EQBBQ What is this affective domain stuff? An Overview of
Northeast Wisconsin Technical College as an Achieving the Dream
college Student success intervention options in the General Studies
Department Engaging the adjunct faculty - The importance of the
affective domain in professional development
Slide 3
Why the Affective Domain? Bloom (1976) indicated the affective
factors can impact student performance by as much as 25%, with
cognitive ability accounting for 50%, and the other 25% being
unidentified factors (perhaps single parent, first year college,
first generation college, income, diversity, etc.).
Slide 4
Why the Affective Domain? Bailey (2009) indicated that as many
as two-thirds or more of community college students are
underprepared and take at least one developmental education course.
As formal post secondary education developed, the role of community
colleges became more apparent as nearly half of all students
seeking college degrees start at community colleges (Esch,
2009).
Slide 5
Academic Enablers Academic enablers are "attitudes and
behaviors that allow a student to benefit from classroom
instruction" (DiPerna & Elliott, 2000, p. 4). Academic enablers
represent a collection of skills and behaviors, such as:
interpersonal skills, motivation, study skills, and
engagement.
Slide 6
Choosing between Affective Factors or Academic Enablers is
like, Potato and They impact! Studies have shown that students who
address deficits in the affective domain establish statistically
significant correlations to Grade Point Average, Persistence,
and/or Credential Completion.
Slide 7
AtD + NWTC= Where do AtD and NWTC Meet?
Slide 8
All learners achieve comparable outcomes leading to a
credential. This will occur regardless of level of preparedness or
initial aspiration In a time-efficient manner Resulting in an
overall percentage increase in credentials granted This will be
accomplished by employees living NWTCs values. Dream Catchers
Definition of Student Success
Slide 9
What it IS NOT: A short-term project Something that only a few
teams need to worry about A passing fad An indictment of past or
current performance at NWTC What it IS: A permanent focus on
student success A college-wide movement A cultural shift A move
toward greatness What is Dream Catchers?
Slide 10
Dream Catchers and Pathways to Success Mandated Assessment +
Placement Scores Placement into remedial gateway, or Gen Ed courses
A variety of interventions are currently under development or are
undergoing their first cycle of continuous improvement
Slide 11
Intervention Options Key principle in the learning division
Apply interventions to the at risk courses (low pass rates) Support
services targeting the courses, i.e. supplemental instruction,
structured learning assistant, tutoring, math and writing labs,
integrated affective & content preps Key principle in the
student services division provide holistic services to the at-risk
students. Mandated assessment, career services, mandated advising,
mental health counselors, mandated program orientations
Slide 12
Student success intervention options in the General Studies
department
Slide 13
Affective Factors are inherent in the Adult Learning Process
Within the theory of andragogy there are the six principles of
adult learning and the concept of self- directedness: (a) the need
to know, (b) the learner's self-concept, (c) the role of
experience, (d) readiness to learn, (e) orientation to learning,
and (f) motivation. (Knowles et al., 1998). Question: How many of
you would agree that the affective domain is directly relevant to
how adults learn?
Slide 14
General Studies Department and the Affective Domain College
Success and Study Skills course 184 students since Fall 2008. 3
credit. Goal: Prepare the underprepared student who has significant
deficits in the affective domain. Integrated courses (Content +
Affective in context). Prep for Anatomy and Physiology & Prep
for Physical Sciences. Goal: Building self-directed capabilities in
students in context of Gen Ed content courses.
Slide 15
Lets look at the College Success and Study Skills course as an
intervention option.
Slide 16
Completing an SLS course More than likely to (a) earn a
community college credential, (b) transfer to four year system, or,
(c) remain in college after five years. Zeidenberg, Jenkins, &
Calgano (2007). Do student success courses actually help college
students succeed? Community College Research Center
Slide 17
First, adequately completing the College Success Course appears
to have a positive effect on student success among PLI students
during their first semester. Second, the College Success Course
appears to help students persist. Adequate-completers have an 89%
retention rate while Non-takers have a 73% retention rate. Third,
It seems that the College Success Course may not help students to
actually learn the content of other courses as much as help to
motivate or encourage them to stay in the course and get a passing
grade. Wang, Y. (2010). Impact of the College Success Strategies
course (GENCOL) on FA08 Prepared Learner Initiative (PLI) Students.
Milwaukee Area Technical College. Findings from our own system
Slide 18
Prep for A&P Prep for Physical Sciences
Slide 19
Prep for A&P General Anatomy and Physiology as a Gatekeeper
Course General A&P StruggleSuccess Failure Health Science
programs Retain? Prep for A&P
Slide 20
Prep for Physical Sciences General Chemistry and General
Physics as Gatekeeper Courses General Chem. or General Physics
StruggleSuccess Failure Health Science programs or Trades and
Engineering Technology Retain? Prep for Physical Sciences
Slide 21
Enrollment and Delivery Late start offering Begins in week 5 of
17 week semester Offered in hybrid delivery Online activities,
classroom time, lab time Even exchange for 4-credit General
A&P, General Chemistry or General Physics Incorporates same
textbook and lab manual
Slide 22
Affective Competencies Develop self-directed capabilities as a
learner Motivation, goal-setting, time management Develop
strategies for success in Gen Ed content Gatekeeper Reading
comprehension, study skills, test preparation, note-taking
strategies On Course pre-assessment of these skills Gen Ed content
and Affective Domain are woven together
Slide 23
My Success Toolkit Reflections, artifacts, and examples of
strategies for success from each of four areas: Reading
Comprehension Note-taking and Studying Memory and Recall Test
Preparation and Test Performance On Course Pre- and Post-Course
Assessments
Slide 24
SWOT Activity The integration of Affective Factors in your own
classes
Slide 25
Center for Instructional Excellence One Point of Contact for
Faculty Development Targeted Development When you need it, where
you need it!
Slide 26
Cookout for Adjunct Faculty NWTC Adjunct Experience One Hours
Professional Development Sessions Followed by One Hours of Peer
Networking / Discussion Delivered Afternoons and at Regional Center
Locations to Fit Adjunct Faculty Schedule
Slide 27
Cookout for Adjunct Faculty Emotional Engagement for Student
Success Session Authentic Setting with Two Affective Domain Tests
Interest/Skill/Knowledge Checklist Learning Style Quick Quiz
Discussion of Results and Explanation of Tool Cards
Slide 28
NWTC PD Is Cooking! LASSI Learning and Study Strategies
Inventory 10 Scale/80 Item Assessment Diagnosis of Motivation,
Study Skills and Anxiety Level Focus to Convert Thoughts,
Behaviors, Beliefs and Attitudes into Successful Learning
Slide 29
LASSI Components for PD Skill Component of Strategic Learning
Information Processing Selecting Main Ideas Test Preparation PD
Training Tools for NWTC Teachers Learning / Productive Study Time
Logs Learning / Productive Study Time Logs Goal Ranking &
Matching Goal Ranking & Matching Student Generated Test
Questions Student Generated Test Questions
Slide 30
LASSI Components for PD Will Component of Strategic Learning PD
Training Tools for NWTC Teachers Double Entry Journals Double Entry
Journals Role Model Profiling Role Model Profiling Classroom
Opinion Polls Classroom Opinion Polls Attitude Motivation
Anxiety
Slide 31
LASSI Components for PD Self-Regulation Component of Strategic
Learning PD Training Tools for NWTC Teachers Self-Confidence
Surveys Self-Confidence Surveys Interest/Knowledge/Skills
Interest/Knowledge/Skills Self-Assessment of Ways of Learning
Self-Assessment of Ways of Learning Connected Communities Connected
Communities Concentration Time Management Self Testing Study
Aids
