Student Success Symposium – 
August 18, 2000, JSRCC, B-101

The following notes were compiled by Ann Sullivan, Gwen Turbeville, and Eric Hibbison, all members of the sponsoring "Little MAC" committee dedicated to faculty professional development and renewal.  Other members include Lisa Shaver, Claude Stevens, Pat Bozeman, Randy Harris, Steve Pugh, Tom Varner, Bev Aronowitz. About half of the attendees for this symposium were adjunct faculty. 

Eric Hibbison - Introduction

Crises of advising, retention and professional development came together.

Why Karen Erickson, Senior Consultant and Trainer, Houghton Mifflin Company? As a keynoter at a Kentucky teaching and learning conference in 1998, she had a large group doing group work, talking, and giving more useful information than the average presenter.

So she is the right choice for launching JSRCC’s Professional Development and Renewal year of "Student Success" outlined in the blue brochure distributed at the adjunct faculty orientation on Thursday evening and the Student Success Symposium on Friday, August 18, 2000.

[Our Mission:]We are often cynical; we think students aren’t motivated. Usually the student is excited, tells all their family and friends they are going to college. The students are ready – but they often miss the turn, get lost and take the wrong road. Our charge as educators is to catch these students before they are too far down the wrong road. Bright, focused students always succeed. We need to work with those going in the wrong direction.

As faculty we are often stuck; we celebrate what is good, but put up with ineffective behavior of students. We should try new things to expand the student’s comfort zone so they can be better students.

Today’s Goals:

One idea to serve and retain a student – Karen wanted us to walk away with a score of ideas

Look for ways to make this a unique start to the school year.

Look at what we do critically to refresh and make it enjoyable.

[Risk the New: Taking Notes on 3 x 5 Cards Instead of Note Paper] First risk new behavior to expand - try taking notes differently! Try holding file cards vertically in your palm and putting notes on the cards. Create a best-idea teaching file – use 3x5 cards because it is easier to access and organize the index cards in groups. Have one idea to a card. Have dividers with headings like "activities," "collaborative learning activities," "refocus attention," "class starters," and "first-day ideas." One key word will often remind you of the complete activity.

Activity: Feeling Discomfort:

· First card – block print your name as you would in 1^st or 2^nd grade.

· Now write your name in script, holding the pen in your non-dominant hand. What do you notice?

· Write your signature with your dominant hand. What do you notice: faster, less neat, smaller.

· [The Point:] While people are "uncomfortable," we tend to do "prescribed" letters. We internalize.

Students tend to do the more prescribed in order to avoid discomfort; when students are in a high degree of panic, then, [provide structure within their comfort zone].

Activity: Adapt and Adopt: At a workshop like this one, put a tent-folded 3x5 card in front of you with the question "How will I use this?" written on the side facing you.

Self-Esteem: "Every transition is a crisis in self-esteem." So we must promote self-esteem because we are asking the student to try new behavior. One way to do that is to focus on what students have and can do rather than on students’ lacks.

If a few students do something that bothers us (like the in-your-face absentee asking "Did I miss anything important?), eliminating the annoyance will help us to like students better (such as by promising to confer with the student during a break or during office hours, [ensuring that the student has a study buddy who will catch her or him up with notes, or appointing a student to be the official note-taker for a day’s class who copies his or her notes to you for absentees or for posting].

Alternatively, try "forgiving" students for being off purpose and using one of your "refocus" ideas from your 3 x 5 card collection of teaching ideas to pull them back to task.

Some of Karen’s procedural rules: I will not talk to you in the bathroom. I will not be late for my meetings because of you; make an appointment to come to my office during office hours. She has two boxes of file folders, one marked "in" one marked "out". Each student has a folder in each box. Students must put assigned papers in the "in" box before the start of class. (The box gets taken off the desk at the start of class.) Graded papers are placed in the "out" box.

Shaking Hands: A teacher friend of Karen’s shakes hands with students on the first day and asks students to shake hands with each other, noting that the handshake is from the time of chivalry – laying your weapon aside, as if to promise, "No harm will come to you by my hand." A teacher should allow students to risk new behaviors – safely.

Charting New Territory: Karen wants to promote a greater transformation in higher education.

· Where can we chart new directions for this fall, new territory?

· What can we do to change?

· What have we taken for granted?

Especially for first-generation college students, we teachers can and should be guides to this new territory called "college." As a college, we can institute a "student success course" that provides necessary guidance [in the affective and cognitive and even psychomotor changes students will undergo if they persist in college].

Job Description: Early in the course, have students brainstorm a list of characteristics for excellent workers– use group work - dependable, on time, fun-delightful, notify if going to be late, has a standard of excellence, etc. Then ask students to indicate which traits also apply to excellence in being a student, and discuss selected traits in terms of behaviors. Students realize they could act professional at college [but if they don’t act on this realization follow up, perhaps individually to see what barriers are getting in the way of their seeing themselves as professionals or as "master students."]

Passion: We forget to let the students know about our passion, our mission, why we teach. Our enthusiasm should foster student involvement and help with student success. Help students realize they are active participants.

· Goal 1- Revisit how you start the first day of class: Do you demonstrate care and concern. Are you willing to teach students how to be in college with specific behaviors and procedures? Let students see the urgency of the subject.

· Goal 2- Active participants, active learners: During the first 6 weeks the student’s emotional decisions are made about whether they feel welcome. Does someone know I am here? Has a peer support/network been established? Is this a pursuit that requires my focused attention?

Students are in college "not to ‘receive’ an education but to claim an education!" –Adrienne Rich

· Goal 3- Create an atmosphere of a symposium: Plato’s definition of symposium – gather in a spirit of collegiality. This should be a time of invention "to allow the spark the imagination to create new ideas" (Thomas More, Soul Mates), to share ideas on how to experience but also adapt to new ways of education. How will I adapt this idea to my teaching?

Ask students: How will they use this information from your course to improve skills, in their life, to become better individuals, friends, family members, etc

For instance, if you note for students that the mind retains block letters in a different way and you have students rewrite their notes in block letters, different colors, as suggested Helen Erline (sp?) in her book, Reading by Colors, how they use this notion to review for your test?

· Goal 4- Facilitate collaboration among faculty colleagues. Share the passion. Focus on what is good, what is possible. This is a noble calling. Take a risk. What works well in one class doesn’t always work in another. Sometimes teaching is "like building an ark in the middle of a flood."

· On a card write the heading "what is working in my classroom" and list several things. Focus on the best things in your class. What works for you.

· On another card write the heading "what I could do differently" and make that list. What can I do differently? Be honest. Do I tolerate student behavior that makes me a less effective teacher?

I must identify in a job description how to be a model student. Speak to the students about the benefits of these rules. Teachers get distracted by all behaviors- we remember bad behavior! Make one small change to become more effective, to change both personal and/or student behavior. Formed groups and shared what we wrote on the two cards. Signed our names and phone numbers on the "do differently" cards as a promise to try. When you try your new idea, call the rest of the group! [Applications: How would you apply this to groups of students in your courses? What promise of your own changed behavior would you make to your students?]

Critical thinker skills (from Roger Van Allen’s Whack in the Side of the Head):

· EXPLORER – looks at where they are going: sees many possible pathways, so has a tolerance for ambiguity; uses perspective of space, terrain (The book, The Core of Discovery, describes how Lewis and Clark showed "undaunted courage" as explorers. For instance, when they expected to see "sandy hills" but instead found the Rocky Mountains, they adjusted and persevered.)

· ARTIST – decides how to put the pathway into the most suitable form

· JUDGE – evaluates the validity of the idea or path, interprets

· WARRIOR – a standard bearer, champion for an idea

"Critical thinking is not just being critical."

Astin found that the key to being a successful student was having a relationship with an adult on campus. That adult

· sets high expectations of the student—even for students who had not explored a particular skill before—and never lowered the standards.

· intruded into the student’s life and became involved as a partner in the learning by discussing with that student decisions in the student’s life and academics.

· cared about the student, showing high esteem and regard for the student

This caring behavior resulted in improved personal performance.

Mind mapping in groups--

· In groups, have students do a mind map. Each group member would tell the group their proudest moment, draw their dream, what they hope to accomplish, draw a place they would like to visit.

· Pick quotes from a long list or cards with words (angel cards) that describe them or appeal to them and share them with each other, telling why the quotation signifies something important to them.

· Describe themselves as their best friend would describe them

· Something important to them in their childhood

Have students mingle until they find a match that you have prepared in advance and distributed to the class, perhaps having them pick up a card as they enter the classroom. The idea is to foster discussion that is a springboard to "disclosure and intimacy" in group formation and cohesion—but not therapy. From such introductions, learning teams can be formed so that a shared memory forms a bond; ask students to exchange contact information in order to seek help with a problematic assignment.

· Same quotation

· Same question to answer, e.g.

o Heroes of your educational past

o [Course concept]

o Model of success

[Stephen Brookfield uses this idea for his course with students he calls "resistors" who didn’t start off liking his course but came around after a while, but it could apply to gatherings of advisees—perhaps with students who didn’t take to college right away but found a way to persevere eventually.] Form a panel of students who are willing to tell what they learned the hard way or wish they’d done differently, perhaps a panel of graduates [e.g. from your program].

As a project for reaching closure on a course, have students in a letter or essay addressed to students who would take this class next-

· What did they learn?

· What did they like?

· What would they change?

· Benefits?

· Expectations?

Use the letters in the next course: For instance, tape them under the chair until appropriate time in class. Have students read them. Get into groups to discuss.

Those present did this with the copy of The Master Student that each attendee received free. To teach students how to preview a text, have them do a "textbook reconnaissance" with your course textbook: Look at the table of contents to see what is in the book. Students need not go in sequence, but they should touch every page in the book—marking what they would like to come back to read, perhaps by inserting a 3 x 5 card at that page. This process opens the door for coaching students how to read a text.

[For an online demonstration, see a composite commentary attached to a passage used on the first day of class. The commentary was made from using the same passage to open several semesters so that clear patterns of realizations began to emerge as the students read the passage section by section on an overhead with the teacher asking probing questions to lead discussion, perhaps marking the overhead or adding notes on it. The passage happens to be a fictional story, but the same method has been used with parts of introductory chapters from science and social science textbooks to demonstrate how students should be thinking when they read. Other teachers use a similar method to demonstrate "annotation" of the text and having a dialog with the text.

http://vccslitonline.cc.va.us/copy_of_hills/ ]

Activity 1: Finding out your dominant learning style--

This activity began with pages 22 – 23 in The Master Student and continued with a colorful, multi-page handout from the day’s packet, "Styles in Learning and Teaching: Honoring the Diveristy of Learners."

[The Point: All learning requires all types of learning styles because each style brings its own kind of questions to the learning task. Effective teaching does not let these unanswered questions remain unanswered.]

Some patterns or conclusions from research and practice about these dominant learning styles:

· 1 and 2 must have time to reflect before they respond, require more "wait" time

· 3 and 4 process information by playing or manipulation

· 1 and 4 like stories

· 2 and 3 appreciate expert facts

· Students who major in a technology with a dominant learning style in quadrant 3 often do not thrive in general education courses.

Activity 2: Form groups of each learning style. Answer the following questions:

1. What is your ideal professor--what are the qualities of the best professor?

2. What questions do you want answered on your first day of class?

Tasks for group members included

time keeper- watches the clock, checks that all steps are done

fine tuner- keeps the goal in focus

encourager- makes sure each contribution is valued, encourage the silent

scribe- recorder

Style 1- not pompous

validating

not judgmental

respect

genuine

unconventional

active listener

lots of feed back

funny

lively lecturer, great stories

motivator

higher level thinking

Style 2- What’s expected

organized

prepared

forthright

grades fairly, consistent

caring

enthusiastic

knowledgeable

punctual- start/stop

Style 3- respect/ passion/ caring

humor

concise

honesty

open minded

not arrogant

demonstrations

organized

neat

knows the info or where to find it

do not like to learn from other students

where are we going

grab my attention and keep it up

keep on track

responsive

Style 4- consistent, fair

creative

imaginative

challenges

illustrative

hands on

energetic

real life examples

personal connection

loves what they do

alternatives in addition to expected

branches out

flexible

stays on task

opportunities for active learning

What I need on the first day:

Style 1- Why should I be here?

How will this benefit me?

What are the expectations, requirements?

How do we interact with you—the teacher?

a sense of you, your personality

Style 2- grades- scale, composition

big picture

text, resources

important dates

style of class- lecture, etc

instructor availability

what’s expected

What if I can’t get to class?

Style 3- What do I have to do?

organized course outline, description, what have to do

Style 4- expectations

reading projects

detailed course outline

my role as a student

opportunity to connect with students and instructor

grade determination

environment, safe place/risk

how to contact the instructor

rules of the class

overview

· syllabus

· outline

· letter of intent

· requirements for an A in the class

· Purpose of the class

· Premise of the class

· Practice of the class

· Benefits of the class

· "Cycle of Learning: Creating a Lesson Plan" that uses the questions of all four dominant learning styles

· "Learning Cycle: Objectives for Each Quadrant" lists teacher behaviors for instructing each dominant learning style (developed at BYU)

· "Learning Activities" lists teaching and learning methods by quadrant (developed at BYU)

· "How to More Fully Develop Each Learning Style" lists specific teaching behaviors by quadrant

· "Learning Styles/Instructional Activities" is a planning sheet for faculty to use in deciding which teaching methods to use in class and which to use out of class for each dominant learning style, as well as methods of evaluation.

· "When these questions are not acknowledged and addressed, the learners will not be engaged in the experience" is a planning sheet for faculty to design a lesson to handle the unanswered questions typical of each dominant learning style. A completed sample is included, too.

· "Employability Skills Profile: What Are Employers Looking For?" in terms of academic skills for communicating and thinking; self-management skills for attitude, responsibility, and adaptability; and teamwork skills.

· "Attributes of Quality Undergraduate Education" offers attributes of an organizational culture, curriculum, and instruction (from the AAHE Bulletin) and the learning college (from Terry O’Banion).

· "Course Planning Worksheet" for one chapter or topic offers an 8-part process for planning a lesson, a workshop, or any organized learning event. (7 worksheet pages)

· "The Case for Cooperative Learning," compiled by Dr. Joe Cusco of Marymount Palos Verde College in California, lists 9 benefits of cooperative learning, 5 distinctive features, and 11 varieties or methods of cooperative learning with brief descriptions of each. (4 pages)

· "Web Sites Related to Topics" lists URL regarding learning and teaching styles, collaboration and active learning, classroom assessment techniques, student responsibility. (1 page)

· "Techniques for Teaching Large Groups" lists several methods each for learning names, building community in the classroom, participation, paper work procedures, logistics, and taking attendance. (compiled by College Survival, 2 pages)

· "Resources for Achievement, Enrollment Management, and Persistence" is a bibliography for teachers and for colleges that lists periodicals, books, and services directed to student retention and excellence. (2 pages)

· "Strategies for Effective Student Success Programs" excerpts 22 pages from the Course Manual for Becoming a Master Student. A separate workshop in itself, this packet contains worksheets for launching a student success course in order to shift students across a college from "passive" to "active" learners.

· "Awareness of Transition Issues" lists two columns of differences between high school and college to use with students.

· Make "A Diversity Kit: A Critical Thinking Exercise and Sensitivity Experience" asks what each of several items would be used for or mean by having the students discuss 1 item, e.g. a Life-Saver "to remind us that we could be a ‘lifesaver’ to others by courageously standing up to negative statements which erode an individual’s self-esteem. A dozen props and prompts that you might bring to class are listed.

Application: Make a success kit (what would the student need to be successful?) Bring in props that might become symbols for specific traits [or ask students to find such props].

· "Peer Teaching Activity" (aka "Jigsaw")

Activity: JIGSAW

After students have read a brief reading assignment in class, form "home" groups. Devise a limited number of topics based on the reading (the number has to equal the number of persons in each home group). Form study/topic/learning groups by drawing from each home group. The study phase might include brainstorming based on the reading or going beyond it. After an adequate amount of time, have students rejoin their "home" groups. Each person now has a different piece of the total information or topic and should report on the discussion of that topic.

Before they leave, have the student write a compliment about the other students in their group.

· Pages of quotations on "Success" from Emerson, Nietzsche, and others, e.g. "A Good Teacher is a strong person who cares deeply about a difficult subject"—Norman MacLean, U. of Chicago prof. who wrote A River Runs Through It

· Bio of Karen Erickson (formerly of Concordia University) and testimonials about student success workshops from a few participants, along with her "goals for each participant"

· Brochure on Mastering the College Experience, a "college experience" telecourse from Coastline Community College that features 7 actual students grappling with the methods and resources of the course in 26 lessons ranging from self-discovery to time and goal management, reading, taking notes, facing diversity, thinking critically and creatively, and managing logistics of life and college (the same topics as the book Becoming a Master Student)

· A flyer on Houghton Mifflin "Student Success Program Scholarships" for students at colleges using Becoming a Master Student.

· A flyer announcing an October 25 teleconference, the third annual Becoming a Master Teacher Teleconference broadcast from the College of DuPage in Glen Ellyn, IL, on October 25, 2000, at 2-4 p.m. Central Standard Time (3-5 EST). Topics =

o Shifting Students from Passive to Active Learning

o Qualities of a Master Student & Effective Teacher

o Bringing Life to Study Skills

o Teaching from a Purpose

o Coaching: New Problem-Solving Skills for Teachers

o Facilitating Student Goal-Setting and Visioning

Cost = $350 for colleges that are not currently using Becoming a Master Student ($250 for those that are). Contact: College Survival at 800-528-8323 or http://www.collegesurvival.hmco.com

1999-2008+ by the Virginia Community College System. Prepared for the VCCS by Professor Eric Hibbison, 1998-2001 MRCTE Chair and Chief Chair of RCTE from  2000-2005. Permission is granted to use this content for professional development or other educational, nonprofit purposes.  Animations used on this site are either part of the Front Page theme or from a royalty free collection called "Web Clip Empire 250,000" ©1997, 1998 by Xoom, Inc., and its Licensors.  

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