measuring and fostering students’non-cognitive skills (grit) to advance student success and...
TRANSCRIPT
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8/13/2019 Measuring and Fostering Students Non-Cognitive Skills (GRIT) to Advance Student Success and Completion, 2013 Strengthening Student Success Conference
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Measuring and Fostering StudentsNon-Cognitive Skills (GRIT) to Advance Student
Success and Completion
Patti Nakao, Counselor/COUNS 20 Leader
Eric Oifer, Ph.D., Professor of Political Science/GRIT
Faculty Leader
Hannah Lawler, Ed.D., Dean of Institutional Research
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Background of GRIT Initiative at Santa Monica
College
Paul Toughs article in the
NY Times
Adopted as strategic
initiative in the five year
Master Plan for Education
in 2012
Role of 2013 ETS pilot
study using
SuccessNavigator toassess students non-
cognitive skills
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Background of ETS Pilot Study
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Conscientiousness
Teamwork
Institutional
Commitment
Motivation
Metacognition
Anything outside of
academic ability oracademic intelligence
that contributes to or is
part of student learning
Study Skills
GoalSetting
Self Efficacy
Social Support
Worry
Test Taking
Strategies
Perseverance
What are non-cognitive skills?
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Background of ETS Pilot Study
Why focus on non-cognitive skills?
Others value them:
More employers rated non-cognitive skills, such asteamwork/collaboration and professionalism/work ethic, asbeing more important than cognitive skills, such as Englishlanguage, math, and science skills (Casner-Lotto &Barrington, 2006).
They work:
Numerous studies have found that, when controlling foracademic ability, noncognitive skills are positively associatedwith (and predict) GPA, retention, and other metrics of studentsuccess (Poropat, 2009; Robbins, Lauver, Le, Davis, Langley,& Carlstrom, 2004).
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
The Tool: SuccessNavigator
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Tools and strategies for academic successAcademic Skills
Drive toward and perceived importance ofacademic success
Motivation/
Commitment
Reactions to academic stressorsSelf-Management
Connecting with people and resources forsuccess
Social Support
Non-cognitive domains measured
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
The Sample
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Fall 2012 CreditPopulation
Fall 2012 ETS Pilot Study(enrolled in COUNS 20)
Size 30,260 1,738
Race/Ethnicity 36% Hispanic/Latino10% African American
54% Hispanic/Latino13% African American
Gender 53% Female 54% Female
Age
31% 19 and younger
41% 20-2428% 25 and older
57% 19 and younger
37% 20-246% 25 and older
Remediation Needs
20% enrolled in at least
one math or English
developmental course
92% enrolled in at least one
math or English
developmental course
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Study Results
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Sample average domain scores
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Study Results
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Does non-cognitive domains predict GPA and creditsuccess?
GPA Credit Succ ess*
R2
Change Statistics
R2
Change Statistics
ModelR2
ChangeSig.
R2
ChangeSig.
1. Gender,
Race/Ethnicity.031 .031 .000 .018 .018 .001
2. Parental Education .039 .008 .001 .022 .003 .027
3. Test Score .060 .021 .000 .075 .054 .000
4. H.S. GPA .096 .036 .000 .079 .004 .010
5. SuccessNavigator
Scores.131 .035 .000 .098 .019 .001
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Using SuccessNavigator Results
Yeager & Walton (2011)
Small interventions can lead to significantoutcomes, even months and years later
However, they must be: Psychologically sound
Interactive
Hidden
How COUNS 20 faculty have used the resultsin their practice
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
The Larger Picture
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Different Components of Initiative
Integrate into
Planning/Classroom:
Assessment of
Institutional Learning
Outcome #5
Dialogue:
Reflection Question
Banners
Programmatic:
College Coaching
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Integrate into Planning/Classroom: Assessment of Institutional
Learning Outcome #5
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ILO
Core
Competency
Course SLO
#5: Authentic Engagement
1) Value 2) Interest
3) Self-Efficacy
Course SLO
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Dialogue: Reflection Banner
Questions
bit.ly/smcGRIT12
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
Thank You!
Patti Nakao: [email protected]
Eric Oifer: [email protected]
Hannah Lawler: [email protected]
Special thanks to Dr. Ross Markle at ETS
for his support on the SuccessNavigatorproject
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mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected] -
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STRENGTHENING STUDENT SUCCESS GRIT SANTA MONICA COLLEGE
References
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work?Unites States: The Conference Board, Corporate Voices for WorkingFamilies, Partnership for 21st Century Skills and Society for HumanResource Management. Retrieved from:http://www.p21.org/storage/documents/FINAL_REPORT_PDF09-29-06.pdf.
Poropat. A.E. (2009). A meta-analysis of the five-factor model of personalityand academic performance. Psychological Bulletin, 135(2), 322-338.
Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A.(2004). Do psychosocial and study skill factors predict college outcomes? Ameta-analysis. Psychological Bulletin, 130(2), 261-288.
Yeager, D.S., & Walton, G.M. (2011). Social-psychological interventions ineducation: Theyre not magic. Review of Educational Research, 81(2), 267-301.
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