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Supporting the Development of Persistence,

One Classroom at a Time

Laura BrackenLewis-Clark State [email protected]

Lewis-Clark State College

Four year college with “community college function”Only 5 community colleges in Idaho; nearest 200 mi 60% of our students place into developmental math

Today’s Webinar

Four Polls (background of participants)Current emphasis on persistence, retention, and degree completionClassroom level strategies for improving student persistenceQuestions

Poll What is the success rate, , of students in your

elementary algebra courses, ? (C or better)A. B. C. D. %E.

Previously

Funding depended on enrollment, not retention or degree completion Students who were not making progress towards a degree still could receive financial aidLarge pool of first-generation studentsAdministrators focused on recruitment

Now

State funding partially linked to retention and degree completionTotal state funding support decreasing; percent that students must pay increasingChanges in federal financial aid rulesAdministrators focused on retention and degree completion

Small Scale (Classroom) Strategies

What can be done at the classroom level to increase student persistence?

Without new fundingStill teaching students mathematicsManaging work load

Changing Persistence at Classroom Level

Lack of persistence has multiple causesToday: locus of control

Locus of Control

Dalloway, M. The Relationship Between Locus of Control and Brain Research-Compatible Instructional Strategies: Helping First-Year Community College Students Successfully Transition. Unpublished dissertation, 2011.

High School Locus of Control

Often External Locus of ControlResponsibility for learning given to or taken by parents, teachers, coachesAcademic results attributed to external factors

LuckHaving a bad day (mood)Bad teachingDisabilities (adapted curriculum required)Life circumstances (change in expectations required)

College Math Locus of Control

Internal Locus of ControlStudent responsible for academic performance, time management, obtaining extra helpStudents expected to adapt to teachingStudents expected to learn curriculum despite disabilities (access accommodations only)Student expected to manage life circumstances

Consequences of Mismatch

Research has indicated that an internal locus of control is correlated with academic success and retention in higher education (Bruinsma, 2003; Cassidy & Eachus, 2000; Dollinger, 2000; Gifford et al., 2006; Shell & Husman, 2008)

Dalloway, M. The Relationship Between Locus of Control and Brain Research-Compatible Instructional Strategies: Helping First-Year Community College Students Successfully Transition. Unpublished dissertation, 2011.

Shifting Locus of Control

Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsInstruction in academic skills required to be successful in college level math coursesTeach students how to get help

Education about Locus of Control

Help students learn about the concept of locus of control: readings, group activities, class discussion, homework questions

A student has missed a lot of classes. At midterm, she is failing. When her instructor asks her why she has been missing class, she says, “I can’t help it. My roommate stays up late with her friends. I sleep right through my alarm because I’m so tired.”

97. Who does the student believe is responsible for her success or

failure?

98. Describe the actions that this student might take to be successful in this situation.


Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locus

Provide Opportunities for Success

Incorporate in-class active learning Opportunities to practice and feel successful without the pressure of gradingOpportunities for individual positive feedback from youPaper/pencil or computer or board work; individual or pairs or small groupBetter to do fewer examples and give students time to workDo not have students do homework


Education about locus of controlProvide opportunities for successDetailed information about expectations so that students really understand what they need to do to be successful

Expectations: 7-12, some intro college

No syllabusNo work required outside of classShort answer or multiple choice testsAstonishing amounts of extra credit availableStudents can pass even if test scores are below 50%; few students fail courseCheating is ignored or minimal consequencesSocial promotion expected by community

Expectations: College, especially Math

Accountable to syllabusWork outside of class is essentialShowing work required on homework and testsTests more than 50% of final grade; many students fail courseLimited or no extra creditCheating may have devastating consequencesNo social promotion

Mismatch in Expectations

…students enter postsecondary education with a vague sense that college is different than high school, but without awareness of the specific ways in which it is different (Collier & Morgan, 2008; Cox, 2009).

Karp, M. and Bork, R. Community College Research Center, July 2012

Provide Detailed Information about Expectations

Direct Instruction on Idea/Content of SyllabusShifts locus of control by insisting that students are responsible for knowing class requirementsE-mail and brief group activity Emphasize most misunderstood expectations

No late workMake-up testsAttendance

Document student “acceptance of terms” to emphasize importance

Poll In your developmental classes, do you require

paper/pencil homework and grade at least some of the problems?

A. YesB. No

Provide Detailed Information about Expectations

Teach students about academic dishonestyShifts locus of control by teaching students what is expectedProvide examples of academic dishonestyDiscuss consequences of academic dishonesty

Problem of the Day Name____________________Math 25

1. Where is my office? When are my office hours?

2. What is the purpose of office hours?

3. When is the Math Lab open?

4. Identify the percent that each of these is worth in your semester grade.Tests _____ Homework _____ Participation ____ Final ____ SQ ____

5. Is copying someone else’s homework cheating?

6. Is copying an answer from the back of the book cheating?

7. What are the consequences for cheating?

8. What should you do if an extraordinary circumstance prevents you from taking a test?


Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsInstruction in academic skills required to be successful in college level math courses

Instruction in Academic Skills

Teach students how to use objectives to organize content

Shifts locus of control by providing way for students to feel that content is manageable Helps students prioritize studying for tests

Check list of objectivesComplete or create practice tests based on lists of objectives

Class Snapshot


Teach students how to find their own mistakesShifts locus of control from erasing and starting over (no control) or from asking instructor or tutor to find mistake (external control)Reduces frustration; improves attention to detailHomework or in-class

Poll Do your students bring their textbook to class

most of the time?A. YesB. No


Teach students how to use a textbookShifts locus of control by giving student confidence in self-helpShow organization

Answers Link objectives, examples, practice problems, exercisesBolding and color

Use book during instructionAdvantage of using textbook examples (smart pens)Color matching


Teach students to learn from graded testsShifts locus of control by insisting that students use tests as formative assessmentsCorrelate errors and objectivesCorrelate errors and prerequisite skillsReflect on test-taking strategiesReflect on math anxiety


Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsDirect instruction in academic skills required to be successful in college level math coursesTeach students how to get help

Teach Students How to Get Help

Identify resources for extra helpIdentify campus resources; student favoritesBookmarksDiscuss issues with help from friends, web sites, and significant othersDiscuss how to learn from tutorsMake appointments to meet students in the tutoring center

Poll Does your tutoring center provide effective

tutoring that is consistent with your teaching? Yes No

Teach Students How to Get Help

Help from YouOffice hoursBuild supportive relationship

Pre-first day e-mailsFirst day activitiesPersona of patience (without forbearance); no scolding or comments that students perceived as shaming

Problem of the Day Name ____________________Math 25 Wed Jan 23

1. Tell me one thing about yourself.

2. Tell me something that you do well.

3. Tell me something that you do not do well.

4. Briefly describe your experiences in learning math.

Improving Persistence

Why not depend on student success courses?Not specific to mathematics and not taught by mathematics instructorsCurriculum is often broad; no opportunity for practice or feedbackMay not address locus of control


Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsDirect instruction in academic skills required to be successful in college level math coursesTeach students how to get help

Improving Persistence: One Classroom at a Time

Questions?