Transcript Learning Assistance Association of New England October 29

DEVELOPING AND ENGAGING A
COMMUNITY OF LEARNERS:
CULTIVATING THE HABITS OF MIND FOR
ACADEMIC SUCCESS AND LIFELONG LEARNING
Presenter: Laurie Hazard
Webinar Objectives
 Theories of Personality and Motivation that inform
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student success
To identify affective variables that mediate success
To help students identify roadblocks to growth and
development
To identify the habits of mind for academic success and
lifelong learning
To examine ways on campus that these habits can be
cultivated
Psychology of Adjustment
 Definition of Psychology
 New students must adjust their mental processes (mindset)
and behaviors (strategies) to be successful in college in four
areas:
 Academic
 Social
 Emotional
 Intellectual
Academic Adjustment
I quickly learned that the rigorous academic program would
require more time and effort than my other school. Not to
mention a complete overhaul of my studying techniques. The
first thing that hit me was that I was no longer able to get the
most potential of studying when I try to study in my room. I
would need to go to the Library or any quiet study lounge.
Transfer Student, Bryant University
Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall
Intellectual Adjustment
Before coming to college, diversity was a rarely talked about subject in
any school I had ever attended. To be honest I was ashamed of this. It
was as if diversity was an ugly subject that no one wanted to talk about.
It was a refreshing surprise when the first day I walked onto campus
here that there was a banner in the Student Union that said something to
do with diversity. Until I attended college I was not aware of all that
diversity truly meant and what further helped was the class exercise we
did on diversity and discrimination. When I had to sit down and examine
if I had been discriminated against in my life, and I realized that I had, it
made me understand diversity even more and it made the issue hit home
even more.
First-Year Student, Bryant University
Hazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall
Social Adjustment
Some of my successes this semester were that I was able to
make great friends and fit into a group where I feel absolutely
comfortable. Having that support system in place, whether it
is to have fun or to bounce thoughts off of is a key
component to make it through whatever choices one makes
in life.
First-Year Student, Bryant University
Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall
Emotional Adjustment
The beginning of the school year was stressful. I had to perform well in
all of my roles, and there were a lot of people expecting a lot from me.
First, I have my family who is expecting me to graduate with honors.
They have high expectations because I am the oldest of five siblings and
my parents want me to be the best example for my siblings to follow.
Then, there are two people who have generously offered to pay for some
of my education. They have high expectations of me because they want
to see me succeed in the future. I have a boss who relies on me for a lot
of his daily tasks. And then, I have my husband who is usually waiting for
me to go home and have dinner ready for him.
Transfer Student, Bryant University
Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall
Feeling Like A Fraud
Imposter Syndrome
 “I still believe,” confessed Mike Myers, “that at any time
the No-Talent Police will come and arrest me.” Myers is
not alone.
 The question is, why do so many clearly smart, capable,
successful people feel like intellectual frauds who are
merely impersonating a competent person?
Dr. Peggy McIntosh, Wellesley College
Director of the Wellesley Centers for Women
Self-Concept
 The thoughts, feeling, attitudes and behaviors that
encompass who we are.
 Roger’s called this the “phenomenal field.”
 Changes over the lifespan
 Openness to Experience/Remove Obstacles Toward
growth
 I am
FILL IN THE BLANK
 Academic self-concept
So, I went to this bar……
 Beer in my in college years
 Vodka and cranberry in my twenties
 Red wine in my thirties
 Whisky in my forties?? It’s an acquired taste!
A Student’s Phenomenal Field
Prof. Hazard showed little sympathy last year in my parents
divorce, my depression and sickness (swine flu that lead to
pneumonia). Even though I had an exam grade average of a Bshe took away the entire 20% participation without letting me
know that I was at risk of losing such a large chunk of my grade.
When I would let her know why I was missing she would only
send feel better emails, not please come see me etc. I thought I
was being excused.
Senior Student, Bryant University
Generation Me
Jean M. Twenge, Ph.D.
 The results of twelve studies on generational differences
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based on data from 1.3 Americans
Focus on those born in 70’s, 80’s, 90’s
Those now from elementary school to thirty-somethings
Fall of social rules/rise of the individual
Shift from obedience, good manners, and loyalty to religion
to the “Do Your Own Thing” parenting
Be independent, happy, open-minded
Rise of Narcissism
 Overly self-focused
 Lack of empathy
 More likely to feel hostile, anxious, compromise health
 More likely to fight with friends and family
 In 1950’s, 12% of teens agreed with the statement, “I am an
important person.” By the late 80’s, 80% agreed with this
statement
 The average college student in 2006 scored higher in
narcissism than 65% of students in 1987: a 2/3 increase in
less than 20 years
 I deserve an “A” on this paper. I never get B’s.
Roger’s Theory
Unconditional Positive Regard:
Warmth, liking, respect, sympathy, acceptance, and feeling
“prized”
Conditions Necessary for Change:
Congruence, positive regard, empathic understanding, remove
obstacles toward growth
Parental Practices:
Degree of Acceptance (warmth, interest, significance), Permissiveness
and Punishment (clear demands which are enforced)
Democratic Practices (extensive set of rules, zealous in enforcing
them, recognize rights and opinions of child
Ought-Self
vs.
Ideal Self
 Duties
 Hopes
 Responsibilities
 Dreams
 Obligations
 Desires
 Agitated Related
 Dejection Related
Emotions
Emotions
The Case of Matt
Foundations for Learning (FFL 101): Matt’s Whisky
 Emotional
 Academic
 Social
 Intellectual
As I’m sure you are slightly curious, what made me come to this
revelation was while I was trying to apply myself, I realized I just can’t
study properly on my own; I’m just not cut out for this. I have always
known that, so it isn’t a big shock. Honestly, I don’t think I am, and
never thought I was, going to make it through all four years of college
anyway, it’s not for me. I need to just shut up and do this class, no
matter how pointless I may think it is; what’s it matter anyhow, even if I
learn one thing all year it wouldn’t be a total waste of time. Learning is
learning, whether I know I’m doing it or not.
~ First-Year Student, Bryant University
Habits of the Mind
 Sense of Belonging
 Beyond “How To”
 Content vs. Process
 Cognitive Restructuring
 Congruence
1. Possess Humility
Academic Success
Life Long Learning
“Know It All” Attitude
My Dissertation
2. Ask for Help
Academic Success
Lifelong Learning
Tutoring
Technology
3. Ability to Take Risks and Change
Academic Success
Get Involved
Lifelong Learning
Reorganization
Writing
4. Cultivate Critical Thinking Skills
Lifelong Learning
Academic Success
Advising
Cancer
5. Form Healthy Relationships and
Practice Healthy Habits
Academic Success
Friends
Lifelong Learning
Divorce
6. Develop a Heightened
Consciousness and Self-Consciousness
Academic Success
I study a lot
Lifelong Learning
Manager
7. Manage Time And Behavior
Academic Success
Procrastination
Lifelong Learning
Getting children to bed on time
8. Respect Diversity
Lifelong Learning
Restaurant
Academic Success
Diwali
9. Take Responsibility
Lifelong Learning
Academic Success
Alcohol transport
She gave me a “B”
Walmart
PSY 353
10. Develop a Growth Mindset
Lifelong Success
Construction
Academic Success
Change habits
Fixed
Where Do We Do This On Campus?
Mission
Orientation
First-Year Experience Programs
Advising
Learning Assistance
Counseling
Faculty Development
Classroom
Assessment, Faculty Development, The Classroom
Factors Course Improved
04
05
06
07
08
09
13 Satisfaction with University
5.56
5.70
5.56
5.75
5.78
5.69
11 Sense of Belonging and
5.52
Acceptance
8 Knowledge of Academic
4.67
Services
9 Managing Time and Priorities 4.31
5.52
5.50
5.64
5.60
5.50
4.96
5.17
5.19
5.37
5.29
4.61
4.60
4.76
4.83
4.74
7
Knowledge of Campus Policies 4.29
4.59
4.94
4.61
4.85
4.71
4
Connections with Faculty
4.28
4.55
4.65
4.74
4.82
4.74
14 Engaging Pedagogy
4.13
4.53
4.48
4.61
4.70
4.69
1
Study Strategies
4.01
4.35
4.34
4.44
4.46
4.44
5
Connections with Peers
3.91
4.23
4.11
4.39
4.48
4.45
3
Critical Thinking
3.82
4.21
4.20
4.36
4.43
4.37
6
Out-of-Class Engagement
3.77
4.12
3.97
4.15
4.42
4.31
15 Overall Course Effectiveness
3.77
4.24
4.21
4.41
4.45
4.34
12 Usefulness of Course
Readings
10 Knowledge of Wellness
3.71
4.21
4.20
4.30
4.18
4.32
3.59
4.07
4.02
4.27
4.43
4.23
Academic and Cognitive Skills 3.51
4.00
3.83
3.98
4.00
4.06
4.12
4.14
4.35
4.41
4.53
2
Level of Effort in Course
3.98
Additional Resources
 Hazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall.
 http://impostorsyndrome.com/blog/?p=30
 http://www.wcwonline.org/content/view/653/214/
 http://www.amazon.com/Generation-Americans-Confident-Assertive-
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Entitled/dp/0743276981
http://researchnews.osu.edu/archive/selfesteem.htm
http://mindsetonline.com/abouttheauthor/index.html
http://www.nsf.gov/news/news_summ.jsp?cntn_id=118396&WT.mc_id=U
SNSF_51&WT.mc
http://www.usatoday.com/news/education/2011-01-18littlelearning18_ST_N.htm_ev=click