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- 1. Access to Equitable Learning: Refreshing your College Readiness Curriculum Kimberly Harris & John Nettles January 5, 2015
- 2. Appreciative Advising ● Relationship Building ● Open ended questions ● Goal Setting ● Strengths Based AppreciativeAdvising.net
- 3. Proactive Advising ● Enhance student motivation ● Increase instructor investment ● Strengthen probability of student success ● Provide students with all options ● Intervene prior to student disengagement Varney, 2012
- 4. Personal Reflection • How did this person help shape your academic, personal and/or professional goals? • Do you try to integrate any of these tactics into your own personal advising style? • If not, how can you improve the ways in which you interact with students?
- 5. One-On-One’s ● Individual instruction opportunity ● Understand and connect to the student’s personality ● Give the student an opportunity to talk with a professor/instructor ● In-depth discussion about his/her learning style(s)
- 7. Concept Map
- 12. College Success Curriculum Topics • Metacognition/Motivat ion/Critical Thinking • Note Taking • Time Management • Test Taking • Public Speaking • Career/Four Year Academic Planning • Exploring Social Identities • Writing Strategies • Stress/Anxiety Management • Financial Awareness • Academic Integrity • Student Health
- 13. Curriculum Example Metacognition & Foundations for Success
- 14. Gallery Walk
- 16. Student Anecdotes -“You did a good job of expanding my knowledge of topics I knew bits and pieces about. You also did a good job in trying to incorporate different types of learning style techniques.” -“I liked the classroom environment. I never felt like I couldn’t voice my opinion.” -“I felt the teaching was clear, you both got everyone in the class engaged/involved in the discussion.” -“Good at communicating with students and being approachable. Lectures were not boring either.” -“One on ones are very helpful.”
- 17. Limitations ● We do not have any control data. ● Not an entire semester course. ● Small data set. ● Student and instructor bias.
- 18. References Dweck, C. (2009). Mindset, The New Psychology of Success. New York, NY: Ballantine Books. What is Appreciative Advising? (n.d.). Retrieved from http://www.appreciativeadvising.net/what-is- appreciative-advising.html Varney, J. (2012). Proactive (Intrusive) Advising! Academic Advising Today, 35(3). Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising- Today/View-Articles/Proactive-%28Intrusive%29-Advising!.aspx
- 19. Thank You! Kimberly Harris Assistant Director, The Learning & Writing Center kcharris@usfca.edu John Nettles Graduate Intern, The Learning & Writing Center jmnettles@dons.usfca.edu
Editor's Notes
- --JOHN— Evolved from Organization Development theory of Appreciative Inquiry by David Cooperrider as well as positive psychology, reality therapy, and strengths based advising. What we understand appreciative advising to be is: Disarm: making a positive first impression, really alleviating fears on meeting with an advisor, ensuring that they know we are here to help them in any way we can. 1st 1:1 Discover: Building rapport with the students, learning their strengths, growth areas, interests, professional goals, encouraging narratives through open-ended questions. I always find that talking about where they are from is helpful in learning/understanding who they are or how it’s helped shape them. 1st 1:1 Dream: Talking about the students’ dreams, hopes, learning about what keeps them motivated. Intro to you Design: Creating a plan to help their dreams come true. Directing them to resources on campus that will help them achieve their short and long-term goals. Intro to You/Goal setting assignments Deliver: Student go forth with the plan created and use the advisor as a resource when needed. Student Reflections Don’t Settle: Challenging students to reach their full potential, reminding them of what inspires them, supporting them along their journey. 2nd 1:1 The Appreciative Advising model means that you encourage your students, provide support for them potentially beyond that initial time spent together in your class/caseload, forward workshops/trainings/talks that look interesting their way, play a part in their university experience in a way that they will remember.
- --JOHN— Formerly known as “Intrusive Advising”, devised from the work of Robert Glennen in 1975.
- --KIM-- Now we’re going to take a minute or two and ask you all to think about a person in your undergraduate career who may have practiced either/or both of these techniques with you. How did it help shape your academic, personal and/or professional goals? Do you try to integrate any of these tactics into your own personal advising style? If not, how can you improve the ways in which you interact with students?
- --JOHN-- A chance to do individual instruction.
- --KIM-- The goal of combining all three theoretical frameworks (Proactive, Appreciative Advising and the VARK learning styles) is to actively develop self-efficacy within our students. Examples: Visual- images, graphs, charts, concept maps, PPTs, Cornell Method Auditory- lectures, group discussions, study groups Read/Write- PPTs, reflection writing, SQ3R study system Kinesthetic- class participation at board, gallery walks, moving around the room answering qs, building models, lab tests, typing out notes
- --KIM-- The goal of combining all three theoretical frameworks (Proactive, Appreciative Advising and the VARK learning styles) is to actively develop self-efficacy within our students. Examples: Visual- images, graphs, charts, concept maps, PPTs, Cornell Method Auditory- lectures, group discussions, study groups Read/Write- PPTs, reflection writing, SQ3R study system Kinesthetic- class participation at board, gallery walks, moving around the room answering qs, building models, lab tests, typing out notes
- Survey: Preview the material before reading Question: Write out qs that might be answered Read: Go through the material Recite: Rewrite concepts in your own words Review: Go over all notes and material again
- --KIM-- The goal of combining all three theoretical frameworks (Proactive, Appreciative Advising and the VARK learning styles) is to actively develop self-efficacy within our students. Examples: Visual- images, graphs, charts, concept maps, PPTs, Cornell Method Auditory- lectures, group discussions, study groups Read/Write- PPTs, reflection writing, SQ3R study system Kinesthetic- class participation at board, gallery walks, moving around the room answering qs, building models, lab tests, typing out notes
- --JOHN--
- --KIM-- In this lecture: we define good/bad metacognition (metacognition: a student’s own ability to assess whether he/she understands the material) motivation, growth mindset vs fixed mindset (Carol Dweck, EXAMPLE: Success of others: you can feel threatened by it or find lessons and inspiration in it), the study cycle (preview info before class, attend class, review material directly after class, study material, assess study strategies) and SQ3R (survey question read recite review), critical thinking & evaluation -First we ask them to write on the board what they think of when they hear the word: success (Kinesthetic) -Then we ask the students why they’re at USF (Auditory) – call on certain students based on their intro to YOU assignments & interests -PPT (Visual, Read-Write) -Group discussion about their current metacognitive strategies & what study skills are helpful to them (Auditory) -Throughout the lesson, be sure to call on students who have reported having good study strategies or are able to think critically through a problem and arrive at a reasonable solution after carefully evaluating their options
- --KIM— 30 minutes Gallery walk- On poster paper, put up all topics from our syllabus and have people write in ideas for each topic under the 4 learning styles Read out some good ideas to group Email out ideas to everyone
- --KIM— Biggest increase: Test Prep Smallest increase: Financial Management Student awareness around their own metacognition what do we mean by this? F14 – semester of best grade average so far??
- --JOHN--
- --JOHN-- We DO have a control data ---!