KICKSTART: BUILDING STUDY HABITS FOR REFLECTIVE LEARNING

Sandra Luca, Ph.D. Shelby Schaefer, M.A.

University Advisors Academic Resource Center

OVERVIEW OF TODAY’S SESSION

The Basics of the Kickstart Services Demonstration of Videos Ideas for Collaboration & Referral

WHAT IS KICKSTART?

We developed web resources for LMU students so they can foster academic skill-building.

Short video tutorials via MyLMU Connect Interactions with the University Advisors in the ARC or during

one of our Kickin’ It sessions around campus

By offering focused academic support to new

students, it is our intent that they “kick start” their way toward a successful academic experience by reflecting on their learning and building more effective study strategies.

The academic services offered as part of Kickstart encourages new students to make deliberate decisions about their academic planning and study habits.

In line with the First Year Retention Strategic Plan, the salient issues that Kickstart addresses is the: transition to college, immersion in academics, engagement in the campus community, strengthening student support, enhancing faculty and student collaborations.

PURPOSE OF KICKSTART

From the LMU First Year Retention Strategic Plan (p. 7)

INFORMED BY HIGHER EDUCATION RESEARCH

RETENTION: Researchers (Astin, 1984; Pascarella & Terenzini, 1991, 2005; Tinto, 1975, 1993) contributed to the study of student retention by focusing on how students integrate themselves into their environments, taking into account a variety of personal and institutional characteristics.

FIRST YEAR TRANSITION: Key elements for first-year student success include Expectations, Advice, Support, Involvement, Learning (Tinto, 2000).

LEARNING: relatively new focus on student learning outcomes Constructivism and other theories of learning Meta-cognitive strategies (McGuire, 2006)

KNOW YOUR AUDIENCE…

Key Insights from Student Development Theory Chickering—identity development Perry—dualism vs. relativism thinking Schlossberg—transition theory (coping)

Recognize Changing Student Demographics Millennials (optimistic, team-oriented, use of technology) First-generation, low-income, ethnic minority Consider the role of the institution

Transfer Shock Hidden Curriculum

HERI/CIRP data of the American Freshman: Students spend less time studying, more optimistic about their academic performance. National Norms 2011: According to students surveyed, the most important reason to

attend college is to get a better job. (Pryor, et.al, 2011)

In part,

Kickstart was created in response to hearing common concerns

from LMU students.

There are

specific themes & concepts

throughout the video

series.

Visiting the ARC in Daum Hall

Incorporating real LMU student issues

Teaching students how to approach their work

Uncovering aspects of the ‘hidden curriculum’

WHY WE UTILIZE BLOOM…

Students should be aware of the learning process and recognize that learning occurs at different levels.

“Best Practices” LSU Center for Academic

Success: Students must be taught that performing well in college requires higher-level thinking skills (McGuire, 2006).

TOPICS COVERED AS PART OF KICKSTART The Basics: Learning Strategies & Study Habits College Expectations (Bloom’s) Reading a Course Syllabus Using a Study Cycle Note-taking Techniques Critical Reading Strategies

Balance Series Developing a Weekly Study Schedule Making an At-a-Glance Calendar Grade and Contact Tracker Revising your Study Schedule

Mid-Semester: Test Preparation Context of Test-Taking Objective Exams Subjective Exams Preparation & Planning (case study) Working in Study Groups Dealing with Anxiety

WHY MYLMU CONNECT?

All students should be familiar with MyLMU Connect since many of their classes require them to use it. This platform is available 24 hours, 7 days a week using

any computer with internet connectivity. According to the ITS Tech Survey (2010),

49% of students used MyLMU Connect daily with another 30% using “multiple times per week”

About 80% used it for a class during the semester.

SCREENSHOT OF UNIVERSITY ADVISING HOME

It is best to use:

• Firefox • Chrome

Find Kickstart materials

here!

THE UNIVERSITY ADVISING ORGANIZATION

Content folders by topic

THE UNIVERSITY ADVISING ORGANIZATION

HOW DO STUDENTS USE KICKSTART?

Once students express interest, they gain access to the University Advising organization on MyLMU Connect.

View (and review) the videos at their own pace.

Since Kickstart is part of MyLMU Connect, students can access the resources

at any time using any computer with internet connectivity.

There may be different points in the semester that students want to access different types of information.

We encourage students to approach the videos by reflecting on their current study habits and what they can do to improve them.

Receive announcements and reminders in MyLMU

Connect at various points in the semester.

Contact advising@lmu.edu with any questions.

OUTREACH TO STUDENTS AND GROUPS

Working with LMU campus partners For promotion of Kickstart and to refer students to our services

First Year Experience & Transfer Student Services Residence Life (freshman halls) Living-Learning and Learning Communities Freshman English Program (FEP) faculty Instructors who teach one-unit “success” courses BCLA Student Ambassadors Seaver College’s Student Liaisons (Center for Student Success) First-To-Go Parents Pride (newsletter)

“Kicking it” with a University Advisor

Setting up table in key places and times Establishing an official presence Using the iPad to access quick information Fall & Spring coffee/snack breaks

ASSESSING OUR WORK

Current numbers (as of October 1st)

80 users Including 15 faculty/staff

Outcomes

Link to goals from retention plan (slide 4)

Frequency patterns of usage Establish baseline in pilot year

Attempt to measure behaviors

Kickstart users will demonstrate an appropriate level of understanding of…

After viewing a video, I was able to…

Assessing Our Work: Initial Student Feedback

College Transition: • “I find that this program is interesting mainly because it gives

students creative yet simple ways to succeed in college . . .” • “What I really appreciated about this program was how much

they made me feel like it was okay to be struggling right now.”

Engaging with Faculty: • “I personally thought this video helps guide students down the

right paths with their professors . . .” Importance of Faculty Support for Kickstart: • “I did not realize that this program was going to be this popular

among other students . . . Other students were there from different programs, so it seemed that this experience is actually something useful and productive.”

IMPROVEMENTS FOR THE FUTURE

Ongoing assessment

Faculty input & participation

iPad and iPod video capabilities (coming soon)

Better alignment with the timing of the semester

Host workshops for ‘Balancing Time’ series (January 2013)

Feature a ‘Video of the Week’ in the Spring Consider ways to incorporate into New Student Orientation ?

IDEAS FOR COLLABORATION: IN/OUT OF CLASS

Incorporate a video into class followed by discussion

Work together to build (or revise) the content of videos Specific workshop sessions for a group or class Class Announcements

We can provide handouts to distribute Flyer to put on your “doc-cam” at beginning of class

Student Referrals

Emails to encourage student(s) to make appointment We can provide the text with steps to join Target: those who are struggling; midterm deficiencies

DEMONSTRATION OF VIDEO

What Your Instructors Want From You (Bloom’s Taxonomy)

Contact the University Advisors Dr. Sandra Luca (email: Sandra.Luca@lmu.edu)

Shelby Schaefer (email: Shelby.Schaefer@lmu.edu)

Office: Daum Hall Phone: (310)338-7653 Email: advising@lmu.edu Website: www.lmu.edu/arc