region 8 presentation

Outcomes Directed Thinking in Student Development

Olga Salinas, M.P.A.Academic Advisor

Student Success and Academic AdvisingCollege of Health Science & School of Nursing

Boise State Universityosalinas@boisestate.edu

I’d love to hear from you regarding this session and your own experiences!

Student Advising: Visible and Important

Academic Advising – NACADA

“Academic advising, based in the teaching and learning mission of higher education, is a series of

intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes

students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes” (NACADA Clearinghouse for Advising

Resources).

Advising for Student Development and Success

Answers to:

• Create New Approaches and Venues

• Increase Persistence• Ensure a Quantifiable Educational

Achievement

Our work often looks and feels like this:

Our resources/funding look more like this…

Brick and Mortar , and Virtual Hallways

The Perfect Fit(Tinto)

What Do We Do?What Do You Do?

Experiences are Priceless

Student Development

IndependenceConfidence

InterdependenceEducational Achievement

Guiding Students Towards Becoming Creators of Their Own Success

Transformative

1. To change in form, appearance, or structure; metamorphose.

2. To change in condition, nature or character; convert.

(Merriam- Webster)

Awesome(Urban Dictionary)

Awesome Works!

Insecure > CompetentDistressed > Managing EmotionsNeeding Frequent Assistance > Developing Autonomy Vague Self-Image > Establishing IdentityImmature > Respectful RelationshipsUnfocused > Developing PurposeExternal Values > Integrity/Personalization of Values

Beginning > Achieving

Advising = Transformative Learning Experience

It must meet and work in the “active contexts of student’s lives”.

(Learning Reconsidered 2: Implementing a Campus-Wide Focus on the Student Experience, 2006)

No wonder we can feel like this!

Outcomes Directed Thinking

•Meets students at their level of experience•Facilitates self-designed outcomes•Means to modify perspective•Fosters creative solutions•Provides a tool for communication

Outcomes Directed Thinking – Has a Successful History

(1980s – Research on high performing athletes, managers, teams.)

Locke, Latham, Cashman and more…

Outcomes Language Evolving • Business: Reframe the question cost and profit by increasing the level of vested interest between vendors and clients for a mutual outcome.

•Healthcare: Move away from polarizing statements such as “health care for everyone” to higher level motivation of “ensuring good health for everyone”.

Outcomes Directed Thinking in Advising: Experiential and Cognitive

•Identify motivation.•Ownership of plans, solutions, tasks.•Broadens perspective of resources.•Method of promoting communication with key support people.

Partner to Appreciative Advising and Goal Setting

Appreciative Advising – Sets the foundation for a positive experience.

Goal Setting – Clarifies destination (S.M.A.R.T. Goal)

A Procedural Pause…

“Never bring the problem solving stage into the decision making stage. Otherwise you surrender yourself to

the problem rather than the solution.” – Robert Schuller

Important …Why?Goal setting alone is risky.

Locke & Latham, 2002

A Practical ApplicationProblem/Existing Situation Desired Outcome

Working on Prereqs Admission toFor Rad Sci Rad Sci Program

for fall 2012

Up and Down an Outcomes Space MapStuck > Progress

Non-Commital > Vested

“No problem can be solved from the same level of consciousness that created it .” Einstein

Outcomes Space Map or Motivational Map

“What will this do for me?”

This IS the question!

Outcome Space Map – Motivational LeverageIt would be exciting, rewarding, allowing for personal and

professional growth.

I could be a role model for someone else.

It would make me successful/feel successful.

Improved finances for myself and my family.

Entrance to career.

Established Outcome: Admission to the Rad Sci Program in fall 2012 application cycle.

Defines the motivation behind the outcome.

•Self-Defined – Therefore has opportunity to be a transformative experience.•Vested in outcome.

“A Man cannot be satisfied without his own approval.”

- Mark Twain

Moving Down the Map: From Obstacles to Solutions

“Design is directed toward human beings. To design is to solve human problems by identifying

them and executing the best solution.” Ivan Chermayeff

Moving the Map: Reflective Moments and Destroying the Barriers.

“Put your heart, mind, and soul into even your smallest acts.

This is the secret of success.” Swami Sivananda

Motivations established?

• Easier to identify distractions and barriers.• Once again “flip” to what is desired instead of the barrier.•Create the strategy.•Identify resources/buy-in needed for each strategy.

Focus is now on the smaller steps that move a student from overwhelmed by diluted unspecified, time - costly efforts, to progress through specific, doable strategies…supported by the motivation.

From What is to What is Desired

Down the Outcomes Map

Established Outcome: Admission to the Rad Sci Program in Fall 2012.

Barrier: Feels like I’m always out of time.Want Instead/Barrier Buster: Focused time for study –

especially Math 254 this semester.

Resources: Academic Makeover, homework for tough subjects done at school – use math Skills lab; discussion with family regarding household chores

and delegation of same.

Introducing Outcomes Directed Thinking to Students

Barriers and “Busters”Motivation: Become a recognized “Rock Star Advisor”Motivation: A learning environment that allows sharing, and growing.Motivation: Introduce a method that will be of benefit.Motivation: Introduce material.

What is: A new class with new and personally difficult subject matter.Target Outcome? A comfortable learning environment and to build some camaraderie among the students in NURS 108 Sp 12.

Barrier: Student anxiety/distress in a new class setting as well as learning new, personalized material.

Barrier Buster: De-personalize the first attempts – Fictional Student Exercise.

Barrier-Buster: Encourage creativity and fun through art and group effort.

Resources: Flip charts, markers,classroom.

Examples of Student Work: Outcomes Directed Thinking Active

and Transformative

Cross-Culturally Beneficial

• Meets students in their own, individual active context.

• Creates a safe place of exploration and modification.

• Clarifies purpose/motivation.• Implementable solutions created.• Energy and resources targeted.

Beneficial for Advisors• Tool to guide students along student

development.• Supports student ownership towards

goals.• When link with a plan, can reduce

need for frequent interactions.• Others can assist when physical plan is

present.

Let’s Learn Together•Create your Student•Include Name, occupations, challenges, dreams, affiliations,•Identify Motivations for being at your institution.•Identify one or two key barriers.•Want instead?

Student Quotes from Experiencing This Approach

With a detailed plan of action based on things that I have control over, I will no longer waste time and stress over those things I cannot change. – Joseph B.

Sometimes when under a lot of stress it is difficult to isolate one problem from many, and next to impossible to distinguish the steps for resolving problems. When it is all mapped out it becomes less difficult to identify the resources and solutions. – Sarah S.

Advisors

• Facilitators of learning •Partners in Student

Development

Watch them take flight…

I saw the angel in the marble and

carved until I set him free.

Michelangelo

Outcomes Directed Thinking

Part of your Student Development tool kit?

Think off-center. George Carlin

Thank You!

Olga Salinas, M.P.A.Advisor

osalinas@boisestate.eduStudent Success and Academic Advising

College of Health Science & School of NursingBoise State University

osalinas@boisestate.edu

References: Groves, Richard. 2009. Outcomes Based Thinking and the Healthcare Debate. Mission Measurement, LLC. Edwin A. Locke & Gary P. Latham. 2002. Building a Practically Useful Theory of Goal Setting and Task Motivation. American Psychologist Journal. Council for the Advancement of Standards in Higher Education. 2008. The Role of Academic Advising. CAS Standards Contextual Statement.Vicki Clawson and Bob Bostrom. 2003. Outcome Directed Thinking: Questions that Turn Things Around.