developing and engaging a community of learners: cultivating the habits of mind for academic success...
TRANSCRIPT
DEVELOPING AND ENGAGING A COMMUNITY OF LEARNERS:
CULTIVATING THE HABITS OF MIND FOR ACADEMIC SUCCESS AND LIFELONG LEARNING
Presenter: Laurie Hazard
Webinar Objectives
Theories of Personality and Motivation that inform student success
To identify affective variables that mediate success
To help students identify roadblocks to growth and development
To identify the habits of mind for academic success and lifelong learning
To examine ways on campus that these habits can be cultivated
Psychology of Adjustment
Definition of Psychology
New students must adjust their mental processes (mindset) and behaviors (strategies) to be successful in college in four areas:
AcademicSocial EmotionalIntellectual
Academic AdjustmentI quickly learned that the rigorous academic program would require more time and effort than my other school. Not to mention a complete overhaul of my studying techniques. The first thing that hit me was that I was no longer able to get the most potential of studying when I try to study in my room. I would need to go to the Library or any quiet study lounge.
Transfer Student, Bryant UniversityHazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall
Intellectual AdjustmentBefore coming to college, diversity was a rarely talked about subject in any school I had ever attended. To be honest I was ashamed of this. It was as if diversity was an ugly subject that no one wanted to talk about. It was a refreshing surprise when the first day I walked onto campus here that there was a banner in the Student Union that said something to do with diversity. Until I attended college I was not aware of all that diversity truly meant and what further helped was the class exercise we did on diversity and discrimination. When I had to sit down and examine if I had been discriminated against in my life, and I realized that I had, it made me understand diversity even more and it made the issue hit home even more.
First-Year Student, Bryant UniversityHazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall
Social AdjustmentSome of my successes this semester were that I was able to make great friends and fit into a group where I feel absolutely comfortable. Having that support system in place, whether it is to have fun or to bounce thoughts off of is a key component to make it through whatever choices one makes in life.
First-Year Student, Bryant University
Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall
Emotional AdjustmentThe beginning of the school year was stressful. I had to perform well in all of my roles, and there were a lot of people expecting a lot from me. First, I have my family who is expecting me to graduate with honors. They have high expectations because I am the oldest of five siblings and my parents want me to be the best example for my siblings to follow. Then, there are two people who have generously offered to pay for some of my education. They have high expectations of me because they want to see me succeed in the future. I have a boss who relies on me for a lot of his daily tasks. And then, I have my husband who is usually waiting for me to go home and have dinner ready for him.
Transfer Student, Bryant University
Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall
Feeling Like A FraudImposter Syndrome
“I still believe,” confessed Mike Myers, “that at any time the No-Talent Police will come and arrest me.” Myers is not alone.
The question is, why do so many clearly smart, capable, successful people feel like intellectual frauds who are merely impersonating a competent person?
Dr. Peggy McIntosh, Wellesley CollegeDirector of the Wellesley Centers for Women
Self-ConceptThe thoughts, feeling, attitudes and
behaviors that encompass who we are.
Roger’s called this the “phenomenal field.”
Changes over the lifespan
Openness to Experience/Remove Obstacles Toward growth
I am FILL IN THE BLANK
Academic self-concept
So, I went to this bar……
Beer in my in college yearsVodka and cranberry in my twentiesRed wine in my thirtiesWhisky in my forties?? It’s an acquired
taste!
A Student’s Phenomenal Field
Prof. Hazard showed little sympathy last year in my parents divorce, my depression and sickness (swine flu that lead to pneumonia). Even though I had an exam grade average of a B- she took away the entire 20% participation without letting me know that I was at risk of losing such a large chunk of my grade. When I would let her know why I was missing she would only send feel better emails, not please come see me etc. I thought I was being excused.
Senior Student, Bryant University
Generation MeJean M. Twenge, Ph.D.
The results of twelve studies on generational differences based on data from 1.3 Americans
Focus on those born in 70’s, 80’s, 90’sThose now from elementary school to thirty-
somethingsFall of social rules/rise of the individual Shift from obedience, good manners, and
loyalty to religion to the “Do Your Own Thing” parenting
Be independent, happy, open-minded
Rise of NarcissismOverly self-focusedLack of empathyMore likely to feel hostile, anxious, compromise
healthMore likely to fight with friends and familyIn 1950’s, 12% of teens agreed with the
statement, “I am an important person.” By the late 80’s, 80% agreed with this statement
The average college student in 2006 scored higher in narcissism than 65% of students in 1987: a 2/3 increase in less than 20 years
I deserve an “A” on this paper. I never get B’s.
Roger’s Theory
Unconditional Positive Regard:Warmth, liking, respect, sympathy, acceptance, and feeling “prized”
Conditions Necessary for Change:Congruence, positive regard, empathic understanding, remove obstacles toward growth
Parental Practices:Degree of Acceptance (warmth, interest, significance), Permissiveness and Punishment (clear demands which are enforced)Democratic Practices (extensive set of rules, zealous in enforcing them, recognize rights and opinions of child
Ought-Self vs. Ideal Self
DutiesResponsibilitiesObligations
Agitated Related Emotions
HopesDreamsDesires
Dejection Related Emotions
The Case of MattFoundations for Learning (FFL 101): Matt’s
Whisky
EmotionalAcademicSocialIntellectual
As I’m sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just can’t study properly on my own; I’m just not cut out for this. I have always known that, so it isn’t a big shock. Honestly, I don’t think I am, and never thought I was, going to make it through all four years of college anyway, it’s not for me. I need to just shut up and do this class, no matter how pointless I may think it is; what’s it matter anyhow, even if I learn one thing all year it wouldn’t be a total waste of time. Learning is learning, whether I know I’m doing it or not.
~ First-Year Student, Bryant University
Sense of Belonging
Beyond “How To”
Content vs. Process
Cognitive Restructuring
Congruence
Habits of the Mind
Academic Success
“Know It All” Attitude
Life Long Learning
My Dissertation
1. Possess Humility
Academic Success
Tutoring
Lifelong Learning
Technology
2. Ask for Help
Academic Success
Get Involved Lifelong Learning
ReorganizationWriting
3. Ability to Take Risks and Change
Academic Success
Advising
Lifelong Learning
Cancer
4. Cultivate Critical Thinking Skills
Academic Success
FriendsLifelong Learning
Divorce
5. Form Healthy Relationships and Practice Healthy Habits
Academic Success
I study a lot Lifelong Learning
Manager
6. Develop a Heightened Consciousness and Self-Consciousness
Academic Success
ProcrastinationLifelong LearningGetting children to bed
on time
7. Manage Time And Behavior
Academic Success
Diwali
Lifelong Learning
Restaurant
8. Respect Diversity
Academic Success
Alcohol transportShe gave me a
“B”
Lifelong Learning
WalmartPSY 353
9. Take Responsibility
Academic Success
Change habitsFixed
Lifelong Success
Construction
10. Develop a Growth Mindset
Where Do We Do This On Campus?
MissionOrientationFirst-Year Experience ProgramsAdvising Learning AssistanceCounselingFaculty DevelopmentClassroom
Assessment, Faculty Development, The Classroom
Factors Course Improved 04 05 06 07 08 09
13 Satisfaction with University 5.56 5.70 5.56 5.75 5.78 5.69
11 Sense of Belonging and Acceptance
5.52 5.52 5.50 5.64 5.60 5.50
8 Knowledge of Academic Services
4.67 4.96 5.17 5.19 5.37 5.29
9 Managing Time and Priorities 4.31 4.61 4.60 4.76 4.83 4.74
7 Knowledge of Campus Policies 4.29 4.59 4.94 4.61 4.85 4.71
4 Connections with Faculty 4.28 4.55 4.65 4.74 4.82 4.74
14 Engaging Pedagogy 4.13 4.53 4.48 4.61 4.70 4.69
1 Study Strategies 4.01 4.35 4.34 4.44 4.46 4.44
5 Connections with Peers 3.91 4.23 4.11 4.39 4.48 4.45
3 Critical Thinking 3.82 4.21 4.20 4.36 4.43 4.37
6 Out-of-Class Engagement 3.77 4.12 3.97 4.15 4.42 4.31
15 Overall Course Effectiveness 3.77 4.24 4.21 4.41 4.45 4.34
12 Usefulness of Course Readings
3.71 4.21 4.20 4.30 4.18 4.32
10 Knowledge of Wellness 3.59 4.07 4.02 4.27 4.43 4.23
2 Academic and Cognitive Skills 3.51 4.00 3.83 3.98 4.00 4.06
Level of Effort in Course 3.98 4.12 4.14 4.35 4.41 4.53
Additional Resources
Hazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall.
http://impostorsyndrome.com/blog/?p=30 http://www.wcwonline.org/content/view/653/214/ http://www.amazon.com/Generation-Americans-
Confident-Assertive-Entitled/dp/0743276981 http://researchnews.osu.edu/archive/selfesteem.htm http://mindsetonline.com/abouttheauthor/index.html http://www.nsf.gov/news/news_summ.jsp?
cntn_id=118396&WT.mc_id=USNSF_51&WT.mc http://www.usatoday.com/news/education/2011-01-18-
littlelearning18_ST_N.htm_ev=click