A presentation prepared for Dialogues with the Provost September 28, 2012.

A presentation prepared for Dialogues with the ProvostSeptember 28, 2012

An Overview of the Learning Habits Project:

What Is It?What Are the Data Telling Us?

Launched in Fall 2007 Aims:

◦To inquire into the learning habits of freshmen likely to succeed at CSUN

◦Complements campus initiatives for on at-risk students

◦Focus on large comprehensive institution unique

Entering freshmen invited to participate if:◦Have a high school GPA of at least 3.5 OR◦Are proficient in English and math at entry

The Learning Habits Project

The Learning Habits Data Set

Fall Fall Fall Fall2007 2008 2010 2011

entrants entrants entrants entrants

Initial participants 82 165 223 292

End-of-Term SurveysNumber 10 8 4 2Respondents 51-76 114-51 186-207 241-75

InterviewsFreshmen 68 143 181 234Junior 56 126 underway

Graduates 44 72(as of Spring 2012)

Administrators◦Elizabeth Adams*◦Judy Hennessey *◦Juana Mora *◦Tom Piernik◦Cynthia Rawitch◦Mark Stevens*◦William Watkins

Members of the Learning Habits Seminar

coordinated by: Elizabeth Berry

Faculty Participants◦Linda Bowen *◦Irene Clark◦Steve Graves◦Patricia Juarez-Dappe◦Sharon Klein◦Daisy Lemus *◦Brennis Lucerno-Wagner◦Donol O’Sullivan◦Bonnie Paller *

Members of the Learning Habits Seminar

coordinated by: Elizabeth Berry

Faculty Participants (cont’d.)

◦Vicki Pedone *◦Adrain Perez-Boluda◦Jennifer Romack◦Carrie Rothstein-Fisch◦Diane Schwartz◦Kate Stevenson *◦Christina Von

Mayrhauser

Housed in DeDoose (qualitative software system developed at UCLA)

Data Housed There:◦End-of-Term Survey responses◦Interview transcripts

Potentially available to everyone on campus

The Learning Habits Data Repository

Colleges Housing Majors of the Learning Habits Students (percentages)

First ThirdCollege Year Year

(4 cohorts) (2 cohorts)

Arts Media and Communication 16.9 19.0Business and Economics 14.9 24.5Science and Math 14.4 15.0Health and Human Development 12.4 15.0Social and Behavioral Sciences 11.5 15.6Humanities 7.3 10.2Engineering and Computer Sciences 7.0 3.4

Education 1.3 2.0Undeclared 15.2 0.0

Total 100.0 100.0 (Student participants) (710) (147)

Link to web version of brochure appears in A-Z on CSUN home page under “Learning Habits Project”

Percentage of Brochure Themes Mentioned During Interviews

Learning Strategy Percent Number

A. Identifying instructor expectations at beginning of course 76.2 163

B. Strategies for getting the most out of class sessions 136.4 292

C. The best places to study 100.5 215

D. In-class note-taking strategies 82.2 176

E. Time Management (e.g., use of a planner) 52.8 113

F. Various types of study groups and their uses 128.0 274

G. Taking advantage of faculty office hours 69.2 148

H. Strategies for avoiding end-of-term crises 131.3 281

I. The value of taking periodic breaks from studying 29.9 64

(Number of Interviewees) (214)

Reasons Why Specific Courses Provided Exceptional Learning Experiences

Percent Response category

69.7 I. Instructor’s approach to course21.6 A. Focus on student learning11.1 B. Expressed enthusiasm and passion for subject14.4 C. Course content linked to current events & students' daily lives19.2 D. Clear well-organized class presentations and materials23.9 G. Instructor’s style of presentation

26.1 II. Course structure

23.4 III. Nature of class content

22.0 V. What respondent brought to class16.9 A. An interest in the subject area5.2 B. Desire for new knowledge and perspectives

(521) (Number of respondents on which the percentages are based)

Changes Through Time in Reasons Why Courses Provided Exceptional Learning Experiences

A. Instructor made the course interestingB. Utility of tests, papers, and assignments

C. Integration of reading assignments into class sessionsD. Course content linked to current events/students' lives

E. Challenged by subject matter and/or course requirements

1820

11

17

1011

15

5

20

12

0.0

5.0

10.0

15.0

20.0

25.0

A B C D E

Term #1 Term #4

Has the way you approach your ________ assignments changed since you came to CSUN?

Why or why not?

Have you taken courses here at CSUN that were particularly helpful in strengthening your ______ skills?

If yes, what was it about them that proved so helpful?

End-of-Term Survey Questions Considered

Percentage of Respondents Reporting Changed Approach to Selected Assignments

(No. of cases on

Approach to: Percent which per-

centages based)

Critical Thinking Assignments 93.8 (194)

Writing Assignments 67.7 (201)

Reading Assignments 60.2 (201)

Quantitative Reasoning/Mathematics Assignments 31.8 (179)

Reasons for Change in Approach to Critical Thinking Assignments


53.6 I. Have Been Challenged by Course Content

16.5 II. Have Improved Analytic Abilities

10.3 III. Professors Have Challenged Me to Think Critically

6.4 IV. Exposure To and Familiarity With Real World Problems

5.7 V. Have Gotten Older and Matured

3.6 VI. Have Been Exposed to Differing Points of View


Reasons for Change in Approach to Writing Assignments


24.9 I. Have Learned New Techinques and Approaches in CSUN Classes

29.4 II. Have Changed Approach to Writing Assignments

8.5 A. Organize More Carefully Before Begin to Write

8.5 B. Begin to Work on Assignments Earlier

5.5 C.Engage in More Preparation Before Write

1.5 III. Practice Makes Perfect (Required to Do More Writing at CSUN)

9.0 IV. Need to Perform at Higher Level Than in High School


Reasons for Change in Approach to Reading Assignments


3.5 I. Have Learned New Techinques and Approaches in CSUN Classes

13.9 III. Practice Makes Perfect (Required to Do More Reading at CSUN)

8.0 IV. Need to Perform at Higher Level Than in High School

45.8 VI. Have Changed Approach to Reading Assignments14.4 A. Have learned to take better notes9.5 B. Importance of reading for understanding9.5 C. Read more carefully/in depth

22.9 VII. Importance of Doing Assigned Readings in a Timely Way8.5 A. Have learned to skim/read faster5.5 B. Prioritize readings based on class structure/professor's style4.0 C. Importance of doing assigned reading before class


Yes, because I just didn't do [the reading assignments] before I came here….The assignments in college are much more in depth and would not allow for the laziness I used to have.

In high school, I was able to skim through my reading…. But at CSUN, you HAVE to read your assignments before the next class day.

Sometimes it just isn't feasible to read every single chapter that is assigned, there aren't enough hours in the day. You need to get smart about how to study, and what to study.

When it Comes to Reading, You Need to Perform at Higher Level at CSUN

When I was in high school, you generally only got large chunks of reading from English classes.…The trick to reading for 5 or more classes while you're in college is simply a matter of assessing each professor. Some professors focus entirely on their lectures when creating exams, while others may borrow from the textbooks and lectures collectively, and still others think their textbooks are the sacred text from which all knowledge will flow.

How to Assign Priorities to Reading Assignments

Reasons for Change in Approach to Quantitative Reasoning/Math Assignments


10.1 I. Strive to arrive at better understanding of assignments.

5.6 II. Work harder at understanding mathematical concepts and problems

4.5 III. Seek Help When Encounter Problems

3.4 IV. Consider Multiple Ways of Approaching Problems


Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Critical

Thinking SkillsPercent Response category

29.9

15.2 A. Fostered Critical Evaluation

4.9 B. Encouraged Consideration of Multiple Points of View

9.8 C. Other

30.5 II. Nature of Class Discussions/Assignments Fostered Critical Thinking

8.5 A. Small Group Discussion in Class

8.5 B. Essay Assignments

13.4 C. Other

21.3 III. Have Learned How to Evaluate Logic of Arguments/Poss. Outcomes

19.5 IV. Courses Provided Insights Into Real World Challenges

6.1 V. College Experience Has Improved Analytic Abilities


I. Instructor's Approach to Course Material

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Writing

SkillsPercent Response category

46.5 I. Provided Information on How to Approach Academic Writing Tasks12.6 A. Emphasis on Organizing Essay and Thoughts8.2 B. Elements of Logical Arguments and How to Construct Them7.5 C. Attention to Audience6.3 D. Preparing Different Types of Essays

30.2 II. Instructor Behavior 12.6 A. Actively Involved in My Writing Process10.1 B. Instructor Was Exceptional4.4 C. Had High Standards and Pushed Students to Improve

27.7 IV. Writing Practice Required11.9 A. Volume of Writing Required Made the Difference6.3 B. Peer Editing Exercises Valuable5.7 C. Multiple Drafts and Revision Helpful


One factor was the professor's willingness to help the students regardless of how great or poor of a writer they were. He would answer questions without making you feel embarrassed or inferior.

One course that I took that greatly increased my writing ability was one where the professor was very encouraging, and available to help in any way possible. She was able to criticize my work, but explain all the things that I did well, so that I could be confident in my writing ability but change the things that would make it so much better.

Instructors’ Dedication to Student Improvement

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Reading


22.1 I. Amount of Assigned Reading Required Different Approach

14.7 II.Integrating Assigned Reading into Course

7.4 A. Quizzes and tests focusing on reading

4.4 B. In-class discussions based on readings

16.9 III. Providing Guidance on How to Approach Reading Assignments

10.3 A. Analytic reading skills (i.e., reading for understanding) taught in course

2.2 C. Critical reading skills taught in course

11.8 VI. No Specific Courses Mentioned as Being Helpful

7.4 A. Described own techniques for approaching reading

1.5 B. Improved skills through trial & error or my own efforts

33.1


VII. Have Not Taken Courses That Improved Reading Skills

I started highlighting and taking notes on my own, because I realized it would help me remember the material much better.

I haven't really taken any classes that have been particularly helpful in developing my reading skills…. any development in my reading has come from my own analyzations [sic] of what I need to gain from reading. Over time, I've learned by trial and error….

By practicing, I was able to explore what kinds of note-taking strategies worked best for me so I could achieve maximum efficiency. Besides courses, being active in the writing labs helped me learn new way of reading and examining text.

Changed Approach to Reading on my Own

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Reading


22.1 I. Amount of Assigned Reading Required Different Approach

14.7 II.Integrating Assigned Reading into Course

7.4 A. Quizzes and tests focusing on reading

4.4 B. In-class discussions based on readings

16.9 III. Providing Guidance on How to Approach Reading Assignments

10.3 A. Analytic reading skills (i.e., reading for understanding) taught in course

2.2 C. Critical reading skills taught in course

11.8 VI. No Specific Courses Mentioned as Being Helpful

7.4 A. Described own techniques for approaching reading

1.5 B. Improved skills through trial & error or my own efforts

33.1


VII. Have Not Taken Courses That Improved Reading Skills

….When we met for class each week, we had extensive discussions about the readings and sometimes, had essays about them due. Reading the articles required understanding concepts that were often quite foreign to me and my classmates. This helped me to think more critically and pay much more attention to what I was reading.

[Course X] has helped strengthening my reading skills by analyzing the deep issues authors may be commenting on when it comes to the political, social, and economic contexts in which they were written. Open discussion within the classroom…moderated and guided by the instructor really helps in understanding reading assignments and finding deeper messages written between the lines.

Explicit Instruction in How to Approach Reading Assignments

Reasons Why Initial Coursework Particularly Helpful in Strengthening Mathematical Skills


22.1 I. Courses taught systematic procedures for solving problems.

11.6 II.Instructor's approach to class content.

4.7 A. Able to explain mathematical content and/or logic.

3.5 B. Knowledge, enthusiasm, and passion for subject

7.0 III. Learned importance of quantiative reasoning skills in the real world

4.7 IV. Learned importance of math & science in understanding the world

33.7 VIII. No classes were particularly helpful.


Although my calculus class taught me many things about mathematics, it was my chemistry class that popped my basic science cherry…. It taught me that all things in the universe can be explained through mathematics. It changed the way I will look at the world forever. The lab for that class was also particularly challenging because it required more than just mathematics….

Quantitative Reasoning is Key to Understanding the World

No Need for Change; I know what works for me.◦The way I write works for me, so I do not feel a need to

change this activity.◦ I have always been proficient in mathematics and

quantitative reasoning so there was no real need to change.

Approach developed in high school continues to work◦The way I approach writing assignments has stayed the

same because I feel that I've always approached them affectively [sic].

◦ I had good methods from high school and they still work so I do not need to change it.

Reasons Why Approach to Assignments Has NOT Changed

I have always struggled with mathematics, and I have only taken two math courses here at CSUN…. These were both taken my first year at CSUN, and I have done my best in avoiding any math classes since.

I only needed to take one math class, and that class was taken in the first semester here at CSUN to get it out of the way. I still avoid math like a plague….

I chose to go with a major that doesn't require a lot of math because math is not one of my strong points….

Math has never been one of my stronger subjects and I feel as though the math department at CSUN does not do anything to help the students like me….

Tactics for Avoiding Math

A. The complex interplay between entry-level skills and ability to benefit from CSUN courses

B. Coping with the volume of discipline-specific reading that students must master in college

Curricular Challenges Highlighted by the Learning Habits Data

Questions and Discussion

A presentation prepared for Dialogues with the Provost September 28, 2012.

Documents

Transcript of A presentation prepared for Dialogues with the Provost September 28, 2012.