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Introductory psychology is a course that covers an extensive amount of content and often has a larger enrollment at universities that include it in their general education requirements, which can cause it to be a challenging course for many students (Homa, Teaching of Psychology, 2013, 40, p. 169). Research indicates that students need to engage in effective test-taking strategies and assess their deficiencies to be successful on exams (Fleming, Teaching of Psychology, 2002, 29, p. 115). One potential solution for overcoming these challenges, examined in the proposed article, is for instructors of introductory psychology to collaborate with cocurricular resources such as academic support services to provide individualized exam wrapper activities. The current study explores an example of this type of pedagogy, a technique referred to as Reflective Exam Analysis (REA). Participants in the archival data set included 895 university students who had taken introductory psychology over the last 3 years. The data compared students that participated in the REA intervention to those that did not. Four chi-squared tests of independence were conducted to compare proportions of student gains/losses from each exam to the next exam from within the introductory psychology course-comparing students who participated in the REA intervention to those that did not. Three of the tests demonstrated statistically significant differences. Results indicate students who took part in the REA intervention had significantly greater gains on exam scores than nonparticipants. These findings are discussed in terms of how this model could be utilized across large enrollment courses including other sections of introductory psychology or other discipline areas at various institutions to support student success.

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This chapter explores the theoretical foundations and practical considerations necessary for instructional leaders to improve student retention in higher education online courses by improving training of online instructors using autonomy-supportive principles. To improve instructional practice, faculty development programming should focus on the specific needs of online instructors by providing personalized learning opportunities and reflection. Using self-determination theory as a framework, the psychological needs of instructors engaging in faculty development can be addressed through autonomy (personalization), competence (achievement), and relatedness (support). The authors recommend utilizing digital badges or microcredentials to scaffold programming, including a three-tiered system of badging that builds toward a culminating credential. Autonomy-supportive faculty development programming will empower instructors to improve teaching practice, and better engage online students.