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Supporting Students’ Academic Success: What is in our locus
of control?Kay M. Sagmiller, Ph. D
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What influences whether students learn?
As professors, some things are simply not within our locus of control…
► Sleep deprivation► Distractions► Effort
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Factors Within Faculty’s Locus of Control
►Curriculum Design
►Curriculum Implementation
►Assessment of Student Learning
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Courses
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Programmatic Assessment
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Institutional Assessment
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Design: Alignment
University Outcomes = Lifetime GoalsProgram Outcomes = 4 Year Goals
Course Outcomes = 10 week Goals
Lesson Outcomes = Daily Goals
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Course Design…
Where does this course fit in the
curriculum?
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Course Design…At the end of this course… what must my students know…and be able to do?
How can I find out if they learned what I intended?
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Intentional Scaffolding of Knowledge and Skills
► Skills must be demonstrated, practiced and assessed through performance
► Knowledge is associated with prior knowledge and must be intentionally developed through intellectual activities
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Content
Construct Meaning
Organize
Store
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Teaching Content1) Assess prior knowledge2) Provide advance organizers3) Ask students to present information
graphically, pictorially4) Review key ideas and concepts and
illustrate how this information is at the core of the course
5) Require students to discuss content
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Assessing Content►Multiple Choice Test/ True & False
Mastery of terminology
►Essay Relationships
►Research Papers, Problem-based projects, Socratic dialogue Application and Transfer of
knowledge
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Skills
ConstructModel
Shape Internalize
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Supporting Skill Development
1. Explain the process2. Show examples, examples, examples3. Think aloud process4. Practice with guidance5. Point out common errors, give
feedback6. Analyze exemplary models7. Ask student to explain what they are
doing and why
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Assessing Skills►Performance►Performance►Performance►Performance►Performance►Performance►Performance
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Design Matters: AlignmentCurriculum
Explicit
Planned
Taught
Learned
Assessed
Unplanned
Untaught
Unlearned
Unassessed
ImpliedNull
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Design ConsiderationsWhat is the best way to organize this course so students’ knowledge and skills develop over time?
What do I anticipate will be difficult for my students to learn?
How will I clearly communicate my expectations to students?
What general education outcomesare required to be Incorporated into this class?
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Kindergarten Graduation
Cross Curricular SkillsMidpoint
Reading
Writing
Speaking
Quantitative Reasoning
Information Literacy
Thinking
Thinking
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Constructing Understanding
GE Course
Capstone
Degree
GE Course
GE Course
GE Course
GE Course
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3 Levels and 3 Types of Evidence of Student Learning
Descriptive
Institutional Enrollment DataRetentionDiversity Stats
Programmatic Enrollment DataRetentionDiversity Stats
Course EnrollmentGrade TrendsInformal Feedback
Indirect
Surveys:NSSEHERI
Surveys:Alumni Employer
Course Evaluations
Direct
Student Work:CLA
Student WorkCapstonesDiagnostic EssaysStandardized Tests
Student WorkTests; ProjectsAssignments
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Course Design
1. Institutional
2. Programmatic
3. Course level
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Student work is the window into the student’s thinking and
learning process
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Course Program Institutional
Design
Implementation
Assessment