Download - Sloan Swaddling

Transcript
Page 1: Sloan Swaddling

GRANTHAM UNIVERSITY

Swaddling Support Services: Building Online Orientation

Programs

Cheryl HayekCindy Otts

Page 2: Sloan Swaddling

Adult Student Success: A Nation’s

Opportunity 54 million working adults in the United States have not completed a four year degree

“The gap between qualifications and job demands, [will create] a shortage of 9 million qualified workers by 2014”

To help offset this deficit, it is estimated that the United States will have to increase degree production by 40% over the 20 year period 2005-2025

Page 3: Sloan Swaddling

The Challenge to Higher Education

Online attrition rates are 10-20% higher than their face to face counterparts (Angelino, Williams, & Natvig, 2007).

Adults seek online education to meet their busy lifestyle needs.

Research to date indicates that add-on programs do not work; student success must be integral to the student’s academic program

Barriers are both personal and situational

Page 4: Sloan Swaddling

The Solution: Theoretical Foundation

Adult Learne

rs

Page 5: Sloan Swaddling

Cognitive Load Theory“...first time eLearners often experience cognitive overload in the early stages of an online course and it is suggested that

this is a likely contributor to high dropout rates, particularly in terms of those withdrawing within the first few

weeks of the course start” (Tyler-Smith, 2006,¶3).

Page 6: Sloan Swaddling

Adult Learner Theory: Andragogy

Adults are motivated to learn new material if applicable to their real-life situations.

Adults learn best in informal, comfortable, flexible, nonthreatening settings (Knowles)

Page 7: Sloan Swaddling

Departure Theory Inclusive programs; avoid “add-ons” Result is segmentation Make retention efforts integral to

student life; not marginal Change the 1st year of college conditions We have to change the environment

that we ask them to thrive in

Page 8: Sloan Swaddling

Adult Transition Theory

The Individual in Transition (Schlossberg, 1984)

Page 9: Sloan Swaddling

HOW?

Swaddling Support Services

Page 10: Sloan Swaddling

Why ‘Swaddling’ Support? GTJPROBLEM

Distress due to overstimulation

Premature

New environment is cold and uncomfortable

No support

INTERVENTION RESULTS

Limit stimulus overload

Change the environment

Offer flexible support

Page 11: Sloan Swaddling

Need for Adult Learner Swaddling

• Premature/readiness test • Reduces ‘startle effect’ (Cognitive Load Theory)

• Warm, secure environment (Knowles)

• Integral to student’s program; no add-ons (Tinto/parker)

• Flexible (allows for growth and separation) (Vygotsky)

• Real-life centered (Knowles)

Page 12: Sloan Swaddling

Swaddling Student Support Services

We surround our students with early integrated support.

Student

Page 13: Sloan Swaddling

So, What is GU100? “Student success has less to do with aptitude and IQ

than with a positive attitude, curiosity, determination, effort, character, and learning how to learn best.”

It takes these students beyond study skills, to life skills.

GU100 is paired with an Academic Companion Course to assist the student through not one, but 2 academic courses so that in just 8 weeks, a student has earned 4 credits!

Page 14: Sloan Swaddling

Academic Companion Courses: ACC

Students take GU100 simultaneously with an ACC. All ACCs were chosen because they are deemed ‘confidence building courses’

In each of the 8 week of GU100, the student learns a new study topic or life skill.

During each week, the student applies this study skill to their academic companion course

Page 15: Sloan Swaddling

The Results are Two-fold

Students put their study techniques

to use immediately.

Students are studying for their academic course while doing

the GU100 assignment.

Page 16: Sloan Swaddling

How do ACC courses work with GU100?

Week 4 of GU100

• Taking Effective Notes (Using Cornell Note Taking System or a Mind Map)

Week 4 of CJ101

•Read and work in Chapter 10 of Criminal Justice Text

Week 4 GU100 Assignment

•Take notes on CJ101 chapter 10. Use either the Cornell Notes or Mind Map. Submit to your GU100 instructor.

Page 17: Sloan Swaddling

Sample “Mind Map” GU100/GP210 Assignment

Page 18: Sloan Swaddling

GU100/CJ101 Study Skills

Page 19: Sloan Swaddling

100 and 200 level Confidence Building Courses

Low Failure rate

Low withdrawal rate

Excellent Instructor ratings

Bloom’s Taxonomy

Courses of Student Interest: Relevance

Student

Page 20: Sloan Swaddling

Academic Advising

Advising

Policies & Procedures

Career Planning

Educational Planning

Readiness Testing

Self-Directed Learning

Monitor Academic

Performance

Advising as Teaching

Developmental AdvisingShared between

students, advisors, and

Student Progress Reps

Course Selection

Persistence & Retention

Student

Page 21: Sloan Swaddling

Training FacultyEspecially high-risk students who

overcame the odds and succeeded in college cited one or two events, when someone had made personal contact with them...that’s what made the

difference. ~Vincent Tinto

Page 22: Sloan Swaddling

What are the online ‘best practices’?

Merging all research, Grantham has developed its own faculty training model

VIP2

VIP2

Visible Immediate Personal Proactive

Page 23: Sloan Swaddling

Grantham University

Educational Support Services

“It takes a village to raise a child.”

~ African Proverb

It takes an entire university to support a

student.