DEVELOPING AND ENGAGING A COMMUNITY OF LEARNERS:

CULTIVATING THE HABITS OF MIND FOR ACADEMIC SUCCESS AND LIFELONG LEARNING

Presenter: Laurie Hazard

Webinar Objectives

Theories of Personality and Motivation that inform student success

To identify affective variables that mediate success

To help students identify roadblocks to growth and development

To identify the habits of mind for academic success  and lifelong learning

To examine ways on campus that these habits can be cultivated

Psychology of Adjustment

Definition of Psychology

New students must adjust their mental processes (mindset) and behaviors (strategies) to be successful in college in four areas:

AcademicSocial EmotionalIntellectual

Academic AdjustmentI quickly learned that the rigorous academic program would require more time and effort than my other school. Not to mention a complete overhaul of my studying techniques. The first thing that hit me was that I was no longer able to get the most potential of studying when I try to study in my room. I would need to go to the Library or any quiet study lounge.

Transfer Student, Bryant UniversityHazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall

Intellectual AdjustmentBefore coming to college, diversity was a rarely talked about subject in any school I had ever attended.  To be honest I was ashamed of this. It was as if diversity was an ugly subject that no one wanted to talk about. It was a refreshing surprise when the first day I walked onto campus here that there was a banner in the Student Union that said something to do with diversity. Until I attended college I was not aware of all that diversity truly meant and what further helped was the class exercise we did on diversity and discrimination. When I had to sit down and examine if I had been discriminated against in my life, and I realized that I had, it made me understand diversity even more and it made the issue hit home even more.

First-Year Student, Bryant UniversityHazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall

Social AdjustmentSome of my successes this semester were that I was able to make great friends and fit into a group where I feel absolutely comfortable. Having that support system in place, whether it is to have fun or to bounce thoughts off of is a key component to make it through whatever choices one makes in life.

First-Year Student, Bryant University

Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall

Emotional AdjustmentThe beginning of the school year was stressful. I had to perform well in all of my roles, and there were a lot of people expecting a lot from me. First, I have my family who is expecting me to graduate with honors. They have high expectations because I am the oldest of five siblings and my parents want me to be the best example for my siblings to follow. Then, there are two people who have generously offered to pay for some of my education. They have high expectations of me because they want to see me succeed in the future. I have a boss who relies on me for a lot of his daily tasks. And then, I have my husband who is usually waiting for me to go home and have dinner ready for him.

Transfer Student, Bryant University

Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall

Feeling Like A FraudImposter Syndrome

“I still believe,” confessed Mike Myers, “that at any time the No-Talent Police will come and arrest me.” Myers is not alone.

The question is, why do so many clearly smart, capable, successful people feel like intellectual frauds who are merely impersonating a competent person?

Dr. Peggy McIntosh, Wellesley CollegeDirector of the Wellesley Centers for Women

Self-ConceptThe thoughts, feeling, attitudes and

behaviors that encompass who we are.

Roger’s called this the “phenomenal field.”

Changes over the lifespan

Openness to Experience/Remove Obstacles Toward growth

I am FILL IN THE BLANK

Academic self-concept

So, I went to this bar……

Beer in my in college yearsVodka and cranberry in my twentiesRed wine in my thirtiesWhisky in my forties?? It’s an acquired

taste!

A Student’s Phenomenal Field

Prof. Hazard showed little sympathy last year in my parents divorce, my depression and sickness (swine flu that lead to pneumonia). Even though I had an exam grade average of a B- she took away the entire 20% participation without letting me know that I was at risk of losing such a large chunk of my grade. When I would let her know why I was missing she would only send feel better emails, not please come see me etc. I thought I was being excused.

Senior Student, Bryant University

Generation MeJean M. Twenge, Ph.D.

The results of twelve studies on generational differences based on data from 1.3 Americans

Focus on those born in 70’s, 80’s, 90’sThose now from elementary school to thirty-

somethingsFall of social rules/rise of the individual Shift from obedience, good manners, and

loyalty to religion to the “Do Your Own Thing” parenting

Be independent, happy, open-minded

Rise of NarcissismOverly self-focusedLack of empathyMore likely to feel hostile, anxious, compromise

healthMore likely to fight with friends and familyIn 1950’s, 12% of teens agreed with the

statement, “I am an important person.” By the late 80’s, 80% agreed with this statement

The average college student in 2006 scored higher in narcissism than 65% of students in 1987: a 2/3 increase in less than 20 years

I deserve an “A” on this paper. I never get B’s.

Roger’s Theory

Unconditional Positive Regard:Warmth, liking, respect, sympathy, acceptance, and feeling “prized”

Conditions Necessary for Change:Congruence, positive regard, empathic understanding, remove obstacles toward growth

Parental Practices:Degree of Acceptance (warmth, interest, significance), Permissiveness and Punishment (clear demands which are enforced)Democratic Practices (extensive set of rules, zealous in enforcing them, recognize rights and opinions of child

Ought-Self vs. Ideal Self

DutiesResponsibilitiesObligations

Agitated Related Emotions

HopesDreamsDesires

Dejection Related Emotions

The Case of MattFoundations for Learning (FFL 101): Matt’s

Whisky

EmotionalAcademicSocialIntellectual

As I’m sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just can’t study properly on my own; I’m just not cut out for this. I have always known that, so it isn’t a big shock. Honestly, I don’t think I am, and never thought I was, going to make it through all four years of college anyway, it’s not for me. I need to just shut up and do this class, no matter how pointless I may think it is; what’s it matter anyhow, even if I learn one thing all year it wouldn’t be a total waste of time. Learning is learning, whether I know I’m doing it or not.

~ First-Year Student, Bryant University

Sense of Belonging

Beyond “How To”

Content vs. Process

Cognitive Restructuring

Congruence

Habits of the Mind

Academic Success

“Know It All” Attitude

Life Long Learning

My Dissertation

1. Possess Humility

Academic Success

Tutoring

Lifelong Learning

Technology

2. Ask for Help

Academic Success

Get Involved Lifelong Learning

ReorganizationWriting

3. Ability to Take Risks and Change

Academic Success

Advising

Lifelong Learning

Cancer

4. Cultivate Critical Thinking Skills

Academic Success

FriendsLifelong Learning

Divorce

5. Form Healthy Relationships and Practice Healthy Habits

Academic Success

I study a lot Lifelong Learning

Manager

6. Develop a Heightened Consciousness and Self-Consciousness

Academic Success

ProcrastinationLifelong LearningGetting children to bed

on time

7. Manage Time And Behavior

Academic Success

Diwali

Lifelong Learning

Restaurant

8. Respect Diversity

Academic Success

Alcohol transportShe gave me a

“B”

Lifelong Learning

WalmartPSY 353

9. Take Responsibility

Academic Success

Change habitsFixed

Lifelong Success

Construction

10. Develop a Growth Mindset

Where Do We Do This On Campus?

MissionOrientationFirst-Year Experience ProgramsAdvising Learning AssistanceCounselingFaculty DevelopmentClassroom

Assessment, Faculty Development, The Classroom

Factors Course Improved 04 05 06 07 08 09

13 Satisfaction with University 5.56 5.70 5.56 5.75 5.78 5.69

11 Sense of Belonging and Acceptance

5.52 5.52 5.50 5.64 5.60 5.50

8 Knowledge of Academic Services

4.67 4.96 5.17 5.19 5.37 5.29

9 Managing Time and Priorities 4.31 4.61 4.60 4.76 4.83 4.74

7 Knowledge of Campus Policies 4.29 4.59 4.94 4.61 4.85 4.71

4 Connections with Faculty 4.28 4.55 4.65 4.74 4.82 4.74

14 Engaging Pedagogy 4.13 4.53 4.48 4.61 4.70 4.69

1 Study Strategies 4.01 4.35 4.34 4.44 4.46 4.44

5 Connections with Peers 3.91 4.23 4.11 4.39 4.48 4.45

3 Critical Thinking 3.82 4.21 4.20 4.36 4.43 4.37

6 Out-of-Class Engagement 3.77 4.12 3.97 4.15 4.42 4.31

15 Overall Course Effectiveness 3.77 4.24 4.21 4.41 4.45 4.34

12 Usefulness of Course Readings

3.71 4.21 4.20 4.30 4.18 4.32

10 Knowledge of Wellness 3.59 4.07 4.02 4.27 4.43 4.23

2 Academic and Cognitive Skills 3.51 4.00 3.83 3.98 4.00 4.06

Level of Effort in Course 3.98 4.12 4.14 4.35 4.41 4.53

Additional Resources

Hazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall.

http://impostorsyndrome.com/blog/?p=30 http://www.wcwonline.org/content/view/653/214/ http://www.amazon.com/Generation-Americans-

Confident-Assertive-Entitled/dp/0743276981 http://researchnews.osu.edu/archive/selfesteem.htm http://mindsetonline.com/abouttheauthor/index.html http://www.nsf.gov/news/news_summ.jsp?

cntn_id=118396&WT.mc_id=USNSF_51&WT.mc http://www.usatoday.com/news/education/2011-01-18-

littlelearning18_ST_N.htm_ev=click