lost in transition: how faculty across the disciplines can learn to own first year student success
TRANSCRIPT
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Lost in Transition:
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The First Year Seminar
College 1 Syllabus
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Should Students Change Their
Answers on an Objective Test?
Yes
No
http://www.polleverywhere.com/multiple_choice_polls/MjEw
NzMyNTc3NQ
Briefly discuss your answer with a partner.
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http://www.polleverywhere.com/multiple_choice_polls/MjEwNzMyNTc3NQhttp://www.polleverywhere.com/multiple_choice_polls/MjEwNzMyNTc3NQhttp://www.polleverywhere.com/multiple_choice_polls/MjEwNzMyNTc3NQhttp://www.polleverywhere.com/multiple_choice_polls/MjEwNzMyNTc3NQ -
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References
Di Milia, L. (2007). Benefitting from multiple-choice
Exams: The positive impact of answerswitching. Educational Psychology, 27(5),
607-615.
Shatz, M.A., and Best, J. B. (1987). Students
reasons for changing answers on objective tests.Teaching of Psychology, 14 (4), 241 -242.
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Di Milia (2007)
Judges reviewedchanged answers for
2776 internationalstudents
Wrong to Right Right to Wrong Wrong to Wrong
50% 25% 25%Note: Not many answers were changed (around 2%)
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Shatz and Best (1987)
72% Wrong to Right if:
Misread orMisinterpreted
the question
Read somethinglater that provided
a hint or clue
Not worth the time if GUESSING!
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Scaffolding
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Scaffolding
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Scaffolding (cell phone use)
Start with more accessible texts.
http://www.youtube.com/watch?v=5gsDKtZb8Yc
http://www.smudailycampus.com/news/cell-
phones-a-classroom-distraction-1.1079676#.T-E43itYtwA
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http://www.youtube.com/watch?v=5gsDKtZb8Ychttp://www.youtube.com/watch?v=5gsDKtZb8Ychttp://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.smudailycampus.com/news/cell-phones-a-classroom-distraction-1.1079676http://www.youtube.com/watch?v=5gsDKtZb8Ychttp://www.youtube.com/watch?v=5gsDKtZb8Yc -
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Scaffolding (cell phone use)
Move to a short peer-reviewed article.
Break the article into manageable chunks
Introduction What is the research question? Methods Who were the participants? What did they
do?
Results What were the findings?
Lets do it!
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Next Steps
Connect research to personal academic behaviors
How can you use this information as a student? Whatshould we do with this information?
Some possible student activities:
Journal about how cell phones affect their learning
Devise a plan to implement for the following week in one or
more courses
Write a report to present to the class about how
successful/unsuccessful you were.
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National FYE Programs vs.
PCCs FYE Program
National FYE Programs
Over 40 year history
Objective: Help students transition tocollege
Increase student success and retention
Week-long Orientation to College
Common Reading Experience
Academic Advising
Peer Mentors
Freshman Seminar Course
PCCs FYE Program
Started in 2011
Objective: Help students transition to college
Increase first-year students success andretention
Math Jam Orientation
One Book, One College (Last Year: The PactThis Year: The Immortal Life of HenriettaLacks)
First Year Counselors
First Year Coaches
College 1
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Our Story of Hope
What we did to changethe culture on our
campus
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PCC by the Numbers
22,671 students
Hispanic: 42.8%
Asian/Pacific Islander: 23.5%
White: 17.1% African American: 5.5%
Continuing Students: 67.7%
First-Time Students: 16.9%
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The Slump
Administration that stifled creativity and professionaldevelopment
Faculty arrogance about a need for professionaldevelopment
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Seeds of Change
Change in Administration
Internal Grant Program
Title V Grant
Leadership Retreat
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What drove us
5537
Number of first time students who enrolled at PCC in 2004
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About the 5537 6 years later
Developmental Education
N = 3,408
12% earned an AA/ASdegree
5% earned a certificate
25% transferred 69% no discoverable
milestone
Non-Developmental Education
N = 2,129
10% earned an AA/AS degree 4% earned a certificate
41% transferred
55% no discoverablemilestone
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An Awkward Start
Title V Grant = Multi-headed Hydra
Focus on Technology = Portal to Nowhere
FYE Conference
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Scholarship + Relationship
Find Your Team
Build the Relationship
Inquiry Mindset
Mutual Respect
Divide the work
Leverage our expertise
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Pilot Imperfectly:
Create the Dream
2 hour weekly meetings
Researched & wrote curriculum, grants
Considered texts
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Pilot Imperfectly:
Live the Nightmare
FYE Seminar
300 students
3 back-to-back classes
Every Friday
Professional Learning Workshops
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Crisis is the Mother of Innovation
One Book, One College Choice: The Pact
Student Conference
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9/15 Dr. George R. Boggs, President Emeritus ofPalomar College and of the AmericanAssociation of Community Colleges
What We Can Do to Increase College
Completion Rates9/21 & 22 FYE Professional Learning Effective Strategies for Teaching First Year
Students; Introduction to the FYE Pathways
Program10/5 & 6 FYE Professional Learning Teaching for Uncoverage: Using Backward
Design to move beyond content anxiety10/14 Luis J. Rodriguez, author ofAlways Running It Calls You Back: An Odyssey Through Love,
Addiction, Revolutions, and Healing10/20 Chris Gurrie, Director of Speech Program,
University of Tampa Immediate Immediacy: Engaging TodaysCollege Student11/16 & 17 FYE Professional Learning Beyond the Diversity Requirement: Innovative
Approaches to Support an Inclusive Classroom
11/18 Drs. Sampson Davis, Rameck Hunt, and GeorgeJenkins, authors ofThe Pact: Three Young Men
Make a Promise and Fulfill a DreamThe Legacy ofThe Pact
11/30 & 12/1 FYE Professional Learning Who Wrote Your Syllabus? Using the Syllabusand First Day of Class to Ignite Student Success
One Book, One College Website
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Students Created Discussion Questions
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Faculty and Staff Facilitate
Discussion Groups
O B k O C ll
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One Book, One College
Golden Lines Project
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First Annual FYE Student Conference
F lt d St ff
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Faculty and Staff
Successes and Failures Panels
http://www.youtube.com/watch?v=L-5DMIiEDc4&feature=player_embedded -
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Early FYE Data
FYE students had higher engagement with faculty andpeers and higher participation in campus activities.
FYE students had a greater sense of security in their
attitude toward math relative to the comparison group.
There was a statistically significant increase inengagement with faculty from fall 2011 to spring 2012.
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We built it
And they came!
32 instructors
One week professional learning institute
Reading Apprenticeship Techniques
Text Set Development
One Book, One College Support
Community of Instructors
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Think Aloud
Helps students to notice and say when they are confused, anduse each other as resources for making meaning
Helps you to practice making your thinking visible, so you canmodel effective ways of reading texts in your discipline for
students
Helps to give names to the cognitive strategies that we use tocomprehend text
Helps to notice text structures and how we navigate variousgenres to build confidence, range, and stamina
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Think Aloud with Institute Syllabus
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Take Turns Thinking Aloud in Pairs
While the first person Thinks Aloud while reading theinstitute syllabus, the other person takes notes.
After two minutes, we will ask partners to switch roles
the second person Thinks Aloud while the other takesnotes
d d ll
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Introduce your partner and tell us oneinteresting thing he or she said . . .
About the CONTENT of the syllabus: what strikes you,what worries you, what excites you, what questions doyou have
About the PROCESS of reading the syllabus: what didyour partner do with the text that surprised you? What dowe notice about the way experts read a syllabus?
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Syllabus Debrief
What questions surfaced about the institute or College 1from the syllabus discussions?
Classroom application: what are some ways that we canapprentice students into reading a syllabus effectively(making meaning from it)?
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Faculty Responses
I loved the fact that most activities were modeled so wecould understand the process and how to integrate themwhich was the practical application component. And thevariety of activities and resources presented gave lots of
creative ideas for building our course.
I feel like there's lots of support within our group and all ofthe PCC support services. The main thing is to keep theconnection between our colleagues so we don't feelisolated and can share our successes and challenges.
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Q & A
Cecile Davis-Anderson ([email protected])
Nika Hogan ([email protected])
Shelagh Rose ([email protected])
Carrie Starbird ([email protected])
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]