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 goalsb. Moderate goalsc. Easy goalsd. “Do Your Best” goals

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• 12,686 participants

• 9,016 participants

Highest Degree

• 4,892 participants

Goal Attainment?Reynolds & Baird (2010)

Fell Short of Goal Achieved Goal Exceeded Goal0

Percentage

Results… Go Ahead Challenge Yourself

• No evidence of “emotional cost” (depression) for unrealized goals

• Higher expectations were associated with lower levels of depression

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 NewChickering and Gamson 1987

“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.”

7 Principles for Undergraduate Education

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 BEFORE Class

Read BEFORE Exam

01020304050607080

Read Textbook

Reading Compliance is Decreasing

Direct from Burchfield and Sappington, 2000

Any Good News?Roska & Anum 2011

• 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

“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)

Not really!

2-3 hours per class

Another ExampleWyatt, Saunders, & Zelmer (2005)

Hours for "A"

Hours for "B"

FacultyStudents

Interestingly….Student expectations were related to grade!

So….Faculty not requiring students to engage in effort they expect

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….

• Almost everyone expected college to be a lot of work

First Year Students

0204060

Percent

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- alwaysb. Yes- most of the timec. Sometimesd. Not usuallye. 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)

152 Upper Level College Students

72 Males 80 Females

Completed QuestionnaireOn Syllabus Content and Use

Surveyed at 3 weeks or 7 weeks

The Results: Students DO Use the Syllabus Regularly!

Syllabus Usage

Frequency

Every day 20%

Once a 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

• Edmund (2008)

Scaffolding Assignments

Low-High Stakes to Build Self-Efficacy

No Stakes

Low Stakes

Moderate Stakes

Higher Stakes

Breaking Down Assignments to Benefit from Feedback

Sources

Outline/Draft

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

• Emphasize need to come to class prepared

• Coin toss at beginning of class to determine if quiz will be given

• 1-2 open ended questions

• Counts as 15% of final grade

• Students Read!– Students in 4 sections

passed average of 74% of the quizzes

– 85.7% of the students read at least 50% of the time

– Students in upper level courses read more than students in introductory courses

How? Results?

Quizzing Research

• Weekly quizzing leads to higher final exam performance, especially for lower performing students (Landrum, 2007)

• Test until you get it correct quizzing method leads to higher exam performance (Di Hoff, Brosvic, and Epstein, 2003; Epstein, Epstein, and Brosvic, 2001).

Homework: Focused WorksheetsRyan (2006)

124 Psychology students

25% of Grade

Planned Quizzes (10-12 Multiple Choice Questions)

Focus Worksheets with Check, Check Plus, Check

Focus Worksheets with Feedback

Focus Worksheet

Direct from Ryan (2006)

The Results!

Midterm Exam Final Exam66

QuizWorksheetWorksheet Plus Feedback

Positive Feedback and Goals

Positive Feedback Leads to Higher Goals

Repeated Success Leads 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 that encourages “acceptance” of

limitation (ex. “It’s okay- not everyone is good at

math”) can lower motivation!

(Rattan, Good, & Dweck, 2012)

When giving feedback, be sure to focus on

internal, changeable factors such as effort

(Mueller & Dweck, 1998)

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 AidsAustin & Carr 1994

TraditionalLecture

No Visual AidNo Notes

SlidesVisual Aid

UsedSlides not Provided

Slides Plus Guided Notes

Visual Aid Used

Most of Slide Information Provided

Results:

Critical Points

•Traditional: 62%•Slides: 97%•Guided Notes: 100%

Examples

•Traditional: 13%•Slides: 26%•Guided Notes: 60%

Extra Points

•Traditional: 9•Slides: 7•Guided Notes: 29

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. Yesb. No

Have you used Screencasting tools such as Jing before?c. Yesd. No

Narrated PDF Documents

Screencasting

Digital Story-telling- Screen Capture with Narration

• How to access course materials

• How to search library databases

• Walk through websites, articles, etc.

• How to create powerful Power Points

Free Versions:• Jing• Screencast-o-matic

Paid Versions:• Camtasia• Adobe Captivate

Check out Gormely & McDermott (2011).

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

Content and Process Simultaneously

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

Direct

- Libr

Direct

Evalua

Fall 2011Spring 2012

Scores went up on every item with exception of staying the same on 1 item

Visit Dr. Harrington’s website www.drchristineharrington.org

or e-mail her at charrington@middlesexcc.edu

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

ReferencesAustin, J. L., Lee, M., & Carr, J. P. (2004). The effects of guided notes on undergraduate students’

recording of lecture content. Journal of Instructional Psychology, 31(4), 314 –320.Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman

Bosch, W., Hester, J., MacEntee, V., MacKenzie, J., Morey, T. T., Nichols, J., & ... Young, R. (2008).Beyond lip-service: An operational definition of “learning-centered college”. InnovativeHigher Education, 33(2), 83-98. doi:10.1007/s10755-008-9072-1

Brusso, R. C., Orvis, K. A., Bauer, K. N. & Tekleab, A. G. (2012). Interaction among self-efficacy, goalorienttation and unrealistic goal-setting on videogame-based training performance.

MilitaryPsychology, 24, 1-18. Retrieved from Psyinfo database.

Campbell, M. (2010). Academic and social support critical to success in academically rigorousenvironment. Education Digest: Essential Readings Condensed For Quick Review, 76(1),61-64.

Cheung, E. (2004). Goal Setting as Motivational Tool in Student's Self-Regulated Learning.Educational Research Quarterly, 27(3), 3-9.

Chickering, A. W., and Gamson, Z. F. “Seven Principles for Good Practice in UndergraduateEducation.” AAHE Bulletin, 1987, 39(7), 3–7. Retrieved from: http://www.aahea.org/articles/sevenprinciples1987.htm

References

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NewYork: Plenum.

Dihoff, R. E., Brosvic, G. M. & Epstein, M. L. (2003). The role of feedback during academic testing: The delay retention effect revisited. Psychological Report, 53(4), 533-548.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review OfPsychology, 53(1), 109-132. doi:10.1146/annurev.psych.53.100901.135153

Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001). Immediate feedback during academic testing.Psychological Reports, 88(3), 889.

Forgeard, M. C., & Seligman, M. P. (2012). Seeing the glass half full: A review of the causes andconsequences of optimism. Pratiques Psychologiques, 18(2), 107-120. doi:10.1016/j.prps.2012.02.002

Gormely, K., & McDermott, P. (2011). Do you Jing? How screencasting can enrich classroom teachingand learning. Language And Literacy Spectrum, 2112-20.

Grant, H., & Dweck, C. S. (2003). Clarifying Achievement Goals and Their Impact. Journal ofPersonality and Social Psychology, 85(3), 541-553. doi:10.1037/0022-3514.85.3.541

Kuh, G. D., Nelson Laird, T. F., & Umbach, P. D. (2004). Aligning faculty activities & student behavior.Liberal Education, 90(4), 24-31. Retrieved from Academic Search Premiere database.

References

Landrum, R. (2007). Introductory psychology student performance: Weekly quizzes followed by acumulative final exam. Teaching Of Psychology, 34(3), 177-180.doi:10.1080/00986280701498566

Latham, G. P., & Locke, E. A. (2006). Enhancing the Benefits and Overcoming the Pitfalls of GoalSetting. Organizational Dynamics, 35(4), 332-340. doi:10.1016/j.orgdyn.2006.08.008

Lawrence, N. K., Serdikoff, S. L., Zinn, T. E.,, & Baker, S. C. (2008). Have we demystified criticalthinking? In D. Dunn, J. S. Halonen, & R. A. Smith (Eds.), Teaching Critical Thinking inPsychology: A Handbook of Best Practices, 11-22. Chichester, West Sussex: Wiley-Blackwell.

Lee, S., Palmer, S. B., & Wehmeyer, M. L. (2009). Goal Setting and Self-Monitoring for Students withDisabilities: Practical Tips and Ideas for Teachers. Intervention In School And Clinic, 44(3),139-145. Retrieved from Academic Search Premiere.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and taskmotivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. doi:10.1037/0003066X.57.9.705

Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance:1969–1980. Psychological Bulletin, 90(1), 125-152. doi:10.1037/0033-2909.90.1.125

Lynch, D. J. (2006). Motivational strategies, learning strategies, and resource management aspredictors of course grades. College Student Journal, 40(2), 423-428. Retrieved fromAcademic Search Premiere database.

ReferencesMeyer, M. E., Spencer, M., & French, T. (2009). The Identity of a "College Student": Perceptions of

College Academics and Academic Rigor among First-Year Students. College StudentJournal, 43(4), 1070-1079.

Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal Setting and Student Achievement: A LongitudinalStudy. Modern Language Journal, 96(2), 153-169. Retrieved from Academic SearchPremiere.

Morisano, D. Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and

reflecting on personal goals improves academic performance. Journal of AppliedPsychology, 95(2), 255-264. doi: 10.1037/a0018478

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and

performance. Journal of Personality and Social Psychology, 75(1), 33-52. Retrieved fromPsycInfo database.

Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. G., & Weiner, B. (2010). Bad starts andbetter finishes: Attributional retraining and initial performance in competitive achievementsettings. Journal of Social and Clinical Psychology, 29(6), 668-700.doi:10.1521/jscp.2010.29.6.668

Ponton, M. K. (2002). Motivating students by building self-efficacy. Journal of Professional Issues inEngineering Education and Practice, 128(2), 54-57.

References

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Reynolds, J. R., & Baird, C. L. (2010). Is There a Downside to Shooting for the Stars? UnrealizedEducational Expectations and Symptoms of Depression. American Sociological Review,75(1), 151-172

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Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils’Intellectual Development. Bethel, CT; Crown House Publishing.

References

Ruscio, J. (2001). Administering quizzes at random to increase students' reading. Teaching OfPsychology, 28(3), 204-206. doi:10.1207/S15328023TOP2803_08

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References

Smith, M. F., & Razzouk, N. Y. (1993). Improving classroom communication: The case of the coursesyllabus. Journal of Education for Business, 68(4), 215-222. Retrieved from AcademicSearch Premiere.

Spieker, C. J., & Hinsz, V. B. (2004). Repeated success and failure influences on self-efficacy andpersonal goals. Social Behavior & Personality: An International Journal, 32(2), 191-197.

Stewart, K. D., & Schlegel, K. W. (2009). Expecting More: On Elevating Academic Standards in PublicUniversities. Liberal Education, 95(1), 44-49

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Wicker, F. W., Hamman, D., Reed, J. H., McCann, E. J., & Turner, J. E. (2005). Goal orientation, goaldifficulty, and incentive values of academic goals. Psychological Reports, 96(3), 681-689.doi:10.2466/PR0.96.3.681-689

Wrosch, C., Scheier, M. F., Carver, C. S., & Schulz, R. (2003). The importance of goal disengagementin adaptive self-regulation: When giving up is beneficial. Self And Identity, 2(1), 1-20.doi:10.1080/15298860309021

Wyatt, G., Saunders, D., & Zelmer, D. (2005). Academic Preparation, Effort and Success: AComparison of Student and Faculty Perceptions. Educational Research Quarterly, 29(2), 29-36.

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