PRISMATIC PERCEPTION PROJECT THE LEARNER’S JOURNEY A Critical Thinking Retention Model 2007 TYCA Northeast Conference, Philadelphia, PA Susan E. Apshaga, Debra O. Lilli, Carol A. Panaccione October 20, 2007

An active, student-centered learning paradigm that has garnered national recognition.

The Paradigm at Work The Learner’s Journey is a multidisciplinary, active-learning paradigm that fosters self-directed learning and is based upon: Campbell’s The Hero’s Journey Grow’s 4 Stages of Self-Directed Learning Vygotsky’s Zone of Proximal Development Bloom’s Taxonomy of Critical Thinking

“An environment which affords students opportunities to explore and construct knowledge based on their own observations and experiences.” - Smerdon, Burkam, Lee (1999) II. Defining Student-Centered Teaching __________________________

A student-centered approach is in contrast to the lecture-method of classroom instruction, …lectures were artifacts of the Middle Ages, before there were printing presses. Without printed materials, students merely transcribed the teachers’ or speakers’ comment. This was not learning but transcription. Yet today, the practice continues almost unabated, while learning suffers and students become transcribers, and inefficient ones at that (Broder, 2001).

Paradigm Shift

Community College of Rhode Island 16,042 students 26.9 average age 10,277 part-time 5,765 full-time 10.2% graduation rate 12.9% peer institution graduation rate

Students entering community colleges for the first time are ill-prepared for the rigors of the college experience in the following areas: The application of basic skills Understanding their learning styles Understanding their responsibilities as students Intrinsic motivation The application of critical thinking skills The application of effective communication skills to all courses Need to shift from “passive” to “active” learning mode Being autonomous, self-directed learners

Retention Survey Spring 2007 Total Surveyed: 175 students Focus question: Have you ever dropped a course? Results:  96 Yes  79 No

The 96 who admitted to dropping a course identified four major areas that influenced their decision: Personal issues The course itself Work issues Lack of support

Main Reasons for Dropping a Course

Of those same 96, 63 had also considered but ultimately did not drop a class for the following reasons: Reliance on themselves alone Reliance on themselves plus support from others Reliance on support from others alone

Retention Factor Ratio

Of the 79 who hadn’t dropped any courses, 43 did admit to thinking about it, but decided to finish the course because of the following: Reliance on themselves alone Reliance on themselves and the support of others Reliance on the support of others alone

“What do you think is key to a student’s success in college?” Determination A good student-teacher relationship built on communication, dedication, and respect Self-discipline Motivation and discipline–because at times it feels like everything is going wrong and outside causes just make it worse A good teacher Good time management Being passionate about what you are learning Keeping focused Personal feedback from professors Taking initiative

Goal of The Learner’s Journey ____________________________ To increase student retention, especially during the first year, by -Providing a bridge between high school and college by preparing students for the rigors of the college environment. -Providing strategies to enhance students’ self- concept as learners.

Further Goals ____________________________ For faculty, this course paradigm will provide Strategies which address the academic success of their students, particularly those at-risk. Strategies which address their students’ “college- readiness,” especially those who may not see themselves as college material.

Paradigm Outcomes Using a thematic subject-matter approach, students will: Apply critical thinking skills Apply critical reading skills Apply the writing process Demonstrate improved oral communication skills Apply analytical skills and strategies with regard to a subject matter Work effectively in a collaborative seminar setting Demonstrate improved research skills Connect subject matter to its cultural and historical contexts

Course Outline I. Introduction to The Learner’s Journey II. Learning Styles III. Learning Attitude IV. Responsibility of the Student V. Critical Thinking VI. Effective Communication Strategies VII. Research and Collaboration VIII. Presentation IX. Self-assessment

Student Reflection and Understanding Student Analysis Student Research and Synthesis Student Evaluation and Presentation Student Self- Assessment

“If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea.” -Antoine de Saint-Exupéry The Wisdom of the Sands