taking student learning seriously vincent tinto syracuse university
DESCRIPTION
Taking Student Learning Seriously Vincent Tinto Syracuse University. “Mobilizing for Student Success: An Institutional Responsibility” Association of Canadian Community Colleges Vancouver, British Columbia January 29, 2004. Taking Student Learning Seriously. - PowerPoint PPT PresentationTRANSCRIPT
Taking Student Learning SeriouslyTaking Student Learning Seriously
Vincent TintoVincent TintoSyracuse UniversitySyracuse University
““Mobilizing for Student Success: An Institutional Responsibility”Mobilizing for Student Success: An Institutional Responsibility”
Association of Canadian Community CollegesAssociation of Canadian Community Colleges
Vancouver, British ColumbiaVancouver, British Columbia
January 29, 2004January 29, 2004
Taking Student Learning SeriouslyTaking Student Learning Seriously
Moving from Teaching to LearningMoving from Teaching to Learning
Conditions for Student LearningConditions for Student Learning
What do we know about the conditions that promote student learning?
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations– High expectationsHigh expectations
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations– High expectationsHigh expectations– Clear, consistent advisingClear, consistent advising
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport
– Academic Support (academic assistance, Academic Support (academic assistance, advising, tutoring, etc.)advising, tutoring, etc.)
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport
– Academic Support (academic assistance, Academic Support (academic assistance, advising, tutoring, etc.)advising, tutoring, etc.)
– Social Support (mentoring, counseling, Social Support (mentoring, counseling, advising, etc.)advising, etc.)
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport FeedbackFeedback
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport FeedbackFeedback
– Frequent, early, in-classFrequent, early, in-class
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport FeedbackFeedback InvolvementInvolvement
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport FeedbackFeedback InvolvementInvolvement
– Contact with students, faculty, and staffContact with students, faculty, and staff
Conditions for Student LearningConditions for Student Learning
ExpectationsExpectations SupportSupport FeedbackFeedback InvolvementInvolvement
– Contact with students, faculty, and staffContact with students, faculty, and staff– Time on taskTime on task
Students will become more involved in Students will become more involved in learning and spend more time learning learning and spend more time learning when they are placed in supportive settings when they are placed in supportive settings that hold high expectations for their learning, that hold high expectations for their learning, provide frequent feedback about their provide frequent feedback about their learning, and require them to learning, and require them to shareshare the the experience of learning with others.experience of learning with others.
Differing strategies to promote Differing strategies to promote student involvement and learningstudent involvement and learning
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:Some PossibilitiesSome Possibilities
Cooperative learningCooperative learning
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:
Cooperative learningCooperative learning Problem-based learningProblem-based learning
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:
Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:
Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities Service learningService learning
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:
Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities Service learningService learning Classroom assessmentClassroom assessment
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:
Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities Service learningService learning Classroom assessmentClassroom assessment Supplemental instruction/Study groupsSupplemental instruction/Study groups
Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:
Cooperative/Collaborative LearningCooperative/Collaborative Learning
Positive interdependencePositive interdependence Promotive group processingPromotive group processing Interpersonal and group skillsInterpersonal and group skills Individual and group accountabilityIndividual and group accountability
Problem-Based Learning: Shared Problem Problem-Based Learning: Shared Problem Solving within the ClassroomSolving within the Classroom
Learning in groups to solve problem(s)Learning in groups to solve problem(s) Curriculum/pedagogy organized to promote Curriculum/pedagogy organized to promote
problem solving. problem solving.
Learning CommunitiesLearning Communities
Building involvement across the curriculumBuilding involvement across the curriculum
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as
social connectionssocial connections
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as
social connectionssocial connections Team designed and sometimes team taughtTeam designed and sometimes team taught
Learning CommunitiesLearning Communities
Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as
social connectionssocial connections Team designed and sometimes team taughtTeam designed and sometimes team taught Use of cooperative/collaborative and/or Use of cooperative/collaborative and/or
problem-based learningproblem-based learning
Learning CommunitiesLearning Communities
Different types of learning communitiesDifferent types of learning communities
Linked CoursesLinked Courses
SociologySociology
Freshman WritingFreshman Writing
Linked CoursesLinked Courses
Mathematics 100
Chemistry
Freshman Interest GroupsFreshman Interest Groups
EnglishEnglish
Political SciencePolitical Science
U.S. HistoryU.S. History
Freshman SeminarFreshman Seminar
Freshman Interest GroupsFreshman Interest Groups
U.S. HistoryU.S. History
Learning to LearnLearning to Learn
EnglishEnglish
Cluster Learning CommunitiesCluster Learning Communities
ESLESL
Learning to LearnLearning to LearnSpeechSpeech
Coordinated Studies ProgramsCoordinated Studies Programs
The Presentation of Race in America
Communications
Writing 100
U.S. HistoryFaculty teamFaculty team
Research FindingsResearch Findings
Understanding the impact of shared learningUnderstanding the impact of shared learning
Research FindingsResearch Findings
Developing supportive peer groupsDeveloping supportive peer groups
““In the cluster we knew each other, we were In the cluster we knew each other, we were friends, we discussed everything from all the friends, we discussed everything from all the classes. We knew things very, very well because classes. We knew things very, very well because we discussed it all so much. We had discussions we discussed it all so much. We had discussions about everything…it was like a raft running the about everything…it was like a raft running the rapids of my life.”rapids of my life.”
Research FindingsResearch Findings
Developing supportive peer groupsDeveloping supportive peer groups Studying together: Becoming involved Studying together: Becoming involved
in learning in learning
“ “ You know, the more I talk to other peopleYou know, the more I talk to other peopleabout our class stuff, the homework, the tests,about our class stuff, the homework, the tests,the more I’m actually learning ... and the more the more I’m actually learning ... and the more I learn not only about other people, but also I learn not only about other people, but also about the subject because my brain is getting about the subject because my brain is getting more, because I’m getting more involved withmore, because I’m getting more involved withthe other students in the class. I’m getting more the other students in the class. I’m getting more involved with the class even after class.”involved with the class even after class.”
Research FindingsResearch Findings
Developing supportive peer groupsDeveloping supportive peer groups Studying together: Becoming involved Studying together: Becoming involved
in learning in learning Involvement, learning, and persistenceInvolvement, learning, and persistence
Activity ScoreActivity Score CSPCSP ComparisonComparison
CourseCourse 3.05*3.05* 2.462.46
LibraryLibrary 2.15*2.15* 1.941.94
FacultyFaculty 2.25*2.25* 1.991.99
StudentsStudents 3.12*3.12* 2.852.85
WritingWriting 2.81*2.81* 2.652.65
GainGain 2.68*2.68* 2.462.46
** indicates significant difference between groups at .05 level. indicates significant difference between groups at .05 level.
Perceptions of...Perceptions of... CSP CSP ComparisonComparison
ClassesClasses 6.03*6.03* 5.165.16
Other studentsOther students 5.64*5.64* 5.195.19
FacultyFaculty 6.00*6.00* 5.625.62
AdministratorsAdministrators 4.86*4.86* 4.544.54
Campus climateCampus climate 5.31*5.31* 5.175.17
YourselfYourself 5.80*5.80* 5.015.01
** indicates significant difference between groups at .05 level indicates significant difference between groups at .05 level
LearningLearningOutcomes Community ComparisonOutcomes Community Comparison
Pass Rates . .Pass Rates . . . .
Continuation . .Continuation . .
76.6 55.976.6 55.9
57.3* 41.2*57.3* 41.2*
** estimated from several studies estimated from several studies
Research FindingsResearch Findings
Developing supportive peer groupsDeveloping supportive peer groups Studying together: Becoming involved Studying together: Becoming involved
in learning in learning Involvement, learning, and persistenceInvolvement, learning, and persistence Learning better togetherLearning better together
“ “ I think more people should be educated I think more people should be educated in this form of education. I mean becausein this form of education. I mean becauseit is good. We learn not only how to interactit is good. We learn not only how to interactwith ourselves, but with other people of with ourselves, but with other people of different races, different sizes, differentdifferent races, different sizes, differentcolors, different everything. I mean it justcolors, different everything. I mean it justmakes it better ... not only do you learn more,makes it better ... not only do you learn more,you learn better.”you learn better.”
Supplemental InstructionSupplemental Instruction
Mini learning communities applied to Mini learning communities applied to
individual coursesindividual courses
Supplemental Instruction (SI)Supplemental Instruction (SI)
A B C D
InstructorInstructor
Tutor A Tutor B Tutor C Tutor D
Freshman English
SupplementalStudy Groups
SI Learning CommunitiesSI Learning Communities
Mathematics 100
Chemistry
Supplemental Instruction Groups
Closing Thought:Closing Thought:
Though it is true that learning is an individual Though it is true that learning is an individual experience, it is also true that individuals experience, it is also true that individuals learn better together. learn better together.
Closing Thought:Closing Thought:
Though it is true that learning is an individual Though it is true that learning is an individual experience, it is also true that individuals experience, it is also true that individuals learn better together. learn better together.
Shared learning should be the norm, not the Shared learning should be the norm, not the exception of the college experience.exception of the college experience.
Resources:Cooperative LearningResources:Cooperative Learning
Barbara Millis & Philip Cottell, Barbara Millis & Philip Cottell, Cooperative Cooperative
Learning for Higher Education FacultyLearning for Higher Education Faculty (Phoenix: (Phoenix:
Oryx Press, 1998)Oryx Press, 1998)
Resources: Problem-Based LearningResources: Problem-Based Learning
University of DelawareUniversity of Delaware Institute for Problem-Based LearningInstitute for Problem-Based Learning
http://www.udel.edu/pbl/http://www.udel.edu/pbl/
Resources: Learning CommunitiesResources: Learning Communities
The Learning Community Commons The Learning Community Commons
The National Learning Communities ProjectThe National Learning Communities Project
Evergreen State CollegeEvergreen State College
http://learningcommons.evergreen.eduhttp://learningcommons.evergreen.edu
DeAnza CollegeDeAnza CollegeLearning Community ProjectLearning Community Project
Edwina Stoll and Sally WoodsEdwina Stoll and Sally Woods (408) 864-5678(408) 864-5678
www.deanza.fhda.edu/depts/interdisp/index.htmlwww.deanza.fhda.edu/depts/interdisp/index.html
The Learning Community ListservThe Learning Community ListservTemple UniversityTemple University
[email protected]@listserv.temple.edu
Dan Tompkins and Jodi LevineDan Tompkins and Jodi Levine
Resources: Service LearningResources: Service Learning
Barbara Jacoby, Service-Learning In Higher Education: Concepts And Practices (San Francisco: Jossey-Bass, 1997)
Service Learning Project American Association for Higher Education www.aahe.org/service/www.aahe.org/service/
Resources: Supplemental InstructionResources: Supplemental Instruction
Center for Supplemental InstructionCenter for Supplemental Instruction
University of Missouri-Kansas CityUniversity of Missouri-Kansas City
www.umkc.edu/centers/cad/siwww.umkc.edu/centers/cad/si
Resources:Classroom AssessmentResources:Classroom Assessment
Thomas Angelo and Patricia Cross, Thomas Angelo and Patricia Cross, Classroom Assessment Techniques: A Classroom Assessment Techniques: A Handbook for College TeachersHandbook for College Teachers, ,
(2nd Edition(2nd Edition, , San Francisco: Jossey-Bass, 1993San Francisco: Jossey-Bass, 1993))
We too have to become connected We too have to become connected learners. Call or write if I can help.learners. Call or write if I can help.
phone: (315) 443-4763phone: (315) 443-4763email: [email protected]: [email protected]