Welcome to Our Workshop: Improving Student Success and Retention through Curricular Design and Infusion Sept 15th and 16th 2010 - PowerPoint PPT Presentation


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Welcome to Our Workshop: Improving Student Success and Retention through Curricular Design and Infusion Sept 15th and 16th 2010


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Title: Welcome to Our Workshop: Improving Student Success and Retention through Curricular Design and Infusion Sept 15th and 16th 2010

Welcome to Our WorkshopImproving Student
Success and Retention through Curricular Design
and InfusionSept 15th and 16th 2010
Brought to you by.
  • Title III Department of Education Engaging
    Students grant
  • Learning Communities
  • Language, Lit and Communication Unit Plan

Who am I?
  • Anne McGrail
  • English Faculty
  • Learning Communities Coordinator
  • Title III Engaging Students Grant Activity

What You Will Need
  • Syllabus and learning outcomes/objectives for the
    course you are developing (bring tomorrow if not
  • Articles emailed to you (also on moodle)
  • On Course textbook for reference (we are focusing
    on Chapters 2 and 4)
  • And patience.

Participation Structures
  • SOLO (often we begin by thinking and writing

Our Goal Shared Curriculum
  • Two moodle sites Resource and Sandbox
  • Log into classes.lanecc.edu
  • Faculty Workshop Sandbox
  • Curriculum Development Resources for Student

Moodle sites
  • Share your ideas with colleagues and develop a
    bank of infusions
  • Consult Curriculum Devt. Resource site at any
  • Sandbox site is for posting curriculum begun or
    developed during workshop
  • Each faculty member has a named course blockbut
    groups should feel free to revise and post as

How to Get Paid
  • Sign the log-in sheet each day and include your
  • Post your curriculum infusion(s) ideas to the
    sandbox to share with faculty colleagues
  • Post your hours onto your timesheet
  • English faculty post to regular timesheet
  • ABSE faculty post to Learning Communities
  • All others will post to a Title III/First Year
    Experience timesheet

Framework for Workshop Conleys Facets of
College Readiness and College Success
  • Open access college
  • Huge variation in student preparedness
  • Students are in college but many not ready to be
  • Conleys research offers an holistic view of the
    complex factors that add up to success

Infusion and Integration Concrete, Incremental
Changes to Your Curriculum
  • Moving from implicit expectation to explicit
    discussion and in-class activity
  • Moving from disappointment at student deficit to
    anticipating and planning for their level of
    college knowledge, offering opportunities for
    them to develop
  • Emphasizing students responsibility

Our expectations of students
  • they should be comfortable thinking abstractly,
  • they are able to form mutual peer relationships,
  • they are responsible for their own learning,
  • they can reflect readily on their own thoughts,
    and act on their guiding thoughts

The Self-Authoring Mind
  • Robert Kegans work
  • Higher education is a bridge to the
    self-authoring mind
  • Helping students involves academic and
    social/psychological dimension
  • We can anticipate and prepare for students
    bewilderment rather than be merely disappointed
    and frustrated by it

What are the Facets of College Readiness?
  • We all recognize them
  • David Conleys outlines them in Redefining
    College Readiness and College Knowledge
  • Key Cognitive Strategies
  • Key Content Knowledge
  • Academic Behaviors for College Success
  • Contextual Skills and Awareness

1. Key Cognitive Strategies
  • Students like stability, are intellectually drawn
    to generalizations and may be content with ideals
    and values they have always held (Kegan)
  • Students need to move from a preference and
    dependence on concrete thinking, limited points
    of view, and enduring dispositions, needs and

1. Key Cognitive Strategies (contd)
  • Students need to move toward cognitive strategies
    that challenge and stretch these preferences and
  • Higher tolerance for intellectual openness,
    inquisitiveness, analysis, reasoning,
    argumentation and proof
  • Need to develop skills in interpretation (vs.
    youre reading too much into it)

1. Key Cognitive Strategies (contd)
  • Students need to develop habits of precision and
    accuracy (rather than generalizations that bring
    them comfort)
  • Problem-posing and problem-solving mind-set

2. Key Content Knowledge
  • Key structures, concepts and knowledge of
    academic life
  • Readiness assumes preparation in writing,
    research, math, science, social science and world
  • Classes may have huge variations in preparedness,
    making course outcomes hard to achieve across all
    student groups.

2. Key Content Knowledge
  • For many faculty, key content knowledge is their
  • Frustration comes when we cant get to the best
    content because students are underprepared

3. Academic Behaviors for College Success
  • Developing our skills in recognizing and
    fostering the necessary academic behaviors for
    students success
  • Under this heading lie the key components of the
    college success (CG100) curriculum
  • Fast Lane to Success and other First Year
    Learning Communities embed this curriculum

College Success Curriculum
  • Skip Downings On Course curriculum includes
    strategies and advice for students
  • Helps students
  • understand their own goals and take steps to
    achieve them
  • Take responsibility for their own learning
  • Learn how to make wise choices at each stage of
    their academic and life journey

Integration of Success Principles Across the
  • While we are not counselors, each of us can use
    engaging pedagogical strategies, classroom
    activities and homework assignments to support
    students developing self-awarenss and

3. Academic Behaviors for College Success (contd)
  • Self-monitoring and metacognitive abilities
  • Understanding ones own blind spots
  • (Knowledge Surveys)
  • Tendency to persist when confronted with a
    difficult task
  • Ability to identify and employ a number of
    learning activities
  • Ability to transfer learning strategies from
    familiar to unfamiliar contexts

3. Academic Behaviors for College Success (contd)
  • Mastery of study skills beyond reading and
    answering questions
  • Time management
  • Using information resources
  • Note taking
  • Communication with advisors
  • Balancing social and academic life

4. Contextual Skills and Awareness
  • Help students to understand how a college
    operates as a system and a culture
  • Means WE need to make explicit to ourselves and
    our students the implicit cultural values and
    rules in our disciplines and in academic
    cultureit cannot be assumed!
  • Downings College Customs pp. 24-26

4. Contextual Skills and Awareness (contd)
  • Norms, values and conventions of interactions in
    a college context
  • Going beyond writing it in the syllabushelping
    students to live these norms and values and
    internalize them as their own.
  • Human relations skills to cope with and adapt to
    the college system (often radically different
    from the community in which they were raised
    Conley 13).

4. Contextual Skills and Awareness
  • College Knowledgethe stated and unstated
    processes necessary to navigate the system.
  • How do these processes intersect with your sphere
    of influence?
  • Pre-registration and advising, financial aid
    calendar, recommendations, mid-term schedules,
    grades, add/drop decisions, prerequisites, key
    courses/gateway courses, progression to degree,

Fostering the self-authoring mindAs
educators, our job is to disappoint students
expectations at a rate they can stand.
  • Robert Kegan, The Evolving Self
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