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Supporting Students’ Academic Success: What is in our locus of control?

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.

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Supporting Students’ Academic Success: What is in our locus of control?

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

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

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

  4. Courses

  5. Programmatic Assessment

  6. Institutional Assessment

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

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

  9. 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?

  10. 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

  11. Content Organize Construct Meaning Store

  12. TeachingContent Assess prior knowledge Provide advance organizers Ask students to present information graphically, pictorially Review key ideas and concepts and illustrate how this information is at the core of the course Require students to discuss content

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

  14. Skills Construct Model Shape Internalize

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

  16. Assessing Skills Performance Performance Performance Performance Performance Performance Performance

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

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

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

  20. Constructing Understanding Degree Capstone GE Course GE Course GE Course GE Course GE Course

  21. 3 Levels and 3 Types of Evidence of Student Learning Direct Indirect Surveys:NSSE HERI Student Work: CLA Surveys: Alumni Employer Student Work Capstones Diagnostic Essays Standardized Tests Student Work Tests; Projects Assignments Course Evaluations

  22. Course Design Institutional Programmatic Course level

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

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