Kyle Heys shares practical suggestions for teachers about how to engage and encourage students for success in the college classroom

Heys, Kyle

English

ScholarWorks@UARK

University of Arkansas, Fayetteville ScholarWorks@UARK Publications and Presentations Wally Cordes Teaching and Faculty Support Center 8-4-2020 Teaching for Student Success: Practical Ideas for the Classroom Kyle Heys Calvin University Follow this and additional works at: https://scholarworks.uark.edu/wctfscpub  Part of the Educational Leadership Commons, Higher Education Commons, and the Higher Education and Teaching Commons Citation Heys, K. (2020). Teaching for Student Success: Practical Ideas for the Classroom. Publications and Presentations. Retrieved from https://scholarworks.uark.edu/wctfscpub/7 This Video is brought to you for free and open access by the Wally Cordes Teaching and Faculty Support Center at ScholarWorks@UARK. It has been accepted for inclusion in Publications and Presentations by an authorized administrator of ScholarWorks@UARK. For more information, please contact ccmiddle@uark.edu. Grab some paper and a writing implement for todays workshop!Teaching for Student Success/Retention: Practical Ideas for the ClassroomKyle Heys, Calvin UniversityUniversity of Arkansas, 4 August 2020WelcomeIntroductionPresenterPresentation Learning OutcomesPedagogy(Activity Warning)Retention/Student SuccessWhat is retention?What is student success?Institution → Student84%What is the University of Arkansas retention rate?(Start Fall 2018 – Return Fall 2019)84%Male Female81%87%84%Agricultural…ArchitectureArts and Sci.Educ. & HealthEngineeringWalton (Business) 88%89%83%86%81%85%84%University HousingNon-University Housing86%74%84%3.75 or above3.74 - 3.53.49 - 3.253.24 - 3.02.99 - 0 92%85%74%66%̴̴ 56%30% of FITIACs are academically under resourced or under prepared84%African Amer.AsianCaucasianHispanicTwo or more76%88%85%80%83%Another (occasionally overlapping) set of students  will face cultural and social barriers to success84%1/3 to 1/2 of students are facing academic preparation or social/cultural hurdles to their success.Tinto’s Model of Student Motivation and Persistence (2017) Motivationand Persistence“I can do this.”“I matter here.”“What I am studying matters to me.”Ecosystem of SuccessEcosystem of SuccessFaculty Role“Low retention and graduation rates… can be improved, and faculty have a major impact in accomplishing this.” – Kathleen Gabriel (2008)Small TeachingInterventionSmall but powerful modificationRooted in learning science and researchPersonally observedOutsized impact on underprepared studentsSelf-Efficacya student’s belief in their ability to succeedRate how well you understand an idea (1-7)how a toilet flusheshow a helicopter riseshow ocean tides workIllusion of Fluency0102030405060708090100Bottom Quartile 2nd Quartile 3rd Quartile Top QuartilePrediction ActualAbilityPercentileEarly Low-Stakes AssessmentsEarly Low-Stakes AssessmentsTurn to an imaginary neighbor and describe the three elements of Tinto’s model that impact motivation (without notes). Share stories of struggleGroup Discussion(10 minutes)Introduce YourselfShare a story of academic struggle that you could share with  students.Extra Time? Discuss other ways to encourage self-efficacySelf-EfficacyWhat other ideas do you have for classroom strategies to increase student’s self-efficacy? Self-EfficacyInclude resource list in the syllabusDo an office field trip in the first few daysParticipate in early warning and support systemsTeach effective learning practices (monotasking, Pomodoro technique, frequent recall, elaboration)Sense of Belonginga student’s sense that they are a valued member of the communityShow Up Early Call Students2 Minute Name and UpdateExample: Turn to your neighbor and share….  Your nameA recent interest (in ten words or less)Something you found interesting in this session thus farWater CoolerGroup Discussion(8 minutes)Introduce YourselfShare an idea you have continued to think about from yesterday and whyExtra Time? Discuss other ways to encourage sense of belongingSense of BelongingWhat other ideas do you have for classroom strategies to increase student’s sense of belonging? Sense of BelongingLearn namesDiscuss classroom climateInclude diverse voices in the curriculum Respond to campus eventsShare stories of social struggleValue of Curriculumstudent’s perception of the quality and relevance of the curriculumStudent Info SheetStudent Name and PreferredContact InformationMajor and ClassPrior Experience with topicCourse GoalsCareer GoalsHobbiesLearning Needs/AccommodationsAnything else?Transparent AssignmentsWhat could be improved about this assignment?Assignment Example Group Discussion(10 minutes)Introduce YourselfShare what you see as the biggest issues with this assignment.Extra Time? Discuss ways to improve the assignmentTransparent AssignmentsPurposeTaskCriteriaFurther Information on TILT Transparent AssignmentsView the Improved AssignmentAssignment Example Value of CurriculumWhat other ideas do you have for classroom strategies to increase student’s value of the curriculum? Value of CurriculumAssign “real world” assignmentsDiscuss employment applications of contentAvoid “get this course out of the way” languageBe organizedRecallDraw Tinto’s model of student motivation and persistence.List two classroom strategies to impact the three aspects of motivation.Group Discussion(10 minutes)Introduce YourselfShare two ideas from todays presentation you can add to your next courseExtra Time? Discuss what best idea from your class you would shareQuestion GenerationBrainstormShareFilterAskKyle Heyskyle.heys@calvin.eduResources:Ambrose, S. A.. (Eds.) (2010). How learning works: Seven research-based principles for smarter teaching. San Francisco, CA: Jossey-Bass.Astin, A. (1999). Rethinking academic “excellence. Liberal Education 85(2), 8-19.Gabriel, K. F. (2008). Teaching underprepared students: Strategies for promoting success and retention in higher education. Sterling, VA: Stylus.Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.McGuire, S. Y. (2015). Teaching students how to learn: Strategies that you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.Tinton, V. (2017). Through the Eyes of Students. Journal of College Student Retention, Theory, and Practice 19(3), 254-269.Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82-96Winkelmens, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., and Weavil, K. H. (2016) A teaching intervention increases underserved college students’ success." Peer Review, 18 (1/2).

Teaching for Student Success: Practical Ideas for the Classroom

UARK (University of Arkansas )

University of Arkansas, Fayetteville ScholarWorks@UARK Publications and Presentations Wally Cordes Teaching and Faculty Support Center 8-4-2020 Teaching for Student Success: Practical Ideas for the Classroom Kyle Heys Calvin University Follow this and additional works at: https://scholarworks.uark.edu/wctfscpub  Part of the Educational Leadership Commons, Higher Education Commons, and the Higher Education and Teaching Commons Citation Heys, K. (2020). Teaching for Student Success: Practical Ideas for the Classroom. Publications and Presentations. Retrieved from https://scholarworks.uark.edu/wctfscpub/7 This Video is brought to you for free and open access by the Wally Cordes Teaching and Faculty Support Center at ScholarWorks@UARK. It has been accepted for inclusion in Publications and Presentations by an authorized administrator of ScholarWorks@UARK. For more information, please contact scholar@uark.edu. Grab some paper and a writing implement for todays workshop!Teaching for Student Success/Retention: Practical Ideas for the ClassroomKyle Heys, Calvin UniversityUniversity of Arkansas, 4 August 2020WelcomeIntroductionPresenterPresentation Learning OutcomesPedagogy(Activity Warning)Retention/Student SuccessWhat is retention?What is student success?Institution → Student84%What is the University of Arkansas retention rate?(Start Fall 2018 – Return Fall 2019)84%Male Female81%87%84%Agricultural…ArchitectureArts and Sci.Educ. & HealthEngineeringWalton (Business) 88%89%83%86%81%85%84%University HousingNon-University Housing86%74%84%3.75 or above3.74 - 3.53.49 - 3.253.24 - 3.02.99 - 0 92%85%74%66%̴̴ 56%30% of FITIACs are academically under resourced or under prepared84%African Amer.AsianCaucasianHispanicTwo or more76%88%85%80%83%Another (occasionally overlapping) set of students  will face cultural and social barriers to success84%1/3 to 1/2 of students are facing academic preparation or social/cultural hurdles to their success.Tinto’s Model of Student Motivation and Persistence (2017) Motivationand Persistence“I can do this.”“I matter here.”“What I am studying matters to me.”Ecosystem of SuccessEcosystem of SuccessFaculty Role“Low retention and graduation rates… can be improved, and faculty have a major impact in accomplishing this.” – Kathleen Gabriel (2008)Small TeachingInterventionSmall but powerful modificationRooted in learning science and researchPersonally observedOutsized impact on underprepared studentsSelf-Efficacya student’s belief in their ability to succeedRate how well you understand an idea (1-7)how a toilet flusheshow a helicopter riseshow ocean tides workIllusion of Fluency0102030405060708090100Bottom Quartile 2nd Quartile 3rd Quartile Top QuartilePrediction ActualAbilityPercentileEarly Low-Stakes AssessmentsEarly Low-Stakes AssessmentsTurn to an imaginary neighbor and describe the three elements of Tinto’s model that impact motivation (without notes). Share stories of struggleGroup Discussion(10 minutes)Introduce YourselfShare a story of academic struggle that you could share with  students.Extra Time? Discuss other ways to encourage self-efficacySelf-EfficacyWhat other ideas do you have for classroom strategies to increase student’s self-efficacy? Self-EfficacyInclude resource list in the syllabusDo an office field trip in the first few daysParticipate in early warning and support systemsTeach effective learning practices (monotasking, Pomodoro technique, frequent recall, elaboration)Sense of Belonginga student’s sense that they are a valued member of the communityShow Up Early Call Students2 Minute Name and UpdateExample: Turn to your neighbor and share….  Your nameA recent interest (in ten words or less)Something you found interesting in this session thus farWater CoolerGroup Discussion(8 minutes)Introduce YourselfShare an idea you have continued to think about from yesterday and whyExtra Time? Discuss other ways to encourage sense of belongingSense of BelongingWhat other ideas do you have for classroom strategies to increase student’s sense of belonging? Sense of BelongingLearn namesDiscuss classroom climateInclude diverse voices in the curriculum Respond to campus eventsShare stories of social struggleValue of Curriculumstudent’s perception of the quality and relevance of the curriculumStudent Info SheetStudent Name and PreferredContact InformationMajor and ClassPrior Experience with topicCourse GoalsCareer GoalsHobbiesLearning Needs/AccommodationsAnything else?Transparent AssignmentsWhat could be improved about this assignment?Assignment Example Group Discussion(10 minutes)Introduce YourselfShare what you see as the biggest issues with this assignment.Extra Time? Discuss ways to improve the assignmentTransparent AssignmentsPurposeTaskCriteriaFurther Information on TILT Transparent AssignmentsView the Improved AssignmentAssignment Example Value of CurriculumWhat other ideas do you have for classroom strategies to increase student’s value of the curriculum? Value of CurriculumAssign “real world” assignmentsDiscuss employment applications of contentAvoid “get this course out of the way” languageBe organizedRecallDraw Tinto’s model of student motivation and persistence.List two classroom strategies to impact the three aspects of motivation.Group Discussion(10 minutes)Introduce YourselfShare two ideas from todays presentation you can add to your next courseExtra Time? Discuss what best idea from your class you would shareQuestion GenerationBrainstormShareFilterAskKyle Heyskyle.heys@calvin.eduResources:Ambrose, S. A.. (Eds.) (2010). How learning works: Seven research-based principles for smarter teaching. San Francisco, CA: Jossey-Bass.Astin, A. (1999). Rethinking academic “excellence. Liberal Education 85(2), 8-19.Gabriel, K. F. (2008). Teaching underprepared students: Strategies for promoting success and retention in higher education. Sterling, VA: Stylus.Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.McGuire, S. Y. (2015). Teaching students how to learn: Strategies that you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.Tinton, V. (2017). Through the Eyes of Students. Journal of College Student Retention, Theory, and Practice 19(3), 254-269.Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82-96Winkelmens, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., and Weavil, K. H. (2016) A teaching intervention increases underserved college students’ success." Peer Review, 18 (1/2).

https://scholarworks.uark.edu/cgi/viewcontent.cgi?article=1006&context=wctfscpub

Teaching for Student Success: Practical Ideas for the Classroom

Abstract

Similar works

Full text

Available Versions

ScholarWorks@UARK

UARK (University of Arkansas )