A presentation prepared for Dialogues with the Provost
September 28, 2012
Launched in Fall 2007
 Aims:

◦ To inquire into the learning habits of freshmen
likely to succeed at CSUN
◦ Complements campus initiatives for on at-risk
students
◦ Focus on large comprehensive institution unique

Entering freshmen invited to participate if:
◦ Have a high school GPA of at least 3.5 OR
◦ Are proficient in English and math at entry
Fall
2007
entrants
Fall
2008
entrants
Fall
2010
entrants
Fall
2011
entrants
82
165
223
292
10
51-76
8
114-51
4
186-207
2
241-75
Interviews
Freshmen
Junior
68
56
143
126
181
234
Graduates
44
72
Initial participants
End-of-Term Surveys
Number
Respondents
(as of Spring 2012)
underway

Administrators
◦ Elizabeth Adams*
◦ Judy Hennessey *
◦ Juana Mora *
◦ Tom Piernik
◦ Cynthia Rawitch
◦ Mark Stevens*
◦ William Watkins

Faculty Participants
◦ Linda Bowen *
◦ Irene Clark
◦ Steve Graves
◦ Patricia Juarez-Dappe
◦ Sharon Klein
◦ Daisy Lemus *
◦ Brennis Lucerno-Wagner
◦ Donol O’Sullivan
◦ Bonnie Paller *

Faculty Participants (cont’d.)
◦ Vicki Pedone *
◦ Adrain Perez-Boluda
◦ Jennifer Romack
◦ Carrie Rothstein-Fisch
◦ Diane Schwartz
◦ Kate Stevenson *
◦ Christina Von
Mayrhauser

Housed in DeDoose
(qualitative software system developed at UCLA)

Data Housed There:
◦ End-of-Term Survey responses
◦ Interview transcripts

Potentially available to everyone on campus
First
Year
(4 cohorts)
Third
Year
(2 cohorts)
Arts Media and Communication
Business and Economics
Science and Math
Health and Human Development
Social and Behavioral Sciences
Humanities
Engineering and Computer Sciences
16.9
14.9
14.4
12.4
11.5
7.3
7.0
19.0
24.5
15.0
15.0
15.6
10.2
3.4
Education
Undeclared
1.3
15.2
2.0
0.0
Total
100.0
100.0
(Student participants)
(710)
(147)
College
Learning Strategy
Percent
Number
A. Identifying instructor expectations at beginning of course
76.2
163
B. Strategies for getting the most out of class sessions
136.4
292
C. The best places to study
100.5
215
D. In-class note-taking strategies
82.2
176
E. Time Management (e.g., use of a planner)
52.8
113
F. Various types of study groups and their uses
128.0
274
G. Taking advantage of faculty office hours
69.2
148
H. Strategies for avoiding end-of-term crises
131.3
281
I. The value of taking periodic breaks from studying
29.9
64
(Number of Interviewees)
(214)
Percent
Response category
69.7
21.6
11.1
14.4
19.2
23.9
I. Instructor’s approach to course
A. Focus on student learning
B. Expressed enthusiasm and passion for subject
C. Course content linked to current events & students' daily lives
D. Clear well-organized class presentations and materials
G. Instructor’s style of presentation
26.1
II. Course structure
23.4
III. Nature of class content
22.0
16.9
5.2
V. What respondent brought to class
A. An interest in the subject area
B. Desire for new knowledge and perspectives
(521)
(Number of respondents on which the percentages are based)
25.0
20.0
20
18
20
17
15
15.0
11
12
11
10
10.0
5
5.0
0.0
A
B
C
Term #1
D
Term #4
E




Has the way you approach your ________ assignments
changed since you came to CSUN?
Why or why not?
Have you taken courses here at CSUN that were
particularly helpful in strengthening your ______
skills?
If yes, what was it about them that proved so helpful?
(No. of cases on
Approach to:
Percent
which percentages based)
Critical Thinking Assignments
93.8
(194)
Writing Assignments
67.7
(201)
Reading Assignments
60.2
(201)
Quantitative Reasoning/Mathematics Assignments
31.8
(179)
Percent
Response category
53.6
I. Have Been Challenged by Course Content
16.5
II. Have Improved Analytic Abilities
10.3
III. Professors Have Challenged Me to Think Critically
6.4
IV. Exposure To and Familiarity With Real World Problems
5.7
V. Have Gotten Older and Matured
3.6
VI. Have Been Exposed to Differing Points of View
(194)
(Number of respondents on which the percentages are based)
Percent
Response category
24.9
I. Have Learned New Techinques and Approaches in CSUN Classes
29.4
II. Have Changed Approach to Writing Assignments
8.5
A. Organize More Carefully Before Begin to Write
8.5
B. Begin to Work on Assignments Earlier
5.5
C.Engage in More Preparation Before Write
1.5
III. Practice Makes Perfect (Required to Do More Writing at CSUN)
9.0
IV. Need to Perform at Higher Level Than in High School
(201)
(Number of respondents on which the percentages are based)
Percent
Response category
3.5
I. Have Learned New Techinques and Approaches in CSUN Classes
13.9
III. Practice Makes Perfect (Required to Do More Reading at CSUN)
8.0
IV. Need to Perform at Higher Level Than in High School
45.8
14.4
9.5
9.5
VI. Have Changed Approach to Reading Assignments
A. Have learned to take better notes
B. Importance of reading for understanding
C. Read more carefully/in depth
22.9
8.5
5.5
4.0
VII. Importance of Doing Assigned Readings in a Timely Way
A. Have learned to skim/read faster
B. Prioritize readings based on class structure/professor's style
C. Importance of doing assigned reading before class
(201)
(Number of respondents on which the percentages are based)

Yes, because I just didn't do [the reading
assignments] before I came here….The assignments
in college are much more in depth and would not
allow for the laziness I used to have.

In high school, I was able to skim through my
reading…. But at CSUN, you HAVE to read your
assignments before the next class day.

Sometimes it just isn't feasible to read every single
chapter that is assigned, there aren't enough hours in
the day. You need to get smart about how to study,
and what to study.
When I was in high school, you generally only got large
chunks of reading from English classes.…The trick to
reading for 5 or more classes while you're in college is
simply a matter of assessing each professor. Some
professors focus entirely on their lectures when creating
exams, while others may borrow from the textbooks and
lectures collectively, and still others think their textbooks
are the sacred text from which all knowledge will flow.
Percent
Response category
10.1
I. Strive to arrive at better understanding of assignments.
5.6
II. Work harder at understanding mathematical concepts and problems
4.5
III. Seek Help When Encounter Problems
3.4
IV. Consider Multiple Ways of Approaching Problems
(179)
(Number of respondents on which the percentages are based)
Percent
29.9
15.2
4.9
9.8
30.5
8.5
8.5
13.4
Response category
I. Instructor's Approach to Course Material
A. Fostered Critical Evaluation
B. Encouraged Consideration of Multiple Points of View
C. Other
II. Nature of Class Discussions/Assignments Fostered Critical Thinking
A. Small Group Discussion in Class
B. Essay Assignments
C. Other
21.3
III. Have Learned How to Evaluate Logic of Arguments/Poss. Outcomes
19.5
IV. Courses Provided Insights Into Real World Challenges
6.1
V. College Experience Has Improved Analytic Abilities
(164)
(Number of respondents on which the percentages are based)
Percent
Response category
46.5
12.6
8.2
7.5
6.3
I. Provided Information on How to Approach Academic Writing Tasks
A. Emphasis on Organizing Essay and Thoughts
B. Elements of Logical Arguments and How to Construct Them
C. Attention to Audience
D. Preparing Different Types of Essays
30.2
12.6
10.1
4.4
II. Instructor Behavior
A. Actively Involved in My Writing Process
B. Instructor Was Exceptional
C. Had High Standards and Pushed Students to Improve
27.7
11.9
6.3
5.7
IV. Writing Practice Required
A. Volume of Writing Required Made the Difference
B. Peer Editing Exercises Valuable
C. Multiple Drafts and Revision Helpful
(159)
(Number of respondents on which the percentages are based)

One factor was the professor's willingness to help the
students regardless of how great or poor of a writer they
were. He would answer questions without making you
feel embarrassed or inferior.

One course that I took that greatly increased my writing
ability was one where the professor was very
encouraging, and available to help in any way possible.
She was able to criticize my work, but explain all the
things that I did well, so that I could be confident in my
writing ability but change the things that would make it
so much better.
Percent
Response category
22.1
I. Amount of Assigned Reading Required Different Approach
14.7
7.4
II.Integrating Assigned Reading into Course
A. Quizzes and tests focusing on reading
4.4
16.9
10.3
2.2
11.8
7.4
1.5
B. In-class discussions based on readings
III. Providing Guidance on How to Approach Reading Assignments
A. Analytic reading skills (i.e., reading for understanding) taught in course
C. Critical reading skills taught in course
VI. No Specific Courses Mentioned as Being Helpful
A. Described own techniques for approaching reading
B. Improved skills through trial & error or my own efforts
33.1
VII. Have Not Taken Courses That Improved Reading Skills
(136)
(Number of respondents on which the percentages are based)

I started highlighting and taking notes on my own,
because I realized it would help me remember the
material much better.

I haven't really taken any classes that have been
particularly helpful in developing my reading
skills…. any development in my reading has come
from my own analyzations [sic] of what I need to
gain from reading. Over time, I've learned by trial
and error….

By practicing, I was able to explore what kinds of
note-taking strategies worked best for me so I could
achieve maximum efficiency. Besides courses, being
active in the writing labs helped me learn new way of
reading and examining text.
Percent
Response category
22.1
I. Amount of Assigned Reading Required Different Approach
14.7
II.Integrating Assigned Reading into Course
7.4
A. Quizzes and tests focusing on reading
4.4
B. In-class discussions based on readings
16.9
10.3
2.2
11.8
7.4
1.5
III. Providing Guidance on How to Approach Reading Assignments
A. Analytic reading skills (i.e., reading for understanding) taught in course
C. Critical reading skills taught in course
VI. No Specific Courses Mentioned as Being Helpful
A. Described own techniques for approaching reading
B. Improved skills through trial & error or my own efforts
33.1
VII. Have Not Taken Courses That Improved Reading Skills
(136)
(Number of respondents on which the percentages are based)

….When we met for class each week, we had
extensive discussions about the readings and
sometimes, had essays about them due. Reading the
articles required understanding concepts that were
often quite foreign to me and my classmates. This
helped me to think more critically and pay much
more attention to what I was reading.

[Course X] has helped strengthening my reading
skills by analyzing the deep issues authors may be
commenting on when it comes to the political, social,
and economic contexts in which they were written.
Open discussion within the classroom…moderated
and guided by the instructor really helps in
understanding reading assignments and finding
deeper messages written between the lines.
Percent
Response category
22.1
I. Courses taught systematic procedures for solving problems.
11.6
4.7
II.Instructor's approach to class content.
A. Able to explain mathematical content and/or logic.
3.5
B. Knowledge, enthusiasm, and passion for subject
7.0
III. Learned importance of quantiative reasoning skills in the real world
4.7
IV. Learned importance of math & science in understanding the world
33.7
VIII. No classes were particularly helpful.
(86)
(Number of respondents on which the percentages are based)

Although my calculus class taught me many things
about mathematics, it was my chemistry class that
popped my basic science cherry…. It taught me that
all things in the universe can be explained through
mathematics. It changed the way I will look at the
world forever. The lab for that class was also
particularly challenging because it required more than
just mathematics….

No Need for Change; I know what works for me.
◦ The way I write works for me, so I do not feel a need to
change this activity.
◦ I have always been proficient in mathematics and
quantitative reasoning so there was no real need to change.

Approach developed in high school continues to work
◦ The way I approach writing assignments has stayed the
same because I feel that I've always approached them
affectively [sic].
◦ I had good methods from high school and they still work
so I do not need to change it.

I have always struggled with mathematics, and I have
only taken two math courses here at CSUN…. These
were both taken my first year at CSUN, and I have
done my best in avoiding any math classes since.

I only needed to take one math class, and that class
was taken in the first semester here at CSUN to get it
out of the way. I still avoid math like a plague….

I chose to go with a major that doesn't require a lot of
math because math is not one of my strong points….

Math has never been one of my stronger subjects and I
feel as though the math department at CSUN does not
do anything to help the students like me….

A. The complex interplay between entry-level
skills and ability to benefit from CSUN
courses

B. Coping with the volume of disciplinespecific reading that students must master in
college