The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse...
-
Upload
agnes-terry -
Category
Documents
-
view
220 -
download
7
Transcript of The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse...
![Page 1: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/1.jpg)
The New Face of Higher Education: Strategies That
Enhance the Motivation and Success of Diverse Learners
Laurie Yates, DMgtEastern Oregon University
![Page 2: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/2.jpg)
Learning
Survival in the 21st Century demands– Active engagement in knowledge and competence
acquisition– Lifelong learning
Detraditionalization of social life- periods of learning, work, unemployment, care giving, or resting (Bye, Pushkar, & Conway, 2007)
![Page 3: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/3.jpg)
Who Are Today’s Learners?
Higher Ed Enrollment 2000-2010 (U.S.)• All students 37%• 18-24 yr olds 34%, 25 & older, 42%• Non traditional students to 73%• % of Hispanic, Asian, Pac. Islanders, Black students
increased; white student attendees decreased • (National Center for Education Statistics)
(National Center for Education Statistics)
![Page 4: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/4.jpg)
Our Students
• Age• Ethnicity• Gender• National origin• Physical and mental
abilities• Underprepared
• Race• Religion• Language• Sexual orientation• Socio-economic status• No family history of HEd
experience• Disability
![Page 5: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/5.jpg)
Culture
“Culture can be defined as a dynamic system of values, beliefs, and behaviours that influence how people experience and respond to the world around them” (Guo & Jamal, 2007).
![Page 6: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/6.jpg)
Cultural Diversity
Cultural diversity can be referred to as “distinctions in the lived experiences, and the related perception of and reactions to those experiences that serve to differentiate collective populations from one another” (Marshall, 2002, p. 7).
![Page 7: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/7.jpg)
Benefits of Diversity
• Improved campus climate• Opportunities for acquiring broader
perspectives and viewpoints• Participation in more complex discussions• Can lead to openness to diversity, improved
critical thinking skills, and greater personal development (Guo & Jamal, 2007)
![Page 8: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/8.jpg)
Nontraditional Undergraduates
Characteristics (any of the following)– Delayed enrollment of 1+ yrs after high school– Part-time attendance– Financial independence from parents– Full-time work– Dependents (other than spouse)– Single parent– No high school diploma or GED(National Center for Education Statistics)
![Page 9: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/9.jpg)
Adult vs. Traditional Learners
Challenges/barriers for adult learners– Lack of time to pursue education– Family responsibilities– Scheduling of course time and place– Cost of educational courses
Different approaches to learning and teaching are needed to encourage participation and engagement in learning
![Page 10: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/10.jpg)
Andragogy vs. Pedagogy
Andragogy
• Self-directing• Experience is valued in the
learning process• Readiness to learn and need
to know• Intrinsic motivators• Problem-centered or task
focused
Pedagogy
• Teacher directed• Teacher’s experiences are
relevant• Readiness to learn to
achieve next step• External motivators• “Chalk and Talk”
(Knowles, Holton, & Swanson, 2005)
![Page 11: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/11.jpg)
Motivation
• Motivation binds emotion to action. It creates as well as guides purposeful behavior involving many systems and structures within the brain and body (Ratey, 2001)
• “From a biological perspective, motivation is a process that determines how much energy and attention the brain and body assign to a given stimulus” (Wlodkowski, 2008, p. 2)
• Research in neuroscience and learning• “Intrinsic motivation is governed to a large extent by
emotions, which in turn are socialized through culture” (Wlodkowski, 2008, p. 20)
![Page 12: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/12.jpg)
Intrinsic vs. Extrinsic
• Intrinsic– Driven by challenge, curiosity, and mastery– Self-development rather than immediate return– Sustained interest with little recognition or support
• Extrinsic– Seek approval and external signs of worth– The learning task itself is a means to an end
• Engagement in learning is the visible outcome of motivation
![Page 13: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/13.jpg)
How can we motivate students in their pursuit of learning? Can we?“We can influence the motivation of students by
coming to know their perspective, by drawing forth who they naturally and culturally are, and by seeing them as unique and active” (Wlodkowski & Ginsberg, 1995, p. 18).
![Page 14: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/14.jpg)
Learner Motivation
• McCombs and Whisler (as cited in Wlodkowski, 2008), “In general, ideas from neuroscience and constructivism are compatible with intrinsic motivation’s tenets that human beings are curious and active, make meaning from experience, and desire to be effective at what they value” (p. 96).
• Motivational Framework for Culturally Responsive Teaching (MFCRT) provides a structure for planning and applying motivational strategies.
![Page 15: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/15.jpg)
Motivating Instructors
• Motivational Framework for Culturally Responsive Teaching (MFCRT) – a tool for inclusion and connectedness
• Five pillars– Expertise (knowledge)– Empathy (caring)– Enthusiasm (commitment)– Clarity (individual follower attention)– Cultural responsiveness (respect and social responsibility)
• Qualities– Realness or genuineness– Caring, trust, respect– Empathetic understanding and sensitive listening (Wlodkowski,
2008)
![Page 16: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/16.jpg)
MFCRT
• Four conditions that teachers and students create/enhance– Establishing inclusion: Respect and connectivity– Developing attitude: Positive view of learning
experience through personal relevance and choice– Enhancing meaning: Creating challenging, thoughtful
learning experiences that include students’ perspectives and values
– Engendering competence: Students are effective in learning something they value
![Page 17: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/17.jpg)
Motivational Condition Question To Ask Strategy Learning Activity
Establishing inclusion How do we create or affirm a Collaborative Randomly form small groups
learning atmosphere in which learning in which students exchange
we feel respected by and experiences and perceptions they
connected to one another? have about the hiring process
Developing attitude How do we create or affirm a Relevant Ask students to choose one aspect
favorable disposition toward learning goals of the hiring process for which
learning through personal they would like to develop better
relevance and choice? skills and learn more (Ex: interviewing)
Enhancing meaning How do we create engaging Critical Form teams to devise interview
and challenging learning questioning and questions based on crafted job
experiences that include predicting descriptions which will result in
students' perspectives and selection of qualified applicants and
values? successful employees
Engendering How do we create or affirm an Self-assessment Students "field test" their interviewing
competence understanding that students skills on volunteers who will provide
have effectively learned feedback. This is followed by team and
something they value and individual reflection on what they
perceive as authentic to their learned and how they will apply it in
real world? the workplace
Human Resource Management Course
![Page 18: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/18.jpg)
Lesson Plans• Design with active rather than passive learning in mind.
Active learning can be described as “anything that involves students in doing things and thinking about the things they are doing” (Fink, 2003, p. 103).
• Examples of rich learning experiences– Debates– Role-playing– Simulation– Dramatization– Community service– Real world project and application– Reflection
![Page 19: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/19.jpg)
Feedback• “Feedback about one’s learning and behavior
significantly contributes to one’s sense of control and is vital to intrinsic motivation and improving learning” (Wlodkowski, 2008, pp. 19-20).
• Prompt and frequent• Positive• Informational rather than controlling• Specific and constructive• Quantifiable (percentages, ratings, measures)• Ask students what type of feedback would be helpful• Was the feedback understood?• One-on-one, team, and class feedback
![Page 20: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/20.jpg)
Learner Motivation: Impact
• Outcomes• Retention• Success in the 21st century• Lifelong learning(Taylor & House, 2010)
![Page 21: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/21.jpg)
Thank You
![Page 22: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/22.jpg)
ReferencesAltbach, P. G., Berdahl, R. O., & Gumport, P. J. (2005). American higher education in
the twenty-first century (2nd ed.). Baltimore, MD: The Johns Hopkins University Press.
Brüssow, S. M., & Wilkinson, A. C. (2010). Engaged learning: A pathway to better teaching. South African Journal of Higher Education, 24(3), 374-391.
Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57(2), 141-158.
Chao, E. L., DeRocco, E. S., & Flynn, M. K. (2007). Adult learners in higher education: Barriers to success and strategies to improve results. Retrieved from http://wdr.doleta.gov/research/FullText_Documents/Adult%20Learners%20in%20Higher%20Education%20%20Barriers%20to%20Success%20and%20Strategies%20to%20Improve%20Results.pdf.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.
Fink, L. D. (2003). Creating significant learning experiences. San Francisco, CA: John Wiley & Sons, Inc.
![Page 23: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/23.jpg)
Greive, D. (2001). A handbook for adjunct/part-time faculty and teachers of adults. Elyria, OH: Info-Tec.
Hockings, C. P. M. (2012). Making a difference—inclusive learning and teaching in higher education through open educational resources. Distance Education, 33(2), 237-252.
Howe, N., & Strauss, W. (2007). Millennials go to college (2nd ed.). Great Falls, VA: LifeCourse Associates.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). San Diego, CA: Butterworth-Heinemann.
Long, K. (Dec. 12, 2012). Washington college instructors are 'flipping' the way they teach. The Seattle Times.
Marshall, P. L. (2002). Cultural diversity in our schools. Belmont, CA: Thomson Learning.
Pham, H. L. (2012). Differentiated instruction and the need to integrate teaching and practice. Journal of College Teaching & Learning, 9(1), 13-20.
![Page 24: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/24.jpg)
Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.
Taylor, J., & House, B. (2010). An exploration of identity, motivations and concerns of non-traditional students at different stages of higher education. Psychology Teaching Review, 16(1), 46-57.
Wlodkowski, R. J. (1999). Motivation and diversity: A framework for teaching. New Directions for Teaching & Learning (78), 7.
Wlodkowski, R. J. (2003). Accelerated learning in colleges and universities. New Directions for Adult and Continuing Education, 97, 5-15.
Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco,CA: Jossey-Bass.
Wlodkowski, R. J., & Ginsberg, M. B. (1995). A framework for culturally responsive teaching. Educational Leadership, 53(1), 17-21.
![Page 25: The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners Laurie Yates, DMgt Eastern Oregon University.](https://reader030.fdocuments.in/reader030/viewer/2022032600/56649dbc5503460f94aadca9/html5/thumbnails/25.jpg)