Adult Student Success: How Does Awareness Correlate to Program Completion?

Student Success Strategies:

Understanding How Student

Awareness and Strategic Skills

Correlate to Program Completion

Presented by:

Dr. Barbara Calabro and

Dr. Melanie Yerk

Andragogy(Resource: Anderson,T.editor. The Theory and Practice of Online Learning, 2nd ed, (2008).

Edmington: Au Press)

Andragogy is the theory behind the process of helping

adults learn. Pedagogy refers to the theory and practices

for the teaching of children, where the teacher is the

focal point. Andragogy shifts the focus from the teacher

to the learner. The theories of andragogy state that

adults learn best when they have control over their

learning.

Pedagogy vs. Andragogy(Resource: HTTP:WWW.EDUCATORSTECHNOLOGY.com/2013/05/AWESOME-CHART-ON-PEDAGOGY-

VS-ANDRAGOGY.HTML)

Pedagogical Andragogical

The Learner • Learner is dependent on teacher for all learning

• Teacher assumes responsibility for what is taught and how it is learned

• Teacher evaluates learning

• Learner is self-directed• Learner is responsible for

his/her own work• Self-evaluation is

characteristic of this approach

Role of Learner’s Experience

• Learner comes to activity with little experience that could be tapped as resource for learning

• The experience of the instructor is most influential

• Learner brings more experiences to the classroom

• Adults are a rich resource for one another

• Different experiences assure diversity

• Experience becomes a source of self identity

Pedagogy vs. Andragogy (cont.)

Pedagogy Andragogy

Readiness to Learn

• Students are told what they have to learn in order to advance to the next level

• Any change is likely to trigger readiness to learn

• The need to know in order to perform more effectively in some aspect of one’s life is important

• Ability to assess gaps between where one is now and where one wants to be

Orientation to Learning

• Learning is a process of acquiring subject matter

• Content units are sequenced according to subject matter

• Learners want to perform a task, solve a problem, live in a more satisfying way

• Learners must see relevance to real life tasks

• Learning is organized according to life/work situations rather than subject matter

Motivation for Learning

• Primarily by external pressure, grades and fear of failure

• Internal motivators: self esteem, recognition, better quality of life, self confidence and self actualization

Motivation and

Personality Development (Resource: Personality Test-for-Teaming)

Recognition of different personality types often helps students identify and resolve discord within their groups before they become dysfunctional. Once they understand why people act in certain ways, they tend to interact more amicably.

It is important for students to be able to : • Understand their own personality types;

• Recognize different personality types;

• Identify characteristics of the four basic personality types

• Understand why productive groups are comprised of a variety of personality types

Motivation and

Personality Development(Resource: Personality Test-for-Teaming)

• To allow students to better understand their individual personality types, a personality assessment is recommended.

• The following link will allow students to access a free personality assessment that uses the four basic personality types (and corresponding color references of red, yellow, green, and blue) as its premise: http://www.quia.com/files/quia/users/kkacher/WrldHlthResrch_handouts/Personality-Test-for-Teaming

http://www.quia.com/files/quia/users/kkacher/WrldHlthResrch_handouts/Personality-Test-for-Teaming

Maslow’s Hierarchy of Needs(Resource: Addressing Our Needs-

Maslow Comes to Life for Educators and Students)

Maslow’s Hierarchy of Needs(Resource: Addressing Our Needs- Maslow Comes to Life for Educators and Students)

Tier OneMeeting Physiological Needs in the Classroom

• Water bottles

• Focused attention practices: These practices, involving breathing, imagery and sound, last one and a half to two minutes as students close their eyes or focus on an object of attention, practicing quieting their minds from the free-flowing thoughts that bombard our thinking every day.

• Physical surroundings: These include room arrangement, color, temperature, plants, etc.

• Food: Provide a mixed snack bar and have the class designate times to grab some energy bites and continue working.

• Instrumental Music

These elements contribute to brain-compatible learning by creating a physical environment that is inviting, warm and friendly!


Tier TwoStability, Safety and Security, Freedom from Fear

• Attitude: Sometimes it is enough to have a personal affirmation that creates feelings of safety and security. For example: "Right now in this moment I am safe. I am breathing, I am aware, awake and I can think and feel!“

• Worry drop box: As you enter the room, drop a written concern in a box situated by the door. Research shows that writing out our concerns and worries frees up the working memory and relieves anxiety.

• Pin-ups: The class assigns various students to physically post a compliment or affirmation each day. We all need to feel validated and often lose sight of our strengths and talents because the brain is wired with a negative bias. These pin-ups help us focus on positive experiences and behaviors instead of faults and mistakes.

• Common experiences: Develop class guidelines together. Create a class blog. Invite outside speakers that promote service and safety: police officers, counselors, former students who have risen above difficult situations, etc.


Tier ThreeBelonging and Love

• Classroom service project

• Partnered work

• Celebrations: Create special and celebratory days all year long: birthdays, VIP days, strength day, progress days, colorful days, etc.

• Working together: Assign these roles within the class:

– Listener

– Recorder of feelings and thoughts

– Small group of decision-makers

– Student who "cares for" the teacher, office staff and other students

– Poetry reader

– Designer of classroom decorations

– Gatekeeper who checks for disputes and conflicts

• Community circle: For 3-10 minutes at the beginning and ending of class, share a time where empathy is defined, discussed and brought to life. You might also share movie clips, personal narratives, or a story to jumpstart the day.

• Identity: A classroom theme, flag, song, flower and animal totem.


Tier FourAchievement, Recognition and Respect of Mastery, Self-Esteem

• For students to feel capable and successful, we must create an environment that lends itself to this type of mastery.

• Expert Day: Students get to demonstrate personal expertise.

• Career Day: Bring in college students and community members to share the possibilities of academic and professional success following high school.

• Display skills as a class: Create and design quizzes, assignments and instruction for students in other classes and grades.


Tier FiveSelf-Actualization and Self-Fulfillment Needs

• This is level of self-evaluation related to service. We begin to explore and model, designing, evaluating and analyzing information outside of our own basic needs, serving others. To become creative thinkers, we have to begin discovering the problem, not just coming up with a solution. In this tier, students become self-assessors and self- reflectors. They are able to see and understand how their actions, thoughts and feelings affect all lives.

• Questions to Ask Myself

• What is my purpose in life?

• What are the challenges in reaching my purpose and the lives of others?

• How can I serve the world?

• Why is there conflict and war? What can I do? What can we do?

Motivating adult learners(Resource: Nine strategies to spark adult students’ intrinsic motivation)

The following nine strategies can move the student from a reluctant learner to an

engaged learner that is intrinsically motivated:

• Encourage students to draw on past experiences and facilitate a dialogue of discussion with

regular active participation.

• Encourage students to share their own learning expectations and goals related to the course

content

• Provide announcements and emails with information about the resources available for

struggling students (i.e., mentorships, coaching, or counseling services).

• Provide real life applications through simulations, case studies, and role playing activities.

• Provide visual aids or even field trips that enhance the students learning and application of

learning outcomes.

Motivating adult learners(Resource: Nine strategies to spark adult students’ intrinsic motivation)

• Invite guest speakers that are experts in the field. Experts can pique students’

interests and highlight relevance of the learning concepts being taught.

• Talk with students about how the class assignments are relevant to future careers.

• Teach students to reflect and take control over their own learning by using weekly

reflections (anonymously, if you like) to solicit feedback about their own

performance and where they need to improve.

• Empower students by teaching them where to find materials and how to use

resources in an online college platform that will help them in areas where

improvement is needed.

Self esteem and self image(Resource: THE PILLARS OF THE SELF-CONCEPT-

SELF-ESTEEM AND SELF-EFFICACY)

HOW CAN SELF-ESTEEM BE IMPROVED?

1) Eliminate negative self-talk.First and foremost, people with low self-esteem need to eliminate harmful self-talk. The negative labels and frequent self-criticism can only cause further damage. Eliminating negative self-talk doesn't mean you can't recognize and address problems, but it means to be careful about how you talk to yourself and to not be self-destructive.

2) Recognize strengths.Those with low self-esteem tend to focus on their weaknesses rather than focusing on their strengths sometimes claiming that there isn't anything positive they can say about themselves. That is unlikely to be true. It is important to pay attention to strengths and to appreciate the strengths no matter how small they may seem. Once you recognize the strengths you need to reinforce the strengths through frequent focus on them.



3) Recognize self-worth.It is important to recognize that you are a unique human being and have worth. Recognize that you deserve to take care of yourself and set limits. You deserve respect and to be treated well. Again, you need to frequently reinforce this idea by continuing to focus on your self-worth.

4) Accept mistakes.Recognize that mistakes and flaws are part of the human condition. They don't make you less than others. Instead, you are like everyone else. You have flaws and you make mistakes. The more actively you are involved in life, the more mistakes you will make. But being actively involved allows you more opportunity for success as well. Accept yourself—flaws and all.

5) Accept rejection.The more you can believe that everyone doesn't have to like you, the less you need to feel bad or be ashamed of your imperfections. No one can be liked by everyone! It is an impossible task. However, the person with low self-esteem often feels a failure if someone is disapproving or rejecting. Instead, congratulate yourself if someone doesn't like you because you are being a genuine person.



HOW CAN SELF-EFFICACY BE IMPROVED?

1) Develop skill set.

The most important way to improve self-efficacy is to develop the skill set you need

to be effective. If you are having trouble being successful in your work, identify your

areas of deficit and determine what you need to do to improve. Ask others to honestly

evaluate your skills and to give specific advice regarding improvement. Once you

know what you need to do, then you need to do it again and again until you feel

competent. That's how competence develops. People aren't born with competence,

they have to learn and practice in order to become competent.

2) Modeling.

One way to learn the necessary skills is to observe others. You can observe successful

completion of tasks to learn how to achieve success. When you observe others being

rewarded for their performance or successful completion of a task, you are more likely

to be able to model yourself after their behavior.



3) Focus on specifics.

To improve self-efficacy, it is best to focus on specifics. If someone gives you

general feedback especially if it is negative you are less able to make changes

than if someone can provide specific feedback. For instance, if you want a

child to learn how to do dishes you don't say “These dishes aren't clean,”

instead you say “Let me show you how to load the dishwasher to get the best

results.”

4) Reinforcement.

The more behavior is reinforced, the more likely it will continue. If you want

to improve your self-efficacy focus on what you do well and reinforce it by

giving yourself specific praise.

Setting Smart GoalsStep Mnemonic Description

1 Specific-A specific goal has a much better chance of being

accomplished. (Use an action verb, e.g. to develop…, to

design…, to implement…, to produce…) To set specific goals

answer the six “W”Questions: Who, what, when, where,

which and why

2 Measurable-

Establish concrete criteria for measuring progress toward

attainment of each goal set. Measuring progress keeps you on

track. Measurable results are tangible

3 Attainable- Identify goals that are important to your you or

your team. When goals are relevant, people develop the

attitude, abilities and skills to make them happen. Goals are

attainable if the person or team plans wisely..

4 Realistic or Results Oriented- The goal should be stretching,

but realistic and relevant to you and your company. You want

to measure outcomes or results (not activities) such as

products deliverables, and accomplishments.

5 Time-Bound- Goals must have a deadline. Identify a target

date.

Learning Success or Failures

• Increased research on how we learn suggests that there is a relationship between learning and self image and self esteem

• Text discusses natural learning or brain based learning research which indicates that learning is based on a number of principles

• Think about what we learned earlier regarding how adults like to learn

• Learning follows developmental patterns- understanding our learning preferences (method of learning) assists students in developing their skills

• Understanding how your preferred learning style also requires the student to integrate other ways of learning into their skill set.

• Mistakes are learning tools

URLs For learning style :

• www.educationplanner.org/students/self.../learning-styles-quiz.shtmlCached

• www.odessa.edu/.../learningstyleinventory_survey.pdfCached

• www.learning-styles-online.com/inventory/Cached

http://webcache.googleusercontent.com/search?q=cache:b7EJF1eg7qcJ:www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml+&cd=2&hl=en&ct=clnk&gl=us

http://webcache.googleusercontent.com/search?q=cache:eID3nerytFcJ:www.odessa.edu/dept/govt/dille/brian/courses/1100orientation/learningstyleinventory_survey.pdf+&cd=3&hl=en&ct=clnk&gl=us

http://webcache.googleusercontent.com/search?q=cache:TZGjG8wTZzgJ:www.learning-styles-online.com/inventory/+&cd=5&hl=en&ct=clnk&gl=us

Financial Literacy for everyone (Resource: Financial Literacy for Everyone)

Budgeting

Phase 1: Assess your personal and financial situation (needs, values, life

situation).

Phase 2: Set personal and financial goals.

Phase 3: Create a budget for fixed and variable expenses based on projected

income.

Phase 4: Monitor current spending (saving, investing) patterns.

Phase 5: Compare your budget to what you have actually spent.

Phase 6: Review financial progress and revise budgeted amounts.


CreditAdvantages:

■Able to buy needed items now

■ Don’t have to carry cash

■ Creates a record of purchases

■ More convenient than writing checks

■ Consolidates bills into one payment

Disadvantages:

■ Interest (higher cost of items)

■ May require additional fees

■ Financial difficulties may arise if one loses track of how much has been spent each month

■ Increased impulse buying may occur


Saving and Investing

• Savings Accounts

• Checking Accounts

• Certificates of Deposit

• Mutual Funds

• Stocks

• Real Estate

• Retirement Plans

Foundational Competencies

• URL For Competency Model –Foundation-

Tier 1http://www.careeronestop.org/CompetencyModel/pyramid_definition.aspx?from=printerfr

http://www.careeronestop.org/CompetencyModel/pyramid_definition.aspx?from=printerfr

What is Competency Based Education?

• CBE begins with the end in mind. What are the

performances for the position?

• Essential knowledge and skills are identified

• Focus on outcomes not processes

• Learning activities guided by performance

expectations and the defined competency

• Emphasis on Doing rather than know how to do

The Importance of CBE

• Alleviate the disconnect between education, the workplace and the real world.

• Assure that graduates have basic skills

• Integrate performance skills such as critical thinking, problem solving, self management ,working cooperatively with groups.

• Provide the competencies in the chosen field needed to be functional, effective and successful

Competency-Based Education: Effective

Communication Skills (Resource: Effective Communication Skills- Student Success Workshop)

Goals of Communication

1. To inform – you are providing information for

use in decision-making

2. To persuade – to reinforce or change a

receiver’s belief about a topic

3. To build relationships – some messages that

you send may have the goal of building good

will between you and the receiver.



Barriers to Communication

Disinterest in the conversation

Lack of background information

Jumping to conclusions without waiting for the whole

message

Fear

Distrust

Language differences

Badly expressed messages

Not listening

Arguing or debating



Active Listening

Be attentive

Be impartial

Reflect back

Summarize

Avoiding distractions

Paraphrase

Clarifying



Giving FeedbackBe specific

Useful – “I think it is good because …”

Not useful – “That is good.”

Focus on Behavior not the Person

Useful – “I think this report needs to focus more on …”

Not useful – “You really have done a poor job.”

Focus on Things the Person can Manage

Useful – “Perhaps if you …”

Not useful – “You should have stopped the person doing …”

Timeliness of the Feedback

Timeliness is important when the person is receptive or is seeking feedback.



Giving Feedback

Share Information / Experience

About what, not only why something could have been done differently.

Do Not Overload

Too much information, especially negative material, will overwhelm the

person and make them feel bad about themselves

(One thing that could have been done differently is …)

Check that the Person Does Understand

Ask…”What did you understand from what was said?”

Remember, Feedback is Given to Help, not Hurt

Balance positive to negative feedback by at least 2:1

(2 positive comments for 1 negative comment)

Learning Strategy: Note-taking

• Cornell-Developed by Walter Pauk at Cornell University. This system can be applied to almost all lecture situations. It is simple, efficient and the process saves time and energy when organizing for studying. It is a 4 step process.(prepare, take note, review and summarize).

• Mapping-Visual Learners

• Graphic Organizers- Tools to help organize and think about learning

• URL for all three: freeology.com/graphicorgs/

Learning Strategy- Study Skills(Resource: Top 10 Study Skills for College Students)

Top 10 Study Skills for College Students1. Set goals.

It’s difficult to arrive at a final destination when you’re unsure of what it is and how to get there.

Develop a roadmap for reaching your educational goals.

2. Use an appointment book.

It’s easy to forget assignment due dates, test days, and other important information when it’s not

written down, especially when you’re focused on your studies.

3. Know your learning style.

Develop strategies for overcoming learning differences when instructors employ contradictory

teaching methods.

4. Be an active reader.

You’ll better retain information from the textbook if you practice active reading.

5. Participate in study groups.

Organize study groups with other classmates. It’s easier to remember concepts taught to others,

and group members often share insights you never consider.

Learning Strategy- Study Skills(Resource: Top 10 Study Skills for College Students)

6. Take notes.

Take organized notes. If it’s useful, develop outlines, highlight key information, or utilize other

methods to organize lecture notes.

7. Organize your study materials.

Organize notes, assigned readings, and other study materials, so it can be easily retrieved while

studying.

8. Draft papers.

Always write a rough draft when preparing an essay. Take time to review it for incompleteness

and errors and ask the instructor or a classmate to read it and offer advice.

9. Slow down on tests.

It’s common to misunderstand questions or skip key information when nervous. Take time to

thoroughly read test questions.

10. Don’t replace protein with caffeine.

Before a test, avoid consuming caffeine. Instead, eat foods high in complex carbohydrates and

protein.

Learning Strategy- Active Reading(Resource: Choosing Reading Strategies)

Active Reading Strategies

We know that we don't read everything in the same way with the same attention to detail. Some

reading activities require deep attention, and others don't, but students don't always know this.

They go about reading in the exact same manner, no matter the goal.

The following are some strategies that you can model and suggest when assigning

reading that will help students to be more efficient and effective in their reading:

1) Skimming - getting the gist of something, getting a broad overview. This involves looking at

chapter and section headings, reading the first sentences in paragraphs, summary sections, or the

first and last paragraphs of the chapter. Readers should be ignoring details and reading just for

the main ideas.

2) Scanning - looking through a text for specific information. Think of the way you look up a

phone number in the phone book. You look in a very focused way for specific pieces of

information, ignoring everything else so you can quickly find the information you are seeking.

Learning Strategy- Active Reading(Resource: Choosing Reading Strategies)

3) Surveying - this strategy is great at the beginning of a semester, or when students

are gathering materials for research papers. Students look broadly at the text, its table

of contents, the index and bibliography, any abstract information available,

introductions, forewords, or reviewer's comments in order to get a general idea of the

scope and purpose of the text.

4) Detailed Reading - actively reading in great detail to learn new material. This is

covered in more detail in the next section, Reading to Learn.

You may suggest any or a combination of several of these as you assign reading to

students. Think about the goal of the reading assignment and coach students by

modeling the way you would tackle the assignment you have given them.

Learning Strategy-Test Taking

• The Key to being successful is Preparation.

– Set a timetable for studying. Review your material in chunks. The term “Divide

and Conquer” is very appropriate. We remember more when we chunk our

learning into logical segments.

– Review reading assignments and text notes.

– Reorganize and review notes.

– Prepare organizational aids such as review maps, flash cards, checklists.

– Be sure you know what will be covered on the test. Ask questions about the

instructor’s expectations and the type of questions on the test (essay, objective).

– Make sure you understand the material. If not seek help from your instructor.

• Review with a group. This helps you cover material or ideas you might miss on

your own.

• Be ready mentally

Memory Techniques(Resource: www.iss.stthomas.edu/study guides/memory/htm)

• Form images

• Make associations with what you already

know

• Mnemonics are verbal reminders to help us

remember information. The most common are

acronyms like BRASS (Breathe, Relax. Aim,

Sight, Squeeze) or Acrostics (Every Good Boy

Deserves Fun)

Critical Thinking and Problem Solving

• Industry seeks students who can problem solve and make decisions. Students must be able to identify problems, look for alternative solutions and implement a plan.

• Graduates must be able to critically evaluate what they know and apply it on the job. Do they have strong reasoning skills and mental agility ( able to shift gears and directions and make connections)?

Ethics: Professional and

Academic Integrity

Students should be expected to uphold the elements of professional and academic integrity outlined by the institution.

These may include, but are not limited to, the following:

• Demonstrate honesty;

• Be accountable for ones own work and responsibilities;

• Respect for fellow classmates and instructors;

• Foster a climate of collaboration in the classroom and within the institution.

Ethics: Professional and

Academic Integrity

In order to demonstrate academic integrity, students should:

– Avoid plagiarism (intentional and unintentional);

– Appropriately paraphrase;

– Cite resources;

– Avoid resubmission of previously submitted assignments;

– Never submit someone else’s work as his or her own.

Instructors may assist students in demonstrating appropriate professional and academic integrity by providing clear expectations and training to avoid plagiarism.

For more information on

College and Career Success solutions

from Cengage Learning, please visit

http://bit.ly/cengagestudentsuccess

ReferencesAddressing Our Needs- Maslow Comes to Life for Educators and Students

http://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-desautels

Anderson,T.editor. The Theory and Practice of Online Learning, 2nd ed, (2008). Edmington: Au Press.

Choosing Reading Strategies

http://www.personal.psu.edu/scs15/Reading/strategies.html

Effective Communication Skills- Student Success Workshop

https://www.svcc.edu/students/success/workshops-pdf/Effective%20Communication%20Skills.pdf

Financial Literacy for Everyone https://www.practicalmoneyskills.com/foreducators/lesson_plans/college.php

Memory Techniques

www.iss.stthomas.edu/study guides/memory/htm

http://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-desautels

https://www.svcc.edu/students/success/workshops-

https://www.practicalmoneyskills.com/foreducators/lesson_plans/college.php

ReferencesNine strategies to spark adult students’ intrinsic motivation

http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic-motivation/

Pedagogy vs. Andragogy

HTTP:WWW.EDUCATORSTECHNOLOGY.com/2013/05/AWESOME-CHART-ON PEDAGOGY-VS-ANDRAGOGY.HTML

Personality Test-for-Teaming. http://www.quia.com/files/quia/users/kkacher/WrldHlthResrch_handouts/

Personality-Test-for-Teaming

Smart Goals

http;/www.google.com/search?q=smart+goal+templates

THE PILLARS OF THE SELF-CONCEPT- SELF-ESTEEM AND SELF-EFFICACY http://www.excelatlife.com/articles/selfesteem.htm

Top 10 Study Skills for College Students

http://www.collegeatlas.org/college-study-guides.html

http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-

http://www.quia.com/files/quia/users/kkacher/WrldHlthResrch_handouts/Personality-Test-

http://www.quia.com/files/quia/users/kkacher/WrldHlthResrch_handouts/Personality-Test-

http://www.excelatlife.com/articles/selfesteem.htm

Adult Student Success: How Does Awareness Correlate to Program Completion?

Education

Transcript of Adult Student Success: How Does Awareness Correlate to Program Completion?