The primary practice I implemented was one in which I was already familiar: Build students’ skills to increase their confidence. I implemented it over a year ago to what my students reported was significant success.  For each of my courses, I introduce my students to the SQ3R study method so that they can properly use their textbooks to maximum advantage. It allows students to be far more efficient and effective at absorbing the textbook material and teaches improved time management techniques.

I introduce my new students to SQ3R in my welcome statement by assigning them an hour-long video to watch (YouTube) by Martin Lobdell, “Study Less, Study Smart.” To encourage the students to view it, I attach a point of extra credit to their final course grade for a brief explanation of SQ3R. To encourage them to watch the entire video I ask them to quote a short but particularly complex phrase found somewhere in the video (“Ontogeny Recapitulates Phylogeny”). Successfully quoting that earns a second point of extra credit.

Since I implemented this practice over a year ago in my senior college courses, my students have reported spending noticeably less time stuck in study by not having to read and re-read the same material repeatedly in order to learn it. As my reading assignments precede the lectures, students who report using the study training techniques also demonstrate higher confidence during class participation.

I believe the impact my students have reported in their confidence has had a positive effect on their sense of belonging in my class. Coaching them to be more effective students reduces stereotype threat and imposter phenomenon, both of which have been demonstrated to negatively impact student performance. I expect to have similar outcomes, with my BMCC students when I implement this in the Fall.