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30 Years of Research: What I Have Learned Jon Kangas RP Conference, April 2006.

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Presentation on theme: "30 Years of Research: What I Have Learned Jon Kangas RP Conference, April 2006."— Presentation transcript:

1 30 Years of Research: What I Have Learned Jon Kangas RP Conference, April 2006

2 Research Journey Intelligence at Middle Age Intelligence at Middle Age Vitamin E and Ulceration In Rats Vitamin E and Ulceration In Rats Self Disclosure in Small Groups Self Disclosure in Small Groups Alcohol as a Cure for Ulcers in Rats Alcohol as a Cure for Ulcers in Rats 3500 research studies in the SJECCD 3500 research studies in the SJECCD

3 Referenced in Psychology Today Time New Woman Magazine Readers Digest National Enquirer Robin Comic Book

4 Start with Values What is a healthful individual? What is a healthful individual? I outlined my values in I outlined my values in The Psychology of Strength, Prentice Hall

5 What Attributes Make up a Good Citizen? Check out the accreditation standards Check out the accreditation standards –Personal integration –Ethics –Aesthetics –Communication Can take care of self and others Can take care of self and others Can participate wisely in a democracy Can participate wisely in a democracy

6 Personal Values What is ultimately productive while you are doing the work others are paying you to do? What is ultimately productive while you are doing the work others are paying you to do? Personal Logo Representing Central Value

7 Personal Values One thing I have learned: One thing I have learned: –People only move forward if they start where they are at People move forward when they say where they are at is OK, interesting, and fascinating to share with others People move forward when they say where they are at is OK, interesting, and fascinating to share with others Personal Logo Representing Central Value

8 The workplace is a social laboratory for personal and professional growth. If You Meet the Buddha on the Road Kill Him Book by Sheldon Kopp

9 Start with the Big Picture Before getting caught up in details, check out the big picture first Before getting caught up in details, check out the big picture first Your time is limited and deserves to be focused in the most valuable way Your time is limited and deserves to be focused in the most valuable way

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13 Values or Bag of Tricks? To consciously choose what you do in light of your values and vision of health is a value oriented enterprise To consciously choose what you do in light of your values and vision of health is a value oriented enterprise Not to consciously know your Not to consciously know your values and make conscious choices makes for a “bag of tricks” approach to “bag of tricks” approach toresearch

14 Single Most Useful Report Success rate by gender and ethnicity by section, course, subject, department, and college over time Success rate by gender and ethnicity by section, course, subject, department, and college over time Special emphasis on Special emphasis on English and Math sequences leading to transfer English and Math

15 GroupN #A %A #B %B … # Suc % Suc Asn M F Tot Tot % 10 10% %50%50% AfAm M F Tot Tot Tot M Tot F Tot Sample format for Success by Gender and Ethnicity Note: Success = A, B, C, D, CR/All grade notations including W, D, and F

16 Why the English and Math Sequences Need these to graduate or transfer Need these to graduate or transfer Exception = majors requiring algebra Exception = majors requiring algebra If you don’t achieve graduation or transfer, your chances of bridging the economic gap are low (relates to a chosen value) If you don’t achieve graduation or transfer, your chances of bridging the economic gap are low (relates to a chosen value)

17 Comparisons Groups Over Time are Essential Favorite Comparison Story Algebra Success at EVC

18 Comparisons Groups Over Time are Essential Favorite Comparison Story Algebra Success at EVC and Statewide

19 Comparisons Groups Over Time are Essential Favorite Comparison Story EVC, State, and SJCC

20 Comparisons Groups Over Time are Essential EVC, State, and SJCC After Bob transferred from SJCC to EVC Note: Bob gives 95% A Grades

21 Comparisons: Add Ethnicity to 1A Persistence from 1 Level Below

22 Is the converse more telling? How many don’t persist to English 1A from 1LB

23 Enlace Consistently Higher than Comparison Groups Over Time

24 How to Create Comparison Groups Construct your programs/grants around the writing sequence leading to transfer English writing Place your program’s students in special sections of writing starting 2 levels below 1A Use your success reports by gender and ethnicity to get your comparison data

25 How to Create Comparison Groups Start with a group of 100 not equal to any other groups (typical of grants) GPA, # of units, success rates are interesting but not very useful by themselves Sort the students by writing courses 1, 2, and 3 levels below English 1A Then compare the students 2 LB in that section with all other students 2LB in that course (minus the exp. grp), etc.

26 Advice Try to avoid one time studies (not over time) with no comparison group Choose studies that have the same measures over time with comparison groups using the same measures

27 There are no “Remedial Students” Transfer English Composition 1 Level BelowEducational Futures Level 2 Levels Below Orientation to College Level 3 Levels Below Assessment Level

28 Early Alert is too Late The !!first two weeks!! are critical

29 When in Doubt Ask the Student Every Friday for the first 4 weeks use CAT & ask: Are you thinking of dropping this class? Do you understand the material to date? Do you need a tutor? Would you like a study group? Would you like to talk to the instructor? Are you worried about succeeding in this class? Have the student sign their name.

30 Or How Many Steps Can We Take to Move Away from the Student and real/relevant intervention? Don’t ask the student anything Wait a long time to infer nonsuccess First Exam 2 Absences Ask the instructor rather than the student Put the instructor response on a form Send form to Counseling Have counselor try to contact the student Arrange to talk to the student Ask the student if they are having trouble Early Alert is too late Do a study to correlate type of problem reported with Success If you meet the Buddha…

31 Simple Principles If you want to train future behavior, practice the behavior If you want to know if a student is having trouble, ask the student If you want someone to move forward in life, accept, acknowledge, and find fascinating the place where they are at. Do not require change

32 Gateway U** Note: N = Gateway 105; Comparison Groups different English courses represented

33 Data Over Time Essential Affirm Success F01 N = 19, 52, 382 in 5 courses in math, English and Chem

34 Data Over Time Essential Affirm Success F04 N = 45, 83, 373 in 5 courses in Math, English and Chemistry, Political Science, Guidance

35 Data Over Time Essential Affirm Success F04** New Intervention Strategy Note utility of success by ethnicity reports by section and course

36 Data Over Time Enlace Success Rates over Time** Ns from 128 to 227, courses include English, Math, and Biology

37 One of top 2 studies** Course placement success rates Counselor judgment vs. the computer

38 Placement Success for 1 Counselor F89** Note: Counselor rallied to 60% in F90 and then backslide to 57% in S93. Shows the value or data over time.

39 Comparisons of Instructional Methodologies** Comparison of On-Line, Hybrid, and Web Enhanced Methodologies with Similar Courses Ns = 305, 71, 1117

40 We Don’t Really Need More Research Physiological Safety Love Belonging Esteem Actualization

41 We know what is needed Life is not abstract Food Food Sleep Sleep Shelter Shelter Safety Safety Money to pay for college Money to pay for college Transportation to college Transportation to college Sense of belonging Sense of belonging –Group –Place –Program that carries a sense of pride and identity

42 We know what is needed Support Support –Blocked classes –Support personnel –Caring follow-up when problems occur including CATs (early alert is too late) –Assessment for realistic life/educational strategies –Sense of a home on campus –Study Skills –Time management –Career planning and a clear vision of an educational and career future –Mentors, Role Models –Learning Communities

43 We know what is needed “Love is not Enough” !!!Time on task (Rouche) with correct practice (Jon)!!! with correct practice (Jon)!!!

44 Add Other Instructional Strategies Courses with clearly articulated learning outcomes that put the grade within control of the student Courses with clearly articulated learning outcomes that put the grade within control of the student Interactive learning Interactive learning High structure for low skill level students High structure for low skill level students Peer Led Team Learning Peer Led Team Learning

45 Formula for Creating a New Support Program/Effort Absolute Essentials: Insure that Absolute Essentials: Insure that –Food –Shelter –Transportation –Money to pay for college –Books –Time on Task Then Add Then Add –Any of the other support/instructional variables but include a way to create a strong sense of belongingness

46 My Sense with a “Longitudinal” Perspective New religions are needed with each new generation: If you meet the Buddha on the road… Funding has not changed over time so we keep “shuffling the chairs on the Titanic” Grants and fresh enthusiasm create new requests for research for what works, new programs and initiatives

47 Examples of Temporary Change Success in Writing 2 Levels Below 1A

48 Examples of Temporary Change Success in Reading 3 Levels Below 1A

49 Examples of Temporary Change Success in Writing 1 Level Below 1A

50 Short Story: Gateway U Chancellor’s Office Grant Chancellor’s Office Grant Blocked Classes Blocked Classes High Pride in Program High Pride in Program Emphasis on Time on Task Emphasis on Time on Task Enthused Instructors Enthused Instructors Dubbed a Model Program Dubbed a Model Program Success Above Baselines Success Above Baselines Someone forgot to reapply Someone forgot to reapply Here today, gone tomorrow Here today, gone tomorrow

51 Moral of Story We know what works We know what works But have to rediscover it on our own But have to rediscover it on our own We don’t build on accumulated knowledge We don’t build on accumulated knowledge We can’t afford to increase our efforts so we make progress in the moment with our grants and enthusiasm We can’t afford to increase our efforts so we make progress in the moment with our grants and enthusiasm Enjoy your successful initiatives in the moment Enjoy your successful initiatives in the moment

52 Building on Previous Knowledge Reminder: Life is Practical

53 Simple Rules If you want a student to know the names of other students, have them meet and say the names of other students If you want students to contact others, construct ways for them to contact each other Life is real

54 Examples of Temporary Change Success in Reading 1 Level Below 1A

55 Persistence to Transfer Math from Intermediate Algebra

56 Persistence to Transfer Math from Intermediate Algebra SJCC

57 Persistence from Writing Classes below Transfer English 1A to Transfer English 1A

58 Persistence from Writing Classes below Transfer English 1A to Transfer English 1A Comparisons still helpful Why would you guess EVC higher?

59 College Success Rates Over Time

60 Make an Impact with Data People make 100s of decisions with no data People make 100s of decisions with no data People don’t wait for data to make decisions People don’t wait for data to make decisions People make decisions based on what they feel about data, not data itself People make decisions based on what they feel about data, not data itself People want to feel confident and on solid ground using the data we provide People want to feel confident and on solid ground using the data we provide So construct a strategy to make people confident/comfortable So construct a strategy to make people confident/comfortable

61 Make an Impact with Data Test of effective data Your primary finding will be repeated at a cocktail party

62 The One Page Report People will read one page People will remember information from one page Our Trends Newsletters are one page reports

63 The One Page Formula Words:State the Question in 1-2 sentences Data:Present the key data often in 8 pts. Use notes in 6-8 pts for, caveats, definitions Always find a way to include Ns Picture:Chart Words:Comments, conclusions using short sentences, bullets. Try to have one major finding that can be presented like a sound bite. Make Recommendations

64 Make Recommendations Outline Options Suggest Possible Programs Suggest Possible Decisions

65 Differentiate Your Data Green when a number/% goes up Red when a number/% goes down Use an arrow to point to the most imp. # Make important stuff big, reference info small Use fall colors for fall data Bold the cell with totals Colorize success columns but not # columns Use music on slide shows Call Julie Slark Red

66 Impact with Data in a Document Put the story on the cover Put the credits on the inside of the cover Put the larger story as a one page document on page 1

67 Example of first page: Tells the story Tells how the program works so it can be replicated Data, pictures, words Notes and credits

68 For maximum impact with your data Turn your data into a social problem, not a set of numbers: Persistence from 1LB 1A to 1A 80% will not graduate or transfer and are not likely to bridge the economic gap

69 30 Years of Research: What I Have Learned: Have a Life 30 Years of Research: What I Have Learned: Have a Life

70 EnjoyGrow Chart Your Own Course Have an Impact Value Your Impact in the Moment

71 Jon


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