2016}, Abstract = {This study examines differences in student satisfaction and engagement in cohort programs versus traditional, non-cohort educational programs by studying the impact of close bonds between students. The authors measure and compare “close bonds” within an educational cohort to a traditional program and measure the impact of close bonds on satisfaction and engagement. The results demonstrate significant difference in the bonds developed by students in cohort programs compared to non-cohort programs. The close bonds scale was strongly correlated to the engagement scale and moderately correlated to the satisfaction scale. Regression analysis suggests close bonds may predict both satisfaction and engagement.}, Key = {fds347801} } @article{fds347802, Author = {Goldwasser, M and Mankoff, C and Manturuk, K and Schmid, L and Whitfield, KE}, Title = {Who is a Student: Completion in Coursera Courses at Duke University}, Journal = {Current Issues in Emerging Elearning}, Volume = {3}, Number = {1}, Pages = {8}, Year = {2016}, Key = {fds347802} } @article{fds347803, Author = {Schmid, L and Manturuk, K and Simpkins, I and Goldwasser, M and Whitfield, KE}, Title = {Fulfilling the promise: do MOOCs reach the educationally underserved?}, Journal = {Educational Media International}, Volume = {52}, Number = {2}, Pages = {116-128}, Publisher = {Taylor & Francis}, Year = {2015}, url = {http://dx.doi.org/10.1080/09523987.2015.1053288}, Abstract = {When massive open online courses (MOOCs) began, they held the promise of bringing high-quality, college-level courses from leading academic institutions to people who otherwise would not have access to that type of content. In the ensuing years, it has become clear that the majority of MOOC students are not underserved in terms of educational opportunities; the typical MOOC learner already has a college degree. However, this does not mean that MOOCs are failing to fulfill the promise of democratization. Among the millions of learners who have taken Coursera MOOCs, there are some for whom this is their only way to access a rigorous, college-level course. In this analysis, we present descriptions of three learner populations for whom a MOOC offered an opportunity that they could not have had otherwise. These groups are (1) young people under the age of 18, (2) older adults over 65, and (3) people who reported that they did not have access to higher education opportunities. We compare the demographic characteristics, course attitudes and intentions, as well as qualitative learner feedback from each of these groups to the Coursera student body as a whole to understand the unique benefits that MOOCs bring to each of these underserved groups. We used data collected from 13 MOOCs offered by Duke University in the Fall 2014 semester. The data used in this analysis come from pre-course surveys administered to everyone who registered for a Duke MOOC. Finally, we illustrate our findings with qualitative data from open-ended survey questions. Our analysis shows that each group has a unique profile in terms of self-reported course experiences. Contrary to claims that MOOCs are not fulfilling the promise of democratization of education, learners have benefited by gaining access to content and learning experiences they otherwise would not have had.}, Doi = {10.1080/09523987.2015.1053288}, Key = {fds347803} } @article{fds347804, Author = {Goldwasser, M and Harris, E and Martin, K}, Title = {Remediation to Success: Martin Methodist College}, Publisher = {Vanderbilt University. Peabody College}, Year = {2014}, Key = {fds347804} }