Supporting Students’ Academic Success: What is in our locus of control? Kay M. Sagmiller, Ph. D.

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Presentation transcript:

Supporting Students’ Academic Success: What is in our locus of control? Kay M. Sagmiller, Ph. D

What influences whether students learn? As professors, some things are simply not within our locus of control… ► Sleep deprivation ► Distractions ► Effort

Factors Within Faculty’s Locus of Control ► Curriculum Design ► Curriculum Implementation ► Assessment of Student Learning

Courses

Programmatic Assessment

Institutional Assessment

Design : Alignment University Outcomes = Lifetime Goals Program Outcomes = 4 Year Goals Course Outcomes = 10 week Goals Lesson Outcomes = Daily Goals

Course Design … Where does this course fit in the curriculum?

Course Design … At the end of this course… what must my students know… and be able to do? How can I find out if they learned what I intended?

Intentional Scaffolding of Knowledge and Skills ► Skills must be demonstrated, practiced and assessed through performance ► Knowledge is associated with prior knowledge and must be intentionally developed through intellectual activities

Content Construct Meaning Organize Store

Teaching Content 1) Assess prior knowledge 2) Provide advance organizers 3) Ask students to present information graphically, pictorially 4) Review key ideas and concepts and illustrate how this information is at the core of the course 5) Require students to discuss content

Assessing Content ► Multiple Choice Test/ True & False  Mastery of terminology ► Essay  Relationships ► Research Papers, Problem-based projects, Socratic dialogue  Application and Transfer of knowledge

Skills Construct Model ShapeInternalize

Supporting Skill Development 1. Explain the process 2. Show examples, examples, examples 3. Think aloud process 4. Practice with guidance 5. Point out common errors, give feedback 6. Analyze exemplary models 7. Ask student to explain what they are doing and why

Assessing Skills ► Performance

Design Matters: Alignment Curriculum Explicit Planned Taught Learned Assessed Unplanned Untaught Unlearned Unassessed Implied Null

Design Considerations What is the best way to organize this course so students’ knowledge and skills develop over time? What do I anticipate will be difficult for my students to learn? How will I clearly communicate my expectations to students? What general education outcomes are required to be Incorporated into this class?

Kindergarten Graduation Cross Curricular Skills Midpoint Reading Writing Speaking Quantitative Reasoning Information Literacy Thinking

Constructing Understanding GE Course Capstone Degree GE Course

3 Levels and 3 Types of Evidence of Student Learning Descriptive InstitutionalEnrollment Data Retention Diversity Stats ProgrammaticEnrollment Data Retention Diversity Stats CourseEnrollment Grade Trends Informal Feedback Indirect Surveys: NSSE HERI Surveys: Alumni Employer Course Evaluations Direct Student Work: CLA Student Work Capstones Diagnostic Essays Standardized Tests Student Work Tests; Projects Assignments

Course Design 1. Institutional 2. Programmatic 3. Course level

Student work is the window into the student’s thinking and learning process

CourseProgramInstitutional Design Implementation Assessment