CADEMIC

1. CADEMIC ACADEMIC COMPETENCY TRAINING (ACT): to kick your #$%! & your brain into gear with skills & strategies to be a successful student! 10 Week Program 2 Hours weekly 4 Different Time Slots Offered The BOOT CAMP is FREE, but please pre-register by emailing: cecilia.jacobs@acadiau.ca

2. CADEMIC COORDINATORS: • MEG TOWNSEND, MEd, MEd & • CECILIA JACOBS, BEd, OFFICE: Student Services, Old Sub OFFICE HOURS: by appointment Email: meg.townsend@acadiau.ca & Cecilia.jacobs@acadiau.ca

3. OVERVIEW The GOALS of the BOOT CAMPare to: • Enhance student academic performance • Increase student engagement • Establish higher retention & graduation rates

4. OBJECTIVES • Reflect on past academic experiences & build new strategiesto help achieve goals • Examine motivation, MINDSET, and learning styles • To understand that academic success is based on the ‘whole” student and BALANCE • Set and achieve realistic GOALS • Enhance those SKILLS required for deep learning & academic success

5. THE ABCD’s OF CADEMIC • AUDIENCE – who you are • BEHAVIOUR – the verb that describes what you do and will be able to do • COURSE objectives • DESIGN of the program – based on adult learning principles

6. AUDIENCE • All students addressing academic recovery issues • Share similar feelings: • DENIAL • ANGER • BARGAINING • DEPRESSION • ACCEPTANCE

7. FACT • Martin Luther King Jr. once received a Cin public speaking. • What the Best College Students Do Book by Ken Bain. The answer?

8. THE DIFFERENCES BETWEEN SURFACE, STRATEGIC& DEEP LEARNING • SURFACE LEARNING • The surface learner enters the classroom with an interest in determining the bare minimum effort& understandingnecessary to pass the course. • STRATEGIC LEARNING • The strategic learner asks a similar question, replacing only “to pass the course” with “to get an A.” *In the years that follow, the strategic learners will retain no more course content than the surface learners. So – While the surface learners might graduate with Cs, and the strategic learners with As, within a year or two both will have an understanding worthy of and F.

9. THE DIFFERENCES BETWEEN SURFACE, STRATEGIC & DEEP LEARNING • Deep Learning What is it? What does it look like? Activity – In small groups (3 or 4 students) discuss deep learning and list answers to the above questions.

10. THE DIFFERENCES BETWEEN SURFACE, STRATEGIC & DEEP LEARNING • DEEP LEARNERS: It is only the deep learners – those who SEEK REAL MEANING from the material and QUESTION THEIR OWN THINKING PROCESS (known to theorists as metacognition) – that gain substantive value from their postsecondary educational experience. Their intrinsic motivation for learning compels them to delve beyond the assigned material. REAL LEARNING, then, IS HARD WORK. - And the best students are not only willing but genuinely want to work hard.

11. B (BEHAVIOUR) - WHAT YOU DO • What you get out of the program will be in proportion to what you put in. MINDSET – I ask you to be an Adlerian

12. B (BEHAVIOUR) – WHAT YOU ARE ABLE TODO • Be a deeper learner • Reflection assignment

13. C(COURSE OBJECTIVES) • Reflect on past academic experiences & build new strategiesto help achieve goals • Examine motivation, strengths and learning styles • To understand that academic success is based on the ‘whole” student and balance • Set and achieve realistic goals • Enhance those skills required for deep learning & academic success

14. COURSE SCHEDULE

15. D (DESIGNOF THE PROGRAM) BASEDON ADULTLEARNING PRINCIPLES

16. Pedagogy

17. PEDAGOGY SYNONYMS for pedagogy: coaching drilling enlightenment erudition guidance instruction learning literacy nurture rearing schoolingstudy teachingtrainings tutoringtutelage ANTONYMS for pedagogy: • confusion • destruction • ignorance • neglect • worsening

18. PEDAGOGY– Visual Representation

19. ANDRAGOGY • The art and science of helping adults LEARN (Malcolm Knowles, 1980) • Assumptions about adult learners: • Self-directed • Ready to learn (when s/he assumes new role) • Problem-centered and wants to apply new learning immediately • Is motivated to learn by internal, rather than external factors

20. DIDACTIC • Conveying instruction; • Teaching some moral lesson • Example: Justice and Equality The right way to bestow, the glow way to Integrity, If you wanna bloom, build a habit of Honesty, Equality is the basic theme of Mankind, Who is white who is black, it doesn't Mind, Justice! in each path of your Life, It will transform your all acts Nice, You not need to bow, don’t you Surrender, Don’t be punative, Be the power of Thunder, We the people of one God! Why there is difference! Beat the Inequality, and place The Justice Preference! Rich or Poor , Low or High, Don’t matter where You Are! Will go the same grave same as martyred Soldier after the War! M. Shahid H. Chouhdry Bahawalpur, Pakistan

21. Learning Styles Learning styles is a theory that suggests people learn better using different methods of learning. We perceive information using our senses. The three most practical senses in learning environments are: sight, hearing and touch. Three sensory methods of learning are: • Visual (V), • Auditory (A) • Kinesthetic(K) Different Ways to Learn While most people have a dominant learning style, nobody has just one learning style. -Everyone uses each of the learning styles to some degree. Some are stronger in one style while others have even strength in all styles. The reality is that we all have a custom "learning style" that is, in varying degrees, a combination of Visual, Auditory &Kinesthetic learning.  Understanding Your Learning Styles It is useful to know the strength of your learning styles as they relate to each other. This allows you to focus on maximizing your learning potential. *Also helps you to seek learning opportunities that cater to your combination of learning style strengths.

22. Adultlearning –Coordinator’s role • Set a cooperativeclimate for learning • Address student’s needs & interests • Facilitate the learning to achieve the objectives • Learning is sequential • Workcollaboratively with students to select topics & resources for instruction • Meet one-on-one • Evaluate the quality of the learning experience & make adjustments, while assessing needs for further learning

23. The MINDSET Inventory _____Total Motivation score _____Total Initiative score _____Total Navigation score _____Total Direction score _____Total Study Skills score _____Total Expectations score _____Total Time Management score

24. MINDSET – Your Response • Are you an Adlerian? MOTIVATION

25. BRAIN POWER & MINDSET • FIXED MINDSET • Belief that intelligence is fixed: • Innate • Unchangeable • GROWTH MINDSET • Belief that: intelligence is fixed: • Challenge and struggle are good • Practice is valuable • Effort more important than aptitude *Therefore – Changeable -with exercise The power of simple shift in mindset • With a FIXEDmindset, effort and difficulty make students feel dumb. But with a GROWTHmindset, effort and difficulty means you are becoming smarter! (Dweck, 2006)

26. MOTIVATION • Misconceptionthat the leading factor in success is cognitive ability (kind measured on IQ tests) • More important qualities that lead to SUCCESS: • persistence, • self-control, • curiosity, grit, • conscientiousness, • self-confidence, • optimism

27. Get Organized How to Get Motivated CADEMIC

28. Interview Sign-up CADEMIC