Transcript Learning Assistance Association of New England October 29

LAURIE L. HAZARD, Ed. D.
www.lauriehazard.com
Bryant University
[email protected]
Ice Breakers
 What is your most visited website?
 What is the last item you purchased online?
 What is your favorite band/musical artist?
 What is your favorite TV network?
 What is your favorite magazine?
Tru Youth Research
Situating Ourselves With Our Students
 A Vision of Students Today
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"A Vision of Students Today" from blip.tv: Professor Michael Wesch asked students how they learn, what they need to learn, their goals, hopes,
dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime.
 Beloit College Mindset List
 Use your first class to “situate yourself with your students.”
 Create an ice breaker or steal one from a website or
colleague ( p. 2)
 Avoid buying into myths: My colleagues will lose respect.
They’ll think I’m spending valuable class time on fun and
games.
College Student Development
Seven Vectors
Seven Tasks for First-Years
 Developing Competence
 Making Friends
 Managing Emotions
 Getting Good Grades
 Developing Autonomy
 Establishing Future Goals
 Establishing Identity
 Managing Time
 Freeing Interpersonal
 Being on One’s Own
Relationships
 Developing Purpose
 Developing Integrity
Without Family and Friends
 Establishing an Identity
 Maintaining Physical Self
*Brower, A. (1990). Student perceptions of life-task demands as
Chickering, A. (1972). Education and Identity. San
Francisco: Jossey-Bass.
a mediator in the freshman year experience. Journal of the
Freshman Year Experience, 2(2), 7-30. 1-8/92
Generation Me
Jean M. Twenge, Ph.D.
 Generation Me: Jean Twenge, Ph.D.
 Those now from elementary school to
thirty-some-things
 The majority of CCRI students were born
between 1978-1993
 The results of twelve studies on generational
differences based on data from 1.3 million
Americans
 Focus on those born in 70’s, 80’s, 90’s
Generational Differences
Children Born Prior to 1970
Children Born Post 1970
 Good Christians
 Happy
 Hard Workers
 Independent
 Obedient
 Open Minded
 Shift from obedience, good
 Fall of social rules/rise of the
manners, loyalty and religion
to the “Do Your Own Thing”
parenting
individual
Recent Research
 Howe, N. and Strauss, W., Millennials Go To College, 2ndedition, Life
Course Associates, (2007)
 A Portrait of Generation Next (2006) Pew Research Center
 Twenge, J.M. (2006)., Generation Me: Why Today's Young Americans
Are More Confident, Assertive, Entitled--and More Miserable Than
Ever Before
The Rise of Narcissism
 Negative trait defined as excessive self-importance
 One of the few personality traits that psychologists agree is almost
completely negative
 Overly focused on self; lack empathy; feel entitled to privileges; feel
superior to others; more likely to feel hostile, anxious, compromise
health, and fight with family and friends
 In the 50’s, 12% of teens agreed with statement, “I am an important
person.” In the late 80’s, 80% did (almost seven times as many!)
 Curricula designed to raise self-esteem likely raised narcissism
 Ex) Self-Science: The Subject Is Me (instead of biology)
 Fosters entitlement: in workplace, young people expect too much too
soon: high salaries and promotions; in school, where’s my A?
Rise of Narcissism
From: Further Evidence of An Increase In Narcissism Among College Students, Twenge, Konrath, Foster, et al.
General Research
 Self-regulatory behavior is at the heart of being successful
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in college.
The same study habits that contributed to success in high
school are unrelated to college performance.
High school grades and SAT scores together usually
account for 25% of the variance in grade point average.
Time management components are significant predictors
of cumulative grade point average and account for more
variance than SAT scores.
Personality traits affect individuals’ pursuit of achievement
and whether they’ll utilize success strategies that have been
taught to them
Personality Variables Related to Academic
Achievement
Conceptions of Intelligence
Locus of Control
 Generalized expectancy
Incremental vs. Entity View
 Internal vs. External
(Dweck and Leggett, 1988)
 Internal: Self, Hard work,
Effort
Growth vs. Fixed Mindset
 External: Luck, fate, chance,
(Dweck, 2006)
powerful others
Another Personality Trait Change: LOC
Twenge, Zhang, and Im (2004). It’s Beyond My Control: A Cross Temporal Meta Analysis of Increasing Externality in LOC, 1960-2004
 From 1960 to 2002 , college students increasingly believed that their
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lives were controlled by outside forces as opposed to their own efforts
The average college student in 2002 had a more external loc than 80%
of college students in the 60’s
As individualism has increased, so too has externality
Lefcourt (1991) describes externality as a “failure to act in one’s own
behalf in trying to remedy unpleasant situations, in the face of
potential stress, or in trying to bring about rewarding outcomes
Internal locus of control has been found to be the strongest predictor
of achievement with minority students than any other variable
(Coleman et al., 1966)
Externality encourages a victim mentality that attributes negative
experiences to outside sources, which, in turn, undermines personal
responsibility.
Student Transitions
 Traditional aged students are transitioning from
adolescents to young adulthood
 From high school to college
 From one institution of higher education to another
(transfers)
 From unemployment to back to school
 From one field to another (job retraining)
 From one semester to the next
 From graduation to work
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
Student Reflection:
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.
Study Space Activity:
Choose a study space on
campus that meets the
criteria outlined in this
chapter. Use this new space
for at least an hour to do
some course work. Were you
more efficient in this new
study environment?
Why/why not? What have
you learned about selecting a
study space?
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.
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.
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.
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
The Phenomenal Field Changes
Throughout A Semester
 Student Information Sheet: Beginning of the semester
pp. 3-6
 Intentional Interventions: Week Three, Post Mid-
Terms
pp. 7-9
 Success Counseling: Office Hours
p. 10
A Student’s Phenomenal Field
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.
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 B- she 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.
What to focus on?
Reading Strategies and Self-Regulatory Behaviors
The Environment
Reading In The Age of Technology
The Internet Is An Interruption
System
 Hypertext and different media comes at us simultaneously
 Research shows we read faster and less thoroughly as soon
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as we go on-line
Email applications check for new messages every five to
ten minutes
Office workers check mail 30 to 4o times per hour
Each glance breaks concentration and burdens working
memory: the cognitive penalty severe
Switching costs: every time we shift our attention, the brain
must reorient itself, which further taxes our mental
resources
Technology Dry Out Activity, p.
p. 11-13
Farewell Facebook
Reading Is Reading: Either You Can
Do It or Not
 The ability to transfer written symbols into
sounds, decoding, is a skill that can be
taught and mastered
 Rigfap churbit askane
 More to reading than making sounds
 Reading comprehension, the ability to
extract meaning from text is not
transferable
Tacit Knowledge Exam
Domain Specific Knowledge
 Baquacil
 Winch
 Tenure
 Sphygmomanometer
 Debenture
 Histrionic
 Malapropism
Resources
 50 Ways to Leave Your Lectern (2003)
Constance C. Staley
 Foundations for Learning: Claiming Your
Education (3rd Edition) (2012)
Laurie L. Hazard and Jean-Paul Nadeau
 What the Best College Teachers Do (2004)
Ken Bain
Vocabulary Building Strategies
Index Card System (pp. 14-15)
Word Journals
Anything else?
Intertextuality
 Instructional Approach
 Instructors offer multiple texts and materials of wide
genres to give students the opportunity to:
 Increase background knowledge
 Make connections across and among texts
 Develop multiple perspectives, interpretations, and
broader pictures of topic, and develop critical thinking
skills (Lenski, 1998)
 Pedagogical Tool (p. 16)
Research on Self-Regulation
 Procrastination is a self-regulatory failure that is not entirely
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understood (Steel, 2007).
Some assert that procrastination is not a problem of time
management (Marano, 2007), yet twenty percent of people
identify themselves as chronic procrastinators (Marano, 2007)
Self-regulatory behavior is at the heart of being successful in
college (White & Kitchen, 1991).
The same study habits that contributed to success in high school
are unrelated to college performance (Matt, Perchersky, and
Cervantes, 1991)
Time management practices and the ability to combat
procrastination are more predictive of first-year college
achievement than SAT scores and high school grades combined
(Hazard, 1997).
Laurie L. Hazard
Typical Tools for Time Management
Instruction
Prioritize
Make To-Do Lists
Engage in Goal Setting
Create Daily, Weekly, Semester
Planners
Roadblocks to Effective Time Management
Pedagogy and Practices
 The concept of time management is a misnomer
 Time on task is rarely addressed
 Motivation and self-efficacy are not typically assessed
 Procrastination behaviors and attitudes are not identified
 Psychodynamics of procrastination are not discussed
 Engagement is not measured
 Accountability is not created
Laurie L. Hazard
Combating Procrastination and Goal Setting
Worksheets (pp. 17-21)
Questions?
Thank you
Laurie L. Hazard
www.lauriehazard.com
[email protected] or [email protected]
Thank you for your participation!