Cengage Webinar: Raising the bar & support to achieve desired academic outcomes

Raising the Bar
(and Support) to Get
Desired Academic
Outcomes
Christine Harrington Ph.D.
Middlesex County College
www.drchristineharrington.org

POLL QUESTION
What do you think leads to the best outcome?

a. Difficult goals
b. Moderate goals
c. Easy goals
d. ―Do Your Best‖ goals

Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1|2

Agenda

Power of High Expectations
• Research
• Challenging Goals
Current Practices
• Faculty Expectations
• Faculty Practices
Getting Back on Track- A Challenge and Support Model
• Challenging Assignments
• Providing Support


THE POWER OF
HIGH EXPECTATIONS


Goal Setting: What Works?

Challenging
Goals, Better
Results
Locke and Latham (2002)
Wicker, Hamman, Reed, McCann, &
Turner (2005)


Students Generally Do What is
Expected
Kuh, Laird, & Umbach (2004)

Expect Students to:
• Write
• Read
• Think Critically

And they will!


Goal Theory

―The more difficult a valued goal,
the more intense our effort to attain it,
and the more success we experience
following attainment.‖
Latham & Locke, 2006, 337


Depression: Is there a Downside
to Challenging Goals?
Reynolds & Baird (2010)

• Ages 14-22
1979 • 12,686 participants

• 9,016 participants
1992

Highest
• 4,892 participants
Degree


Goal Attainment?
Reynolds & Baird (2010)

Percentage
60

50

40

30
Percentage
20

10

0
Fell Short of Goal Achieved Goal Exceeded Goal


Results…
Go Ahead Challenge Yourself
• No evidence of
―emotional cost‖
(depression) for
unrealized goals

• Higher expectations
were associated with
lower levels of
depression

Copyright 2013 Harrington © Cengage Learning. All rights reserved. 1 | 10

Challenging but
NOT out of reach

Moeller, Theiller, & Wu, 2012,168; Schunk (1990)

Goals Need to be
Specific and Measurable
Roney & Connor (2008)

―Do Your Best‖
Goals
DON’T
Work
Locke & Lathum (2002)


Call for Challenge is Not New
Chickering and Gamson 1987

7 Principles for Undergraduate Education

―Expect more and you will get
more. High expectations are
important for everyone -- for the
poorly prepared, for those
unwilling to exert themselves, and
for the bright and well motivated.‖


BUT….
WHAT ARE OUR CURRENT
PRACTICES?


A Lack of Learning at College?
Roska & Anum 2011

The Bad News…

Academically Adrift: Limited Learning on
College Campuses- 1st 2 years of college
• Critical thinking, analytical reasoning and
writing skills only increased by .18 SD
• 45% of students made no gains at all
• Less than half of the students reported
being required to engage in substantial
reading and writing


Are Students Reading?
Clump, Bauer, & Bradley (2004)

Read Textbook

80
69.98
70
60
50
40
30 27.46
Read
20 Textbook
10
0
Read BEFORE Class Read BEFORE Exam


Reading Compliance is
Decreasing

Direct from Burchfield and Sappington, 2000

Any Good News?
Roska & Anum 2011

YES!

• Students with professors who expect
significant reading and writing DO spend more
time on task each week (2 more hours per
week)- this increases skills!
• Students who reported having professors with
high expectations also had higher scores!


What We Say and What We Do…
Two Different Stories
2-3 hours Not
per class really!
hour!

―Clearly, there is a mismatch between what
institutions say students must do to be successful
and what students’ actual experience with the
institution has taught them is really necessary.‖
(Schilling & Schilling, 1999, 6)


Another Example
Wyatt, Saunders, & Zelmer (2005)

30
Interestingly….
25
Student expectations
20 were related to grade!
15
Faculty
10 Students
So….
5 Faculty not requiring
0 students to engage in
Hours for Hours for effort they expect
"A" "B"


POLL QUESTION
Most students walk into college expecting it to be
challenging. What percentage of first year
students report that that their experience matched
their expectation?
a. 5%
b. 17%
c. 48%
d. 79%


Student Expectations Drop After
Starting College
(Meyer, Spencer, & French 2009)

Before Starting College…. First Year Students
Percent
• Almost everyone 70 60
expected college to 60
be a lot of work 50
40
30
20 17
10 Percent
0


An Unfortunate Relationship

• More likely an activity
facilitates critical
thinking skills

• Less likely it will be
used by faculty!

Lawrence, Serdikoff, Zinn & Baker (2008)


The First Semester Really
Matters!
―What is required of
students in their first
semester appears to play
a strong role in shaping
the time investments
made in academic work
by students in their last
semester of their senior
year.‖

(Schilling & Schilling, 2006, 8)


POLL QUESTION
In your classes, do you ask students to complete
an assignment that will be graded the very first
week of school?
a. Yes- always
b. Yes- most of the time
c. Sometimes
d. Not usually
e. Never


Why Aren’t We Challenging
Students?
• Fear of negative evaluations or student
complaints if we go beyond what other
faculty do

• Discouraged by prior attempts not resulting in
desired product- need to learn how to get
better outcomes

• Increased workload

• Lack of support by administration; teaching
and high expectations not valued by
institution

(Stewart & Schlegel, 2009; Lei et al., 2010; Lawrence, Serdikoff, Zinn & Baker, 2008)


GETTING BACK ON TRACK
WITH HIGH EXPECTATIONS
(AND SUPPORT!) …


A Call for Support to
Accompany Rigor
Campbell (2009)

Types of Support:

• Emotional- belief in their
ability
• Instrumental- time
teaching skills
• Informational- how to
access information
• Appraisal- useful
feedback

Starting with our Syllabus
(Smith & Razzouk, 1993)

Completed
152 Upper Questionnaire
Level College On Syllabus
Students Content and
Use

72 Males 80 Females

Surveyed at 3 weeks or 7 weeks

The Results: Students DO Use
the Syllabus Regularly!

Syllabus Frequency
Usage

Every day 20%

Once a 57%
week


The Results!

Course Objectives Percent Recalled

One objective 60%

Two objectives 8%

More than 2 objectives 3%

No objectives Almost 30%!!!


What Messages are you
Sending?
An Example…


High, Clear Expectations:


The Message that Should be
Sent…
Get Ready to Work! But…
I’ll be there to Support You!


Challenging Activities that Promote
Productive, Critical Thinking…

• Critique of articles, websites, or other readings

• Debates

• Case studies

• Research papers or presentations

• On-line or in-person discussions

•
Copyright 2013 HarringtonEdmund (2008) All rights reserved.
© Cengage Learning. 1 | 35

Scaffolding Assignments
Low-High Stakes to Build Breaking Down Assignments
Self-Efficacy to Benefit from Feedback

No Stakes Topic

Low Stakes Sources

Moderate
Stakes Outline/Draft

Higher Stakes Paper

Need for Accountability:
Helping Students Master Content


Mastering Content:
Retrieval Practice is a Memory Tool!
Roediger & Karpicke (2006)


More Retrieval Ideas…
• Quizzes or Use of Clickers

• Publisher Technology Tools such as Aplia or
Mind Tap

• Dusting off the Cobwebs Exercise

• Think, Pair, Share

• Jeopardy Reviews


POLL QUESTION
How many quizzes do you give to your classes?

a. I don’t use quizzes- I only give exams.
b. I give 5 or fewer quizzes in a course.
c. I give 6-10 quizzes in a course.
d. I give more than 10 quizzes in a course.


An Alternative to the “Pop Quiz”-
Random Quizzing Works!
Ruscio (2001)


Random Quizzing

How? Results?
• Emphasize need to come • Students Read!
to class prepared – Students in 4 sections
• Coin toss at beginning of passed average
class to determine if quiz of 74% of the
will be given
quizzes
• 1-2 open ended – 85.7% of the students read
questions at least 50% of the time
• Counts as 15% of final – Students in upper level
grade courses read more than
students in introductory
courses


Quizzing Research

• Weekly quizzing • Test until you get it
leads to higher final correct quizzing
exam performance, method leads to
especially for lower higher exam
performing students performance
(Landrum, 2007) (Di Hoff, Brosvic, and Epstein, 2003;
Epstein, Epstein, and Brosvic, 2001).


Homework: Focused Worksheets
Ryan (2006)

124 Psychology
students

Classes were
25% of Grade randomly assigned
to:

Planned Quizzes Focus Worksheets
Focus Worksheets
(10-12 Multiple with Check, Check
with Feedback
Choice Questions) Plus, Check Minus


Focus Worksheet

Direct from Ryan (2006)


The Results!

84
82
80
78
Quiz
76
Worksheet
74
72 Worksheet Plus
70 Feedback

68
66
Midterm Exam Final Exam


Positive Feedback and Goals

Positive Feedback Leads Repeated Success Leads
to Higher Goals to Higher Personal Goals

• Having several
successful experiences
(as compared to a single
success or repeated
failures) lead to higher
goals

West & Thorn, 2001, 55 Spieker & Hinsz (2004)


Many Learning Opportunities

Feedback should
be given
early and often!

Characteristics of Effective
Feedback
(Wlodkowski, 2008):
• Connected to a
―standard‖ (i.e. rubric)

• Informs the student

• Specific and constructive

• Prompt and frequent


A Word of Caution

―Comforting‖ feedback When giving feedback,
that encourages be sure to focus on
―acceptance‖ of internal, changeable
limitation (ex. ―It’s okay- factors such as effort
not everyone is good at (Mueller & Dweck, 1998)
math‖) can lower
motivation!
(Rattan, Good, & Dweck, 2012)


Using Technology to Support
Student Learning


POLL QUESTION
Do you make your Power Point Slides available to
your students?
a. I don’t use Power Point.
b. Yes, I make them available before class.
c. Yes, I make them available after class.
d. No, I do not make my slides available to
students.


Power Point Slides or Outline


Power of Visual Aids
Austin & Carr 1994

Traditional Slides Slides Plus
Lecture Visual Aid Guided Notes
No Visual Aid Used Visual Aid
Slides not Used
No Notes
Provided Most of Slide
Information
Provided


Results:

Critical Examples Extra Points
Points
• Traditional: • Traditional: • Traditional:
62% 13% 9
• Slides: • Slides: • Slides: 7
97% 26% • Guided
• Guided • Guided Notes: 29
Notes: Notes:
100% 60%


Visual Aids should…
Mayer (2009)

•Only include key
information

•Include IMAGES

•Use visual signals
to draw attention
to important
points


POLL QUESTIONS
Have you used Adobe Pro before?
a. Yes
b. No

Have you used Screencasting tools such as Jing
before?
a. Yes
b. No


Narrated PDF Documents


Screencasting
Digital Story-telling-
Screen Capture with
Narration

Free Versions:
• How to access course
materials • Jing
• How to search library • Screencast-o-matic
databases
• Walk through Paid Versions:
websites, articles, etc. • Camtasia
• How to create powerful • Adobe Captivate
Power Points

A Model: Freshman
Seminar
• Professor Selects Peer
Reviewed Article and Explains
Why Skills are Important

• Teach students about research
articles

• Students use reading, critical
thinking, and note-taking skills

• Supports provided- Models;
Narrated ―walk-throughs‖

• Increasingly Challenging
Tasks- Student selects articles
for learning activity

THE OUTCOME


Productive Thinking!
• Students interpreting,
questioning, and making
sense of the findings

• Applying the findings to their
lives in a productive way

• Focusing on the value of
research based information

• Identifying areas for further
inquiry and study


Assessment Data
100
90
80
70
60
50
40
Fall 2011
30
Spring 2012
20
10
0
Direct- Direct- Indirect- Indirect-
Library Peer Evaluate Summarize
Database Reviewed Information Information
Research
Scores went up on every item
with exception of staying the
same on 1 item

For an instructor copy of the text, visit
www.cengage.com/community/harrington

Visit Dr. Harrington’s website
www.drchristineharrington.org
or e-mail her at charrington@middlesexcc.edu

References
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Personal Learning Experience

7Presentation title (Edit in

Begins with textbook content

App-based

Linked seamlessly with useful software

7Presentation title (Edit in

Linked seamlessly with useful software!


increasing online engagement with

&
video



&
check progress



collaboration



Google Drive: a cloud-based drive that allows
you to host share and co-create documents


ConnectYard: a two-way communication app
that effectively embraces social media


Evernote: cloud-based note taking available
on any device and now within MindTap


Access the
Learning Path
at any time!

MindApps

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Personalize for an
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Content is easily added
to the Learning Path!

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