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Taking Student Learning Seriously Vincent Tinto Syracuse University

Taking Student Learning Seriously Vincent Tinto Syracuse University. “Mobilizing for Student Success: An Institutional Responsibility” Association of Canadian Community Colleges Vancouver, British Columbia January 29, 2004. Taking Student Learning Seriously.

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Taking Student Learning Seriously Vincent Tinto Syracuse University

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  1. Taking Student Learning SeriouslyVincent TintoSyracuse University “Mobilizing for Student Success: An Institutional Responsibility” Association of Canadian Community Colleges Vancouver, British Columbia January 29, 2004

  2. Taking Student Learning Seriously Moving from Teaching to Learning

  3. Conditions for Student Learning What do we know about the conditions that promote student learning?

  4. Conditions for Student Learning • Expectations

  5. Conditions for Student Learning • Expectations • High expectations

  6. Conditions for Student Learning • Expectations • High expectations • Clear, consistent advising

  7. Conditions for Student Learning • Expectations • Support

  8. Conditions for Student Learning • Expectations • Support • Academic Support (academic assistance, advising, tutoring, etc.)

  9. Conditions for Student Learning • Expectations • Support • Academic Support (academic assistance, advising, tutoring, etc.) • Social Support (mentoring, counseling, advising, etc.)

  10. Conditions for Student Learning • Expectations • Support • Feedback

  11. Conditions for Student Learning • Expectations • Support • Feedback • Frequent, early, in-class

  12. Conditions for Student Learning • Expectations • Support • Feedback • Involvement

  13. Conditions for Student Learning • Expectations • Support • Feedback • Involvement • Contact with students, faculty, and staff

  14. Conditions for Student Learning • Expectations • Support • Feedback • Involvement • Contact with students, faculty, and staff • Time on task

  15. Students will become more involved in learning and spend more time learning when they are placed in supportive settings that hold high expectations for their learning, provide frequent feedback about their learning, and require them to share the experience of learning with others.

  16. Building Involvement / Promoting Learning: Some Possibilities Differing strategies to promote student involvement and learning

  17. Building Involvement / Promoting Learning: • Cooperative learning

  18. Building Involvement / Promoting Learning: • Cooperative learning • Problem-based learning

  19. Building Involvement / Promoting Learning: • Cooperative learning • Problem-based learning • Learning communities

  20. Building Involvement / Promoting Learning: • Cooperative learning • Problem-based learning • Learning communities • Service learning

  21. Building Involvement / Promoting Learning: • Cooperative learning • Problem-based learning • Learning communities • Service learning • Classroom assessment

  22. Building Involvement / Promoting Learning: • Cooperative learning • Problem-based learning • Learning communities • Service learning • Classroom assessment • Supplemental instruction/Study groups

  23. Cooperative/Collaborative Learning • Positive interdependence • Promotive group processing • Interpersonal and group skills • Individual and group accountability

  24. Problem-Based Learning: Shared Problem Solving within the Classroom • Learning in groups to solve problem(s) • Curriculum/pedagogy organized to promote problem solving.

  25. Learning Communities Building involvement across the curriculum

  26. Learning Communities • Students enroll in classes together

  27. Learning Communities • Students enroll in classes together • Theme or problem which organizes curriculum

  28. Learning Communities • Students enroll in classes together • Theme or problem which organizes curriculum • Students asked to build academic as well as social connections

  29. Learning Communities • Students enroll in classes together • Theme or problem which organizes curriculum • Students asked to build academic as well as social connections • Team designed and sometimes team taught

  30. Learning Communities • Students enroll in classes together • Theme or problem which organizes curriculum • Students asked to build academic as well as social connections • Team designed and sometimes team taught • Use of cooperative/collaborative and/or problem-based learning

  31. Learning Communities • Different types of learning communities

  32. Linked Courses Sociology Freshman Writing

  33. Linked Courses Chemistry Mathematics 100

  34. Freshman Interest Groups U.S. History Political Science Freshman Seminar English

  35. Freshman Interest Groups U.S. History English Learning to Learn

  36. Cluster Learning Communities ESL Learning to Learn Speech

  37. Coordinated Studies Programs The Presentation of Race in America Communications Writing 100 U.S. History Faculty team

  38. Research Findings Understanding the impact of shared learning

  39. Research Findings • Developing supportive peer groups

  40. “In the cluster we knew each other, we were friends, we discussed everything from all the classes. We knew things very, very well because we discussed it all so much. We had discussions about everything…it was like a raft running the rapids of my life.”

  41. Research Findings • Developing supportive peer groups • Studying together: Becoming involved in learning

  42. “ You know, the more I talk to other people about our class stuff, the homework, the tests, the more I’m actually learning ... and the more I learn not only about other people, but also about the subject because my brain is getting more, because I’m getting more involved with the other students in the class. I’m getting more involved with the class even after class.”

  43. Research Findings • Developing supportive peer groups • Studying together: Becoming involved in learning • Involvement, learning, and persistence

  44. Activity Score CSP Comparison Course 3.05* 2.46 Library 2.15* 1.94 Faculty 2.25* 1.99 Students 3.12* 2.85 Writing 2.81* 2.65 Gain 2.68* 2.46 * indicates significant difference between groups at .05 level.

  45. Perceptions of... CSP Comparison Classes 6.03* 5.16 Other students 5.64* 5.19 Faculty 6.00* 5.62 Administrators 4.86* 4.54 Campus climate 5.31* 5.17 Yourself 5.80* 5.01 * indicates significant difference between groups at .05 level

  46. Learning Outcomes Community Comparison 76.6 55.9 Pass Rates . . . Continuation . . 57.3* 41.2* * estimated from several studies

  47. Research Findings • Developing supportive peer groups • Studying together: Becoming involved in learning • Involvement, learning, and persistence • Learning better together

  48. “ I think more people should be educated in this form of education. I mean because it is good. We learn not only how to interact with ourselves, but with other people of different races, different sizes, different colors, different everything. I mean it just makes it better ... not only do you learn more, you learn better.”

  49. Supplemental Instruction • Mini learning communities applied to • individual courses

  50. Supplemental Instruction (SI) Freshman English Instructor Supplemental Study Groups A B C D Tutor A Tutor B Tutor C Tutor D

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