Using Hope Theory and Writing Hope to Predict, Shape, and Increase Success across Writing Classroom Contexts Casey Reid, UCM and ODU Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Overview Basics: What is Hope and Writing Hope? Rationale: Why Hope and Writing Hope? Assessments: How Can I Measure Hope and Writing Hope? Course Materials and Assignment Ideas: How Can I Use Hope and Writing Hope? Q&A Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Basics: What is Hope and Writing Hope? Hope theory = goal attainment process Desired goals Pathways (steps, people, processes) toward goal Agency (sense of ability to achieve and motivation) Key researchers: C. R. Snyder and Shane Lopez Writing hope = writing-related goal attainment process Desired writing goals Pathways: “metacognitive strategies analyzed and utilized to accomplish a writing goal” (Sieben 54) Agency: “emotional, affective motivation to want to continue working toward a writing goal and to begin a new writing task (Sieben & Rose, 2012)” (cited in Sieben 54) Key researcher: Nicole Sieben Agency=willpower + Pathways = waypower Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

The Hope Cycle Pathways Present Self Goal Agency -Related to self-regulation and self-efficacy (belief in one’s abilities—see Bandura), which are needed during the writing process -”Teaching students to be self-regulative during the writing process is one way to enhance students’ feelings of self-efficacy about their writing (Graham & Harris, 2000)” (cited in Sieben 44) -In turn, self-efficacy may act as the agency to keep students motivated (Sieben 44-45) Graphic courtesy of Connie Flick-Hruska and Jim McGraw (2013) Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Rationale: Why Hope? High hope = less anxiety higher grades higher graduation rate - “better predictor of academic success than intelligence, personality or previous academic performance” (Grasgreen) Source: Grasgreen (2012) Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Why Writing Hope? Predictive ability: “writing hope pathways significantly predicted writing ability” (Sieben 101) Impact course outcomes (performance on writing tasks, grades, transitions, etc.) Creates common language in classroom Sense of agency be built and help “make writing matter to students” through use of “positive writing experiences and environments” and “authentic audiences” (102-103) Develop pathways toward success with writing goals through explicit conversations about writing strategies, navigation of potential obstacles and problems during writing process, and reflection throughout the writing process (108) Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Hope is Malleable Adaptable Accessible Inclusive Relevant Positive Empowering and Motivating Social Justice Oriented (Sieben 122) -adaptable to instructor pedagogy and theory -malleable: can be changed -accessible to students and makes instructors accessible, too, if used as a way to connect via shared experiences -relevant to students’ lives -positive: comes out of positive psychology and has as a core belief the idea all people have the capacity to build hope -empowering and motivating: gives students clear focus and helps instructors feel empowered (see Chaffey’s work) -social justice oriented: powerful tool for potential transformative change—helps increase student investment in reading and writing and increase sense of agency, making them more likely to succeed, and “moves critical social theory from merely understanding injustices to offering pathways for action towards accomplishing goals” (cited in Sieben 11) Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Assessments Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Usage Thoughts Fast and free non-cognitive inventory Can be part of other assessment initiatives—think retention Good for pre- and post-assessment comparisons (Sieben 114) FYI: must establish operational definitions of low, average, and high hope students for your institution; see Chaffey College’s work determining Low vs. Average vs. High Hope Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Course Materials and Assignment Ideas Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Course Materials Thoughts Works with a variety of pedagogies and theoretical approaches Can be short, one-shot activities (minimum impact) or a theme for an entire course Can be used as a tool for metacognitive reflection throughout the writing process Works well for multimodal and application-based assignments Language can be incorporated into conferences and other conversations Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Hope Monger: http://shanelopez.com/ Writing HOPE Works: http://www.writinghopeworks.com/ Chaffey College’s “Hope and Mindset Theories and Strategies”: http://www.chaffey.edu/titlev/strategies.html Resources! Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Q&A Casey Reid, University of Central Missouri and Old Dominion University mreid@ucmo.edu or mreid002@odu.edu Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016

Works Cited Grassgreen, Allie. “Here’s Hoping.” Inside Higher Ed. Inside Higher Ed, 6 July 2012. Web. 13 Sep. 2013. Sieben, Nicole. Writing Hope, Self-Regulation, and Self-Efficacy as Predictors of Writing Ability in First-Year College Students. Diss. Hofstra University, 2013. Ann Arbor: UMI, AAT 3594312. ProQuest. Web. 26 Nov. 2015. Casey Reid (mreid@ucmo.edu) "Using Hope Theory and Writing Hope" SSW 2016