Strengthening Student Success Accelerating Academic Progress by Addressing the Affective Domain Adam Kempler English Department College of the Canyons Santa Clarita, CA Introduction High School: aide for severely handicapped students, volleyball coach, English and psychology teacher College: English professor, chair of the English Department, English 081 coordinator, juvenile detention facility instructor, author and publisher, recreation instructor Classes taught: American literature, British literature, transfer composition, pre-transfer composition, reading, children’s literature, poetry, accelerated English, surfing, backpacking and wilderness survival Activity #1: Discussion What experience do you have addressing the following areas in the classroom? Goal Setting Motivation Student Services Personal Responsibility Time Management Note Taking Test Taking Critical Thinking The Reading Process The Writing Process Healthy Lifestyles Stress Management Relationships Personal Finances Transferring Activity #2: Quotes Which 3 quotes are most important to you? Why? Draw an image of how you could incorporate 1 of your ideas into the classroom. See handout Survey of top 3 quotes 1088 White Chairs College Students Lost to Suicide American College Health Association: www.acha.org Changes in the Student Body In 2010, at the 118th American Psychological Association’s Annual Convention, John Guthman, Director of Counseling Services at Hofstra University and author of a study on college student mental illness said, “In the last 10 years, a shift in the needs of students seeking counseling services is becoming apparent. University and college counseling services around the country are reporting the needs of students seeking services are escalating toward more severe psychological problems. While the condition of students seeking counseling doesn’t necessarily reflect the experience of the average college student, our findings may suggest students with severe emotional stress are getting better education, outreach, and support during childhood that makes them more likely to attend college than in the past.” More data found at: http://www.acha-ncha.org (American College Health Association) Success and Retention 3 levels below transfer in English = 12-13% 3 levels below transfer in math = 8% Source: Dr. Rob Johnstone of the National Center for Inquiry & Improvement What is the affective domain? “The affective domain is critical for learning but is often not specifically addressed. This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.” From “Learning Domains and Delivery of Instruction” by Cindy Vinson, Ed.D. Free Hugs Campaign by Sick Puppies Where is the SLO for the affective domain? The Affective Domain: Hugs Free Hugs Campaign: https://www.youtube.com/watch?v=vr3x_RRJdd4 Affective Domain Stages Receiving (willing to listen) Responding (willing to participate) Valuing (willing to be involved) Organizing (willing to be an advocate) Characterization (willing to change one’s behavior, lifestyle, or way of life) Camp Scott and Camp Scudder (Moshe at 1,165 WPM and March to Freedom; end of story?) Carol Dweck and the Growth Mindset in “Brainology” From “Learning Domains and Delivery of Instruction” by Cindy Vinson, Ed.D. How do we address the affective domain? Learning Domain Activities Delivery Considerations Assessment Affective • Goal setting • Collaborative assignments • Self-reflective writing in journal • Practice tutorials designed for student success • Face-to-face meetings • Active and collaborative • Motivational videos • Streaming audio explanations and encouragement • Interactive video, web casts, conference calls • Selfassessment using checklist • Pre/post attitude survey related to course content • Retention/succe ss in course Adapted from “Learning Domains and Delivery of Instruction” by Cindy Vinson, Ed.D. 15 College Success Tips Goal: improve success and retention Method: teach one success tip per week (5-10 min) Location: materials were posted on college website Teachers: 10 instructors in 5 disciplines Students: 751 students in 24 sections Semester: fall, 2008 Results 100 95 Percentage of Respondents 92 80 68 60 61 Fall 2007 (Pre-College Success) Fall 2008 (College Success) 40 20 0 Retention Rates Success Rates Fall 2008 Retention and Success Rates for all Course Sections Participating in the 15 Success Points program compared to the Same Courses Taught by These Instructors in Fall 2007 (same level and delivery mode). Student Survey Results Percentage of Students that found the 15 Success Tips to be Helpful or Very Helpful Reflections Negatives Instruction often lacked an activity Teachers had to create/find additional materials Other areas need to be addressed: motivation (affective domain), personal responsibility, writing, etc. Positives Using success tips promotes success and retention Teachers and students gave positive reports All tips were accessible and free Success Strategies Pilot Program What can students do to promote their own success? Faculty at several colleges created Success Strategies Faculty select sections (wide variety of disciplines and levels) Faculty adopt the book Faculty spend 10+ minutes discussing 1 chapter per week Students write in book (100 points) College tracks retention and success rates Success Strategies • Success Strategies: Accelerating Academic Progress by Addressing the Affective Domain, 2nd Ed. • Edited by Kim Gurnee • ISBN: 978-0-9817794-5-4 • Cost: $6.00 • To order, submit the information above to your college bookstore with the following email: [email protected] Success Strategies Program Pilot Pilot Program: 2 colleges in fall, 2013 and 12 colleges in spring, 2014 “College Success Strategies that Address the Affective Domain” by Student Support (Re)defined, a branch of The Research & Planning Group for California Community Colleges Goal Setting on 8 (4 sections, question #2 on page 11) Personal Responsibility on 21 (creators/victims) Time Management on 28-29 (#2 on 26) Personal Finances on 63 (budget and savings, 66-67) Significance of the basics Preliminary Survey Results Students considered goal setting, time management, and motivation most useful. Student ranking of chapter usefulness showed interest in all chapters. Student recommendation of book to another student was tied to instructor consistency: Inconsistent instruction=71% Fairly consistent instruction=78% Consistent instruction=95% Student comments about why and how Success Strategies was useful: see handout Reflections Negatives Cost Class time Value of failure Not enough instructor and student feedback yet Positives Activities (and 3 other sections) are provided Positive feedback from instructors and students so far Success and retention data will show impact Instructor’s attention shifts from content area to student Fall, 2014 (5 students to health center) Candice (cutting—see journal) Activity #3 Which chapters look most useful for your students? How might Success Strategies be incorporated into your classes? In which classes or programs might Success Strategies be applied on your campus to benefit the most students (without creating redundancy for students)? What questions do you have about Success Strategies? Evidence for Addressing the Affective Domain Academy for College Excellence http://academyforcollegeexcellence.org Bill and Melinda Gates Foundation http://www.gatesfoundation.org Funding Students purchase for $6.00 Grants Programs Stipends Research Questions How much does success and retention improve in sections using Success Strategies compared with sections not using it? Which students benefit the most? What are the limitations to using Success Strategies? What is the best approach to implementing Success Strategies on a campus to avoid creating redundancy for students? “The Puzzle of Motivation” (1:30-3:00—more than 12 million) “The Puzzle of Motivation” by Dan Pink: http://www.ted.com/talks/dan_pink_on_motivation John Wooden 1910-2010 10 National Titles at UCLA First person inducted into Basketball Hall of Fame as both a player and a coach ESPN claims, “John Wooden is the greatest coach ever—in any sport.” "SUCCESS IS PEACE OF MIND WHICH IS A DIRECT RESULT OF SELF-SATISFACTION IN KNOWING YOU MADE THE EFFORT TO BECOME THE BEST YOU ARE CAPABLE OF BECOMING.” Wooden: A Lifetime of Observations and Reflections On and Off the Court Yosemite Backcountry “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ― Maya Angelou On the summit of 10 Lakes Pass in Yosemite, summer of 2013 Invitation Try Success Strategies and track success and retention results This training is available on your campus Share new ways to address the affective domain Contact Information: Adam Kempler College of the Canyons Phone: 661-362-3266 Email: [email protected] Questions?