Ken Purnell

Retention, stretch goals and self-monitoring

Hattie, 2009

Jack Goodman (2 March 2015): ‘Uni is

going to be hard work, boring, unloved.

. . Students need to be self-starters,

teach themselves things.”

Stretch goals & self-monitoring

• Dr. Caroline Dweck ‘Not yet’

• Professor Geoff Masters ‘Stretch goals’

(CEO of the Australian Council of Educational Research)

• Professor Royce Sadler ‘Hard goals’

"Mindset is a simple idea discovered by world-renowned Stanford

University psychologist Carol Dweck in decades of research on

achievement and success - a simple idea that makes all the

difference. Teaching a growth mindset creates motivation and

productivity in the worlds of business, education, and sports.”

Neuroplasticity

• Thinking changes form and function of brain: ‘Neurons that fire

together wire together’

• Diminishing strength of unhelpful brain maps – less use – fade

• Creating and maintaining healthy brain maps

• Perceptions of experiences are what matter

• Sue Trinidad (2 March 2015): “Trace students from early childhood.

. . What brain learns there truly matters.”

Nudge theory can be used to explore, understand, and explain existing influences on how

people behave, especially influences which are unhelpful, with a view to removing or altering

them. There are lots of these unhelpful 'nudges' everywhere - notably in advertising and

government; some accidental, many very deliberate. (see http://www.businessballs.com/nudge-theory.htm)

CQU SRI• Student Readiness Inventory completed upon enrolment

by all commencing students

• 19 questions – profile of readiness to undertake studies

and likely level of support needed

• Immediate interventions – email, phone, checking before

first assessments

Process 1:

Upon enrolment, students ‘at risk’ of failing are identified through their responses to

the Student Readiness Inventory

Interventions are provided immediately to support these students

Process 2:

Staff trained to work with first and second year students to support them to more

effectively engage in their studies

Process 3:

Influence ‘good teaching’ practices – e.g. ‘Online Masterclass’ in 2015

Analysis of the interview data identified three key themes of student perceptions

of factors underpinning academic success:

1.Determination is critical to academic success. This was reported as the major

factor by the majority of interviewees. Descriptors from students included

discipline, diligence, resilience, dedication, and robustness. Other respondents

used descriptions such as a ‘love of subject matter’ and ‘passion for chosen

discipline’.

2. Realistic expectations and a willingness to engage fully in the learning

experiences with descriptions such as ‘sound organisational and time

management skills’ and ‘make study a top priority’.

3.Support networks of the university plus the individual support and

understanding provided by academics, student peers and family members.

Students were able to seek help early because of their knowledge and

confidence in using support mechanisms. It is critical that strong, not weak,

messages be sent to all students about the availability of support networks and

ease of access.

Over 1,500 ‘exit’ students interviewed for about an hour one to one over 3 year period

Three common traits in students ‘at risk’:

1.Maintaining motivation;

2.Unrealistic expectations about managing studies;

3.Reluctance to seek help.

It was found that university students build their success on two key factors:– the quality of the assistance available from the university

– the development of student self-confidence, ability and interest

‘Personal circumstances’ beyond control. Happy with all university had done.

Cohorts differ year-to-year. Ever-moving. Intervention strategies need to be, like

students, adaptable – the great human mandate (Professor Baroness Susan

Greenfield) – ‘eat anything, sleep anywhere’

Scott (2005) suggested that universities committed to best outcomes for their

students should have institutional values of:

1.The life of the student should be a whole-of university concern

2.Know your student cohort

3.Take a proactive approach through early intervention strategies

4.Track your individual student as he/she proceeds through to graduation

5.Channel extra support towards students who are vulnerable to failure and/or attrition

(and never forget the ‘Green light’ students)

6.Provide quality service staff as the most effective point of contact with the student cohort

What is ‘success’? Student view may differ from university view

Focus resources early - evidence-based proactive strategies

Copy? Adapt!

60% Distance, 60% non-school-leavers

Students better understand what is required of them: Assessment, study (150

hours) – realistic expectations by students

Two examples from USA:

1 ‘Incarcerated, gun at head age 16’ – nothing teachers/lectures can equal . . .

Year 12 ‘Our class’. Belonging. Completed uni degree and got job

2 Hard work. Training. Community. 8am to 9pm each day. Retrained brain:

success! Reduce effects of unhelpful brain maps to achieve goals and

create new ones and promote neurogenesis

“Train the bloody partner”

“Locusts”

SUN (Start Uni Now) – up to 4 subjects recorded on QCE too

Residentials

Classes at uni Years 8 to 11

Robotics competition

Responses to this information by the university have included:

1. The development of new subjects in first year designed to support student

success in their studies

2. Reworking of existing subjects in first year including the consideration of the

best teaching staff to design and implement the learning experiences

3. Pastoral care by staff for first year students in some programs such as

preservice teacher education particularly to support their transition from

school or other duties to university;

4. Improving teaching and learning practices by, for example, the improvements

in our online learning management system - EASICONNECT

Conclusion

Brain is plastic

Build resilience – explicitly teach strategies to cope – TC Marcia

Build sense of belonging and connectedness with other students,

staff and the institution

Build student capacity for stretch goals and self-monitoring

Adapt – the human mandate – whole of institution approaches, staff

education that are informed by quality theory, good practices and

evidence based research