Instructors Are Achieving Success With ARIS
Colleges and universities all over the world have been successfully using ARIS and are noticing a boost in students' performance as a result. Higher student grades, student mastery of the material, and the overall student attitudes all reflect the positive impact of the implementation of ARIS. For a closer examination, more thorough studies with specific references to the relationship between ARIS and grade performance are detailed in the Case Studies.
Professor Jason Overby, College of Charleston
"After using other systems, I selected ARIS for its ease of use. It is much easier for both my students and instructors to use than the previous systems."
Jason selected ARIS for its:
- Ease of use – much easier for both students and instructors to use than previous systems
- Range of content – much broader range of content than other systems
- Variety of content – greater variety of content, and content also correlated to the McGraw-Hill course textbook, Chemistry: The Molecular Nature of Matter and Change, by Martin Silberberg
Please feel free to contact me with ARIS questions: overbyj@cofc.edu.
Professor Steven Rowley, Middlesex County College
"After using ARIS, I'd walk into the room and hear students actually talking about chemistry..."
Steven selected ARIS because:
- It is a quick and easy homework assignment tool for instructors to use and implement
- It offers a huge database from which instructors can draw homework assignments, mapped to textbook content – providing deep resources for experienced ARIS instructors
Dr. Rowley noted that he completed a custom assignment, in which he composed his own questions, in 30-35 minutes with ARIS – versus the 3-4 hours required for the same assignment with WebAssign. - It has a clean, easy-to-navigate student interface maximizing likelihood of positive student experience, and thus program usage
Please feel free to contact me with ARIS questions: srowley@middlesexcc.edu.
Case Studies
Recapturing lecture time and enhancing student understanding of general chemistry
College of Charleston
- 8% increase in fall 07 semester exam scores for students, versus fall '05 scores – using exactly the same textbook and giving exactly the same exams
- 6% improvement in student scores on the American Chemical Society's standardized final exam, an independent measure of students' mastery of core general chemistry concepts
Developing chemistry skills and improving course pass and student retention rates
Middlesex County College
- 31% of students got a B or better final course grade – up from the typical 20-22%
- 49% course pass rate, a dramatic improvement from historical pass rates in the low to mid 30% range
Raising final course grades and increasing pass rates
Southern Illinois University at Carbondale
- 8.2% increase in passing rate = 50 additional students pass CHEM 200 in a typical year
- Course withdrawal rate decreased from 12.7% to 8.6% (4.1% reduction in withdrawal rate = 25 more students completed the class than have in the past)
Educating more students, more effectively, while enhancing learning and pass rates
University of Texas at Dallas
- Greater than 10% improvement in student mastery of core concepts as measured by student performance on American Chemical Society's standardized final exam
- Increase in number of "A/B" grades; decrease in number of "D/F" grades