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Strengthening Student Success
Accelerating Academic Progress
by Addressing the Affective Domain
Adam KemplerEnglish Department
College of the CanyonsSanta Clarita, CA
IntroductionHigh School: aide for severely handicapped
students, volleyball coach, English and psychology teacher
College: English professor, chair of the English Department, English 081 coordinator, juvenile detention facility instructor, author and publisher, recreation instructor
Classes taught: American literature, British literature, transfer composition, pre-transfer composition, reading, children’s literature, poetry, accelerated English, surfing, backpacking and wilderness survival
Activity #1: Discussion
What experience do you have addressing the following areas in the classroom?
Goal Setting Motivation Student Services Personal Responsibility Time Management Note Taking Test Taking
Critical Thinking The Reading Process The Writing Process Healthy Lifestyles Stress Management Relationships Personal Finances Transferring
Activity #2: Quotes
Which 3 quotes are most important to you? Why?
Draw an image of how you could incorporate 1 of your ideas into the classroom.
See handout
Survey of top 3 quotes
1088 White Chairs
College Students Lost to Suicide
American College Health Association: www.acha.org
Changes in the Student Body
In 2010, at the 118th American Psychological Association’s Annual Convention, John Guthman, Director of Counseling Services at Hofstra University and author of a study on college student mental illness said, “In the last 10 years, a shift in the needs of students seeking counseling services is becoming apparent. University and college counseling services around the country are reporting the needs of students seeking services are escalating toward more severe psychological problems. While the condition of students seeking counseling doesn’t necessarily reflect the experience of the average college student, our findings may suggest students with severe emotional stress are getting better education, outreach, and support during childhood that makes them more likely to attend college than in the past.”
More data found at: http://www.acha-ncha.org (American College Health Association)
Success and Retention3 levels below transfer in English = 12-13%
3 levels below transfer in math = 8%
Source: Dr. Rob Johnstone of the National Center for Inquiry & Improvement
What is the affective domain?
“The affective domain is critical for learning but is often not specifically addressed. This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.”
From “Learning Domains and Delivery of Instruction” by Cindy Vinson, Ed.D.
Free Hugs Campaign by Sick Puppies
Where is the SLO for the affective domain?
The Affective Domain: Hugs
Free Hugs Campaign: https://www.youtube.com/watch?v=vr3x_RRJdd4
Affective Domain Stages Receiving (willing to listen)
Responding (willing to participate)
Valuing (willing to be involved)
Organizing (willing to be an advocate)
Characterization (willing to change one’s behavior, lifestyle, or way of life)
Camp Scott and Camp Scudder (Moshe at 1,165 WPM and March to Freedom; end of story?)
Carol Dweck and the Growth Mindset in “Brainology”
From “Learning Domains and Delivery of Instruction” by Cindy Vinson, Ed.D.
How do we address the affective domain?
Learning Domain
Activities Delivery Considerations
Assessment
Affective • Goal setting• Collaborative
assignments• Self-reflective
writing in journal
• Practice tutorials designed for student success
• Face-to-face meetings
• Active and collaborative
• Motivational videos
• Streaming audio explanations and encouragement
• Interactive video, web casts, conference calls
• Self-assessment using checklist
• Pre/post attitude survey related to course content
• Retention/success in course
Adapted from “Learning Domains and Delivery of Instruction” by Cindy Vinson, Ed.D.
15 College Success Tips
Goal: improve success and retention
Method: teach one success tip per week (5-10 min)
Location: materials were posted on college website
Teachers: 10 instructors in 5 disciplines
Students: 751 students in 24 sections
Semester: fall, 2008
Results
Retention Rates Success Rates0
20
40
60
80
100
92
61
95
68
Fall 2007 (Pre-College Success)
Fall 2008 (College Success)
Per
cen
tag
e o
f R
esp
on
den
ts
Fall 2008 Retention and Success Rates for all Course Sections Participating in the 15 Success Points program compared to the Same Courses Taught by These Instructors in Fall 2007 (same level and delivery mode).
Student Survey Results
Percentage of Students that found the 15 Success Tips to be Helpful or Very Helpful
ReflectionsNegatives
Instruction often lacked an activityTeachers had to create/find additional materialsOther areas need to be addressed: motivation
(affective domain), personal responsibility, writing, etc.
PositivesUsing success tips promotes success and retentionTeachers and students gave positive reportsAll tips were accessible and free
Success Strategies Pilot Program
What can students do to promote their own success?
Faculty at several colleges created Success Strategies
Faculty select sections (wide variety of disciplines and levels)
Faculty adopt the book
Faculty spend 10+ minutes discussing 1 chapter per week
Students write in book (100 points)
College tracks retention and success rates
Success Strategies• Success Strategies:
Accelerating Academic Progress by Addressing the Affective Domain, 2nd Ed.
• Edited by Kim Gurnee• ISBN: 978-0-9817794-5-4 • Cost: $6.00• To order, submit the
information above to your college bookstore with the following email: [email protected]
Effective Books for Developmental Education
March to Freedom: A Memoir of the Holocaust by Edith Singer (ISBN: 978-0-9817794-0-9)
• Free desk copies available upon request via email: [email protected]
• To order, submit the information above to your college bookstore with the following email: [email protected]
Effective Books for Developmental Education
Adventures in Writing: An Introduction to the Writing Process with Readings, 5th Ed., by Adam Kempler (ISBN:978-0-9817794-4-7)
• Free desk copies available upon request via email: [email protected]
• To order, submit the information above to your college bookstore with the following email: [email protected]
Success Strategies Pilot Program
Pilot Program: 2 colleges in fall, 2013 and 12 colleges in spring, 2014 “College Success Strategies that Address the Affective
Domain” by Student Support (Re)defined, a branch of The Research & Planning Group for California Community Colleges
Goal Setting on 8 (4 sections, question #2 on page 11)
Personal Responsibility on 21 (creators/victims)
Time Management on 28-29 (#2 on 26)
Personal Finances on 63 (budget and savings, 66-67)
Significance of the basics
Preliminary Survey ResultsStudents considered goal setting, time
management, and motivation most useful.
Student ranking of chapter usefulness showed interest in all chapters.
Student recommendation of book to another student was tied to instructor consistency:
Inconsistent instruction=71%Fairly consistent instruction=78%Consistent instruction=95%
Student comments about why and how Success Strategies was useful: see handout
ReflectionsNegatives
Cost Class time Value of failure Not enough instructor and student feedback yet
Positives Activities (and 3 other sections) are provided Positive feedback from instructors and students so far Success and retention data will show impact Instructor’s attention shifts from content area to
studentFall, 2014 (5 students to health center)Candice (cutting—see journal)
Activity #3
Which chapters look most useful for your students?
How might Success Strategies be incorporated into your classes?
In which classes or programs might Success Strategies be applied on your campus to benefit the most students (without creating redundancy for students)?
What questions do you have about Success Strategies?
Evidence for Addressing the Affective Domain
Academy for College Excellence http://academyforcollegeexcellence.org
Bill and Melinda Gates Foundation http://www.gatesfoundation.org
FundingStudents purchase for $6.00
Grants
Programs
Stipends
Research QuestionsHow much does success and retention improve in
sections using Success Strategies compared with sections not using it?
Which students benefit the most?
What are the limitations to using Success Strategies?
What is the best approach to implementing Success Strategies on a campus to avoid creating redundancy for students?
“The Puzzle of Motivation”(1:30-3:00—more than 12 million)
“The Puzzle of Motivation” by Dan Pink: http://www.ted.com/talks/dan_pink_on_motivation
John Wooden 1910-2010 10 National Titles at UCLA
First person inducted into Basketball Hall of Fame as both a player and a coach
ESPN claims, “John Wooden is the greatest coach ever—in any sport.”
"SUCCESS IS PEACE OF MIND WHICH IS A DIRECT RESULT OF SELF-SATISFACTION IN KNOWING YOU MADE THE EFFORT TO BECOME THE BEST YOU ARE CAPABLE OF BECOMING.” Wooden: A Lifetime of Observations and Reflections On and Off the Court
Yosemite Backcountry
On the summit of 10 Lakes Pass in Yosemite, summer of 2013
“I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” ― Maya Angelou
InvitationTry Success Strategies and track success and
retention results
This training is available on your campus
Share new ways to address the affective domain
Contact Information:Adam KemplerCollege of the CanyonsPhone: 661-362-3266Email: [email protected]
Questions?
