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Today’s Students

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Today s Students The Nation Goes to College A college degree has in many ways become what a high school diploma became 100-years ago-the path to a successful ... – PowerPoint PPT presentation

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Title: Today’s Students


1
Todays Students
2
The Nation Goes to College
  • A college degree has in many ways become what a
    high school diploma became 100-years ago-the path
    to a successful career and to knowledgeable
    citizenship.
  • (AAC U, 2002, p. viii)

3
(No Transcript)
4
Todays Students
  • Traditional college student
  • White male, 18 to 20 years old
  • Attending a four-year, liberal arts college
  • Full-time, and living on campus
  • Is now the minority in higher education
  • (Magolda Terenzini)

5
Todays Students
  • Majority of undergraduates are women
  • 28 of undergraduates are from
    under-represented groups
  • Vocational emphasis valued over learning for
    learnings sake
  • Overwhelmed and more damaged
  • (Magolda Terenzini)

6
Todays Students
  • Consumer mentality
  • Diverse and divided
  • Pragmatic, career oriented, and committed to
    doing well
  • Optimistic about personal/collective futures
  • Desperately committed to preserving the American
    dream
  • (Levine Cureton, 1998, p. 156-157)

7
Todays Students
  • 75 of full-time students are employed
  • 46 of those work at least 25 hours per week
    20 at least 35 hrs per week
  • Work hurts students grades (42), limits their
    class schedules (53) and choice of classes (38)

8
Increased Access
  • 75 of high school graduates continue their
    studies
  • 90 of high school seniors expect to attend
    college
  • Growing number of college students are over age
    twenty-five
  • (AAC U, 2002, p. 2)

9
Different Attendance Patterns
  • 58 of bachelors degree recipients attend two
    or more colleges
  • 28 of undergraduates attend part-time
  • 73 of undergraduates are non- traditional
    students
  • (AAC U, 2002, p. 2)

10
Todays Students
  • Learning styles preferences
  • Motivation students learning styles
  • Visual Kinesthetic
  • Positive view of technology their ability to
    use it
  • Reading the web
  • slow, painful and torturous vs. ease speed
  • Kate Manual

11
Todays Students
  • Need to see Big Picture before disaggregating
  • Mass customization
  • Low threshold for boredom
  • Multitasking
  • They learn from each other
  • Kate Manual

12
Todays Students
  • Aliterate
  • Random access of information, less linear, likes
    graphics
  • Self focused
  • Prove it to me mentality
  • Wants something in exchange
  • Susan Eisner

13
Todays Students
  • Independent
  • employment discretionary income
  • Bypasses mainstream media
  • Relevance is important
  • Experience without obvious payoffs are
    frustrating
  • Responds well to coaching
  • Susan Eisner

14
Todays Students
  • Effective efforts focus on students learning
    styles preferences
  • Before buying-in students must see tangible
    benefits, in terms of their needs
  • High need for clarity, low tolerance for
    ambiguity (directions clear succinct)
  • Brown, Murphy Nanny

15
Todays Students
  • Higher education may be a part of students
    lives,
  • but
  • in many cases it is
  • NOT
  • the central focus of their lives.

16
Preparation Lags
  • Only 47 of HS graduates complete a college prep
    curricula
  • Only 40 of HS teachers hold performance
    expectations that result in college-ready
    students
  • 53 of all college students take remedial courses
    (AAC U, 2002, p. xxx)

17
College Reading Readiness
  • Only 51 of 2005 ACT tested high school graduates
    have college-level reading skills
  • Reading readiness over a 75 chance of a C or
    better, a 50 chance of a B or better in
    reading-dependent first-year courses
  • Reading readiness peaked at 55 1999

18
Rising to the Challenge
  • 40 of HS graduates are not prepared
  • 39 of college students HS graduates report
    gaps in their skills and abilities
  • 35 of college students 39 of HS graduates
    have large gaps in at least one crucial skill
    86 of both groups have some gaps.
  • College instructors---42 of their students are
    not adequately prepared.
  • Employers---39 of HS graduates are not prepared
    for their current job 45 are unprepared for
    advancement.

19
Most Grads Cite Gaps In At Least One Skill
35 of college students report large gaps in at
least one area, 86 report some gaps in at least
one area.
Oral communication/ public speaking Science Mathem
atics Doing research Quality of writing that is
expected Reading/understanding complicated
materials
12 large gaps/struggling 15 large
gaps/struggling 11 14 13 16 10 13 9 10 5
9
20
Employers/Instructors Dissatisfied With High
Schools Skills Prep
Employers
25 very dissatisfied 22 very dissatisfied 24
very dissatisfied 20 very dissatisfied
Reading/understanding complicated
materials Quality of writing that is
expected Doing research Mathematics Oral
communication/ public speaking Science
21
Employers/Instructors Dissatisfied With High
Schools Skills Prep
Employers
29 very dissatisfied 22 very dissatisfied 16
very dissatisfied 17 very dissatisfied
Thinking analytically Work and study
habits Applying what is learned in school to
solving problems Computer skills
22
  • How do you know your students graduates have
    the information skills they will need?

23
Questions?
24
Learning Objectives Behavioral
Objectives Instructional Objectives Performance
Objectives Competencies Objectives
25
Align your Outcomes
  • Mission?Objective/Goal?Outcomes
  • Institutional outcomes
  • Program outcomes
  • Course outcomes
  • Class outcomes

26
Questions to Facilitate Learning
  • What do you want students to be able to do?
  • What do students need to know in order to do this
    well?
  • What activity will facilitate their learning?
  • How will students demonstrate their learning?
  • How will I know students have done this well?

Debra Gilchrist
27
Learning Objectives
  • A statement in specific and measurable terms
    that describes what students will know or be able
    to do as a result of engaging in a learning
    activity.
  • Their purpose is to communicate expectations.

28
Learning Objectives
  • Communicate expectations in terms of student
    learning
  • Audience Students will be able to
  • Behavior Specific observable actions,
  • Condition Circumstances, tools,
  • Degree Performance level, standard

29
Learning Objectives
  • A statement of what students will be able to do
    when they have completed instruction
  • Objectives are
  • Related to intended outcomes, Not processes
  • Specific and measurable, Not broad and intangible
  • Concerned with students, Not faculty
  • Arreola, 1998, p2

30
Why Learning Objectives
  • Makes teaching and learning efficient
  • Focuses on students
  • Describes what students are expected to achieve
    as a result of instruction
  • Students know what is expected of them
  • Makes assessment of learning easier

31
Why Learning Objectives
  • Knowing where you want to go, increases the
    chances of getting there
  • Guidance for the planning and delivery of
    instruction as well as the evaluation of student
    learning
  • Provides a focus for students
  • Allows for analysis in terms of the levels of
    teaching and learning

32
Cognitive Level of Objectives
  • Blooms Taxonomy
  • Evaluation
  • Synthesis
  • Analysis
  • Application
  • Comprehension
  • Knowledge

33
Cognitive Level of Objectives
  • Blooms Taxonomy Level
  • Evaluation Application
  • Synthesis Application
  • Analysis Application
  • Application Application
  • Comprehension Understanding
  • Knowledge Knowledge

34
Blooms Taxonomy of Objectives
  • Level Learning Verbs
  • Evaluation Criticizes, compares, concludes
  • Synthesis Creates, formulates, revises
  • Analysis Differentiates, diagrams,
  • Application Demonstrates, computes, solves
  • Comprehension Explains, summarizes, classifies
  • Knowledge Identifies, defines, describes

35
Learning Verbs for Blooms Taxonomy
  • Compare contrast,
  • critique, justify

Evaluating
  • Adapt, combine, compare, contrast, design,
    generate

Synthesizing
Analyzing
  • Correlate, diagram, distinguish, outline, infer

Applying
  • Determine, develop, compute, utilize
  • Classify, explain, discuss, give examples,
    summarize

Comprehending
Knowing
  • Define, describe, list, reproduce, enumerate

36
When Writing Objectives
  • Avoid imprecise verbs open to interpretation
  • Appreciate
  • Believe
  • Familiarize
  • Grasp
  • Know
  • Learn
  • Understand

37
Effective Learning Objectives
  • Consistent with curricular goals
  • Clearly unambiguously stated
  • Clearly observable measurable
  • Realistic doable
  • Appropriate for the level of students
  • Relevant worth doing
  • Challenging interesting

38
Writing Learning Objectives
  • Identify what students are to learn
  • Identify what students are to do
  • Draft revise as necessary
  • Are specific and clear
  • Are observable measurable
  • Strive for higher order thinking

39
How to Write Learning Objectives
  • Express them in terms of observable behavior
  • Facilitates assessment of learning
  • Objectives should answer these questions
  • What must students do to prove that they have
    learned?
  • What should students be able to do as a
    consequence of their learning?

40
Questions?
41
Example
  • Familiarize students with research articles.
  • Students will be able to read a research article.

42
Example
  • Students will be able to identify the elements
    of a research article and explain the purpose of
    each element.

43
Example
  • In order to write more effective literature
    reviews, students will read and evaluate reviews
    written by other students. Using a rubric,
    students will note what features of a review make
    it good and what features make it less good.
  • Stoloff

44
Exercise
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