Using Strengths to Build Competencies among Developmental Writers

Developmental Education and Student Success Conference

Anoka Technical College

February 15, 2012

Using Strengths to Build Competencies among

Developmental Writers

Presented by Anoka Technical College

Elena FavelaCounselor

Steve JaksaEnglish Faculty

Diana OstranderEnglish Faculty

This presentation will be available from our Blog site:

www.atcstrengths.wordpress.com

Elena FavelaATC Counselor

RESPONSIBILITY

CONNECTEDNESS

ADAPTABILITYINPUT

INTELLECTION

Creating a Culture of LearningProgram Overview

This session will provide examples of how Anoka Technical College has leveraged the power of the StrengthsQuest assessment for student development, with a focus on the needs of developmental students.

Program Overview• Who we are – ATC demographics • Goals of Strengths Integration • Student Support Services -Brand New Student Success Center

- Student Success Coaches • Institutional Strategies• Developmental English -Curriculum -Impact on successful completion• Summary, Q & A

Minnesota State Colleges & Universities

Mission and VisionMission - Provide innovative career and technical education to help our students and communities live and learn well.

Vision - A vital student- and community-focused institution, providing the finest career and technical education in Minnesota.

Anoka Technical College offers over 85 degree awards (certificates, diplomas, AAS – 2 year degrees) in 36 program areas.

Anoka Technical College offers over 85 degree awards

(certificates, diplomas, Assoc. of Applied Science – 2 year degrees) in

36 program areas

ATC Demographics

3,643 students, 1,856 Full Time Equivalent students (percentages are of all students enrolled)

61% are women55% are over age 25 42% are undergraduate transfer students 17% are students of color 27% are first generation status students 54% are Pell-eligible (low income) 67% are enrolled part-time (11 credits or less per semester). The average class size is 20 students and 20 students per lab.

What is StrengthsQuest?

Goals of SQ Integration #1Provide learning opportunities for all employees to maximize talent. -Dr. Shari Olson

Staff and faculty professional development - ongoing

Goals of SQ Integration #2Create new models for Student Success in Academic and Student Support Programming. – Dr. Shari Olson

Goals of SQ Integration #3

Create a culture of continuous improvement. -Dr. Shari

Olson

ATC Remains a Strengths-Based College under Our New Administration, 2011-12

Dean of Student Affairs

Gary Schindler

President Jessica Stumpf

Vice-President Catherine Gatewood

Interim Academic Dean

Sherry Wickstrom

STRATEGIES USED

2010-2012

Institutional Strategies

INSTITUTIONAL STRATEGIES: Grassroots Approach

Integration into over half of our academic and technical programs, developmental,

and general education courses

INSTITUTIONAL STRATEGIES: Grassroots Approach

Creation of a new transferrable General Education course – COMM 1050

Strengths and Wellbeing Spring 2011

80% graduated or are still enrolled Spring 2012

INSTITUTIONAL STRATEGIES: Grassroots Approach

Addition of Three SUCCESS COACHES

• Holistic, student-focused, strengths-based coaching

• Meet students where they are during

all stages of their academic career

• Use strengths to help students:

-Positively reframe their situation

-Proactively problem solve

-With academic skills development and goal reaching

New Student Orientation

“No one in this room is exempt from being successful. “–Frank Plachecki

• All new students take the SQ assessment during their orientation session

• Begin the shared language between student and institution

Institutional Impact

2007 2008 2009 2010 2011 20120.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

47.80% 47.64%

41.03%

44.02%

49.16% 51.13%

Spring to Spring Persistence (still enrolled)

WHY STRENGTHS?

Voices of the peopleATC: Building Student Success Through Strengths and Well Being

Dr. Diana Ostrander ATC English Faculty

LEARNER

ACTIVATOR

IDEATIONINTELLECTION

STRATEGIC

Strengths-Based Developmental Curriculum:

1. Replaces “Remediating” with “Maximizing.”

2. Translates Students’ Strengths-Confidence into Academic Confidence.

3. Is Community-Based and Provides a Shared Strengths Language and Culture.

4. Is Relevant to Students’ Lives, Interests and Needs.

5. Permits Instructors to Know Students’ Unique Talents, Overriding Stereotypes.

6. Provides Instructors with Guidance about How to Motivate and “Manage” Students for Their Success.

7. Brings Results of Increased Engagement and Success.

1. “Remediation”: A Barrier, or Means to Graduation?

Ohio Dept. of Education “Race to the Top” Alignment Project Data 2012

The Strengths Path to Retention

• The non-academic factors of academic self-confidence and achievement motivation have a positive relationship to retention and “the strongest relationship to college GPA” (ACT Policy Report 1).

• “The caring attitude of college personnel is the most potent retention force on a campus,” by helping students learn to use their talents and strengths. (Noel, Levitz, & Saluri 17).

Remediating vs. Maximizing“To produce excellence, you must study excellence” (SQ xv).

“What would we do if we really loved our students?” (SQ v).

“More students leave college because of disillusionment, discouragement, or reduced motivation than because of lack of ability or dismissal by school administration” (SQ ix).

“The deficit-based, remediation programming I had used for more than 10 years interfered with students becoming top achievers,” programming that is still the “most prevalent approach used today” (xiv).

--Edward “Chip” Anderson, UCLA, 1998

ZPD (Lev Vygotsky) vs. Strengths as Scaffolding

The Zone of Proximal Development, or “ZPD,” is "the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."

(Vygotsky 86)

Zones of Strengths Development

SuccessAttendance - Retention - GPA Credits Earned – Graduation -

Employment

Student ChangesHope - Expectations - Motivation Engagement - Self-Efficacy -

Wellbeing

Strengths DevelopmentKnowledge & Skills X Talents = Strengths

2. Strengths Confidence:What was your first thought when you learned your top-five strengths?

Wow, I guess I am really like that! How neat.Surprised on a couple & confident on the others.Definitely describes me.It hit my strengths right on the button.They fit me and who I am as a person.They fit and reinforced my ideals of myself.

I feel they fit me well.

That's so me!!!I strongly agreed with most of

them.Good feedback.Totally awesome.Spot on!I thought they fit me well.Seems to describe me

perfectly. (Student Survey, 2/7/12)

1. How Strengths Confidence Leads to Enhanced Academic Confidence and Performance

“You like to explain, to describe, to host, to speak in public, and to write. This is your Communication theme at work. Ideas are a dry beginning. Events are static. You feel a need to bring them to life, to energize them, to make them exciting and vivid. And so you turn events into stories and practice telling them. You take the dry idea and enliven it with images and examples and metaphors. .. This is why people like to listen to you. Your word pictures pique their interest, sharpen their world, and inspire them to act.”

Which of your strengths makes you feel excited to be attending college?” (ATC Student Survey, 2/7/12)

“Stretching myself intellectually and emotionally. My connectedness strength is a big part of that. I feel like I am surrounded by equals when I am on campus. I like that everyone is treated the same at ATC.” “That I am a learner and an input person.”

”The WOO. Many positions are more about the human condition than actual skill sets than can be taught. My personality and how I interact can go a long way if I have the basic technical skills to do the job.”“That I am being responsible with my future and pursuing my goals in life. I would have to say that my responsibility strength makes me feel this way!”“Positivity, I believe all things happen for a reason; remain positive, and things will change.”“Having a plan to achieve the life I want to live; the strengths that make me feel this way are futuristic and strategic.”Achiever, because it's great to be recognized for achieving.”

3. Adding Greater Relevance: Developmental English Essay Assignments with SQ

1. “Passion” Essay Introduction to Writing and Strengths (Community/Relationship-Building)

2. Job Search Unit: Cover letter, Resume, Follow-up Letter (Functional Resume stresses strengths) (Career)

3. “Tell Me about Your Strengths?” Essay Interview preparation with defined strengths and examples (Career)

4. Advisor Interview Essay: Initiates a Program- and Strengths-Based Mentoring Relationship, before students enter the program. (Academics)

5. Scholarship Application Essay: Responds to Application Questions/Due prior to deadline (Academics, Money)

6. Legacy Letter: Reflective Writing addressed to future course participants (Community/Relationship-Building)

Strengths + Developmental Writing Goals

Strengths help us reach our developmental education goals:• To preserve and make possible educational opportunity for each

postsecondary learner. • To develop in each learner the skills and attitudes necessary for

the attainment of academic career and life goals. • To ensure proper placement by assessing each learner's level of

preparedness for college course work. • To maintain academic standards by enabling learners to acquire

competencies needed for success in mainstream college courses.

• To enhance the retention of students. • To promote the continued development and application of

cognitive and affective learning theory. (http://www.nade.net/AboutDevEd.html)

Student Responses - Developmental English Survey - May 2011“A change I’ve noticed is an ‘I can do’ attitude.”“My friends and family have seen me change since I have found and

been using my strengths.”“It helps me as a student, or on my job by showing me my abilities and

the reason why some things come easily and not others.”“Knowing my strengths affects me a lot, every single day, what I believe

I can do. You know that you'll always have those qualities, and you can drawn on them to get you through whatever you face in life.”

“This is one of the best tools I’ve come across since starting college.”“The facts about these strengths have put me in a better place.”“What I’ve learned is that everyone is different--some people are better

at being sensitive and others are amazing learners and thinkers. It helps people to get along, and we can help each other in strengths that we don't have, to share.”

“ Knowing my strengths has helped me identify qualities in my children.”

“I have been able to dig into my strengths and use them more efficiently.”

5. Knowing Students’ Strengths Overrides our Stereotypes

4. Strengths Provide a Shared Language and Culture of Learning

James, Mechanical DraftingIdeation, Learner, Empathy, Achiever, Restorative

Jesse, AutomotiveIdeation, Learner, Strategic, Significance, Deliberative

The Four Domains of Leadership Strength

Executing Influencing Relationship Building

Strategic Thinking

AchieverArranger

BeliefConsistencyDeliberativeDiscipline

FocusRestorative

ActivatorCommand

CommunicationCompetitionMaximizer

Self-AssuranceSignificance

Woo

AdaptabilityDeveloper

ConnectednessEmpathyHarmonyIncluder

IndividualizationPositivityRelator

Responsibility

AnalyticalContext

FuturisticIdeation

InputIntellection

LearnerStrategic

Social + Academic Integration and Student Success with Strengths

Executing 27%

Influencing10%Rela-

tionship42%

Strategic Thinking

21%

StrengthsQuest Distribution by Clusterfor Basic English Students Based on top 5 Strengths

Execut -ing28%

Influencing8%

Re-la-

tion-ship42%

Strategic

Think-ing,21%

StrengthsQuest Distribution by Clusterfor Developmental Students Based on Top 5 Strengths

University of Wyoming’s Findings Regarding Strengths

UW Students’ Strengths Summary:• Honors students’ top strengths include achiever, input, learner,

responsibility, and adaptability.• Underprepared students’ (conditionally-admitted) top strengths

include adaptability, woo, positivity, includer, and empathy.• All other incoming students’ top strengths include adaptability,

includer, restorative, achiever, and positivity. “Teaching with StrengthsQuest”

(http://www.uwyo.edu/learn/_files/docs/brownbag_docs/strengthsquest.pdf)

Of the “underprepared” group’s strengths, all but “WOO” are in the Relationship Domain.

Percent of Strengths for All Students by Theme, Clustered in the Four Groups

The 34 languages of strengths give instructors effective, customized motivational language for each student that can increase persistence and retention.

0

50

100

150

200

250

Top 15 Strengths Categories

TOP STRENGTHS - ATC STUDENTS(Compiled from top 5 strengths for all students who have taken the assessment)

Fall - Before SQ Spring - after SQ0

10

20

30

40

50

60

70

80

90

71

83

79

87

7. RESULTS: Retention Before (Fall) and After (Spring)StrengthsQuest Infusion in Basic English Courses

Percent "C" or betterPercent Completion

Perc

ent o

f Stu

dent

s

ATC Fall to Spring Retention:

Developmental English

ATC Developmental New-Student Retention: Year-to-Year Increase of 10.31% (2010-2012)

Fall 2010 to Fall 2011 Spring 2011 to Spring 20120.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

32.19%

42.50%

Semester-to-Semester Developmental New-Student Retention 11% Increase: Fall to Spring, 2011 to 2012

Fall 2010-Spring 2011 Fall 2011-Spring 20120.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

53.41%

64.40%

And One More Thing… The Four Domains of Leadership, Collegewide Goals, and Assessment

Strengths Domains

• Influencing • Strategic Thinking• Relationship

Building• Executing

Collegewide Goals

• Communication• Critical Thinking• Interaction• Ethical Decision-

Making

Strengths-Based Assessment

1. Student

Engagement in Strengths within

Curriculum

2. Strengths and Collegewide Goals Meet in Curriculum

3. Enthusiasm about Strengths AchievesCollege-wide Goals

“I always had this low self-esteem, a fear of not succeeding in life. Now, since there are resources and the help I need to be successful, I feel very comfortable attending college. I can now be successful, knowing I have a gift locked inside me.” (Student Strengths Survey, 2/7/12)

ATC Strengths Blog: www.atcstrengths.wordpress.com

Steve Jaksa, ATC English Instructor

InputStrategicLearnerIntellectionIdeation

Using SQ in Connection with Writing Assignments

• Job-Search Tool SQ provides a ready means for students to begin exhibiting and articulating the talents that make them suitable candidates.

• Organizing Framework for Writing The format of 34 defined strengths allows students to organize and present their thoughts conceptually.

• Reading-Writing Connection The strengths themes run through the assigned readings and writings, providing continuity.

Using SQ in Connection with Class Readings (Grassroots Text)

• Support for Reluctant Readers Strengths allow a personal connection between character and reader. This can enliven a text for someone who tends not to read or who struggles with reading.

• Real-Life Illustrations This personal connection allows students to see in the stories their own and others’ strengths in practice.

• SQ Literary Theory Strengths also provides a tool for literary analysis, and an additional interpretive level on which we can discuss readings.

SQ in a Reading Exercise: Diane Sawyer’s “Daring to Dream Big”

What strengths motivate Sawyer toboth dream big and to achieve those dreams? (Excerpt)http://

uponthesacredstage.blogspot.com/2008/06/diane-sawyer.html

Sample Classroom Exercise: Excerpt from Diane Sawyer’s “Daring to Dream Big”

“She was one of the judges. A well- known writer. A woman whose sea-gray eyes fixed on you with laser penetration, whose words were always deliberate. She felt the right words could make all the difference. Her name was Catherine Marshall. From the first moment I met her, I was aware that she was holding us to a more exacting standard. While other pageant judges asked questions about favorite hobbies and social pitfalls, she sought to challenge. “During the rehearsal on the last day of the pageant, several of us were waiting backstage when a pageant official said Catherine Marshall wanted to speak with us. Most of us were expecting a last-minute pep talk, but we were surprised. She fixed her eyes upon us. "You have set goals for yourselves, but I don't think you have set them high enough. You have talent and intelligence and a chance. I think you should take those goals and expand them. Think of the most you could do with your lives. Make what you do matter. Above all, dream big."

“Dare to Dream Big” Strengths

Maximizer: People who are especially talented in the Maximizer theme focus on strengths as a way to stimulate personal and group excellence. They seek to transform something strong into something superb.

Developer: People who are especially talented in the Developer theme recognize and cultivate the potential in others. They spot the signs of each small improvement and derive satisfaction from these improvements.

Command: People who are especially talented in the Command theme have presence. They can take control of a situation and make decisions.

Futuristic: People who are especially talented in the Futuristic theme are inspired by the future and what could be. They inspire others with their visions of the future (StrengthsQuest Activity Workbook).

Questions?

Learn More About Our Strengths Journey at:

•

www.atcstrengths.wordpress.com

Thank you for attending our session!

This presentation will be available from our Blog site:

www.atcstrengths.wordpress.com

Works Cited

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. M. Cole, V. John-Steiner, S. Scribner, E. Souberman (Eds.). Cambridge, MA: Harvard University Press.