1. Creating a College with Heart and Soul, Where Students Want to be Cal Crow, Ph.D. Center for Efficacy and Resiliency Edmonds Community College cal.crow@edcc.edu

2.  Think of students as operating at three levels.  Each is important and must be addressed if we want to improve learning, motivation and retention.

3. The Head  Information (things we need to know)  Teaching, instructing  Telling  Explaining  Reasoning  Threatening  (How do we get “it” into their heads?)

4. The Heart  Feelings and Emotions: Do they feel  Engaged?  Inspired?  Interested?  Bored?  Excited?  (How do we create positive emotional charges to get “it” into their hearts?)

5. The “Soul” No Religious Connotation  Values and meaning: Is it  True?  Important?  Useful?  Difficult?  Worth doing?  (How do we generate the kind of meaning and sense of importance that will get “it” into their souls?)

6. This is not about--  Touchy-feely stuff.  Fluff  Holding hands and hugging.  Leaving the “real world.”

7. This is about--  Using research to—  Engage and motivate students.  Increase achievement.  Improve retention and attendance rates.  Reduce discipline problems.  Make college more enjoyable for everyone.

8.  Nearly all of our major decisions come from our hearts and souls.  Every school day, students make decisions about how they will engage (or not) in our programs.  What and how they decide, will depend on how they feel, and on what they value at that particular moment.

9.  We are no different. Whatever we take from this morning’s session will depend on its emotional impact, and on how much we value it or believe in its importance.  No two of us will experience this session in exactly the same way.  Similarly, no two individuals in our classes, including us, will have exactly the same emotional experience and values response, although we hope they will all be positive.

10. How do we touch hearts and souls? We  Have a process for learning about students’ strengths, skills, talents, interests and dreams.  Find out what makes students feel good and what gives their life meaning (the really important stuff), and include these things regularly in conversations with them.

11. We (Continued)  Make sure that every student is known and noticed.  Frame our purpose differently, i.e., to help students identify and maximize their strengths, skills, talents, and interests so they can achieve their dreams.  Help students adopt the same mission.

12. Heart and Soul in Your School or College  Make sure that discussions about learning improvement always include heart and soul components, i.e., “How are students and faculty/staff likely to feel about this?”  “What meaning will this have for everyone?”  How are we most likely to get buy- in?

13. The Three C’s  How might we touch the hearts and souls of our students so that they always feel  Competent?  Confident?  Connected?  How about faculty and staff?

14. Words and Phrases for Heart and Soul Engagement  How do you feel about/when...?  How would you feel about...?  How important is... to you?  What difference would it make in your life if...?  What does it mean if/when...?  What would it mean if...?  How did you decide to/that... ?