I know my original request has resulted in a different thread, but for anyone who might be interested, I found the reference I was seeking: Junn, E. (1995). Empowering the marginal student: A skill-based extra-credit assignment. Teaching of Psychology 22, 189-192. The extra-credit assignment (following disappointing midterm performance) required (for the remainder of the semester): attendence at all remaining classes weekly detailed, organized and highlighted class notes weekly text notes and questions weekly submission of flashcards weekly submission of mnemonic devises or memory aids for the material documented other active learning (e.g. study group, parent testing them), and increased participation in class. I decided to use the the first 4 of these plus 2 additional requirements: weekly submission of online quizzes provided at my text's website student evaluation of the types of questions that they missed, why, and what they can do to avoid this problem on the next test for the midterm (test 2) and test 3 for those struggling in Biopsychology. These are not, in most cases, the generally marginal students that other posts have mentioned, but students without good study strategies for biologically oriented classes. Linda Walsh University of Northern Iowa
