thriving in transitions: beyond survival tactics 10.12.pdfthriving in transitions: beyond survival...
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![Page 1: Thriving in Transitions: Beyond Survival Tactics 10.12.pdfThriving in Transitions: Beyond Survival Tactics Laurie A. Schreiner, PhD Azusa Pacific University](https://reader031.vdocument.in/reader031/viewer/2022021506/5b0259c57f8b9af1148f881b/html5/thumbnails/1.jpg)
Thriving in Transitions:
Beyond Survival Tactics Laurie A. Schreiner, PhD
Azusa Pacific University
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Transitions
Significant event
Requires change
Inevitably creates a stress
reaction
Share with your neighbor:
What was your most
recent transition and
how did it feel?
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Successful
Transitions:
Positive
opportunity for
growth
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Successful Transitions
• Positive perception
• Healthy coping skills – approach rather than avoid
• Social support
• Information and resources
• Personally significant growth as a result
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Specific Transitions
in College
The first year:
Do I know what it takes
to succeed here?
Do I have what it takes?
Do I belong here?
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High-Risk Students
Why am I being labeled?
Why do I have to take all these
remedial courses?
Do I have what it takes to
succeed here?
What difference does effort
make?
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Sophomores
What happened to all the
attention from last year?
What happened to my friends?
Why am I always last in line
now?
What am I doing with my life?
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Transfer Students
What does it take to succeed
here?
Why have my grades taken a
nosedive?
How do I get involved here?
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Students of Color
Where are all the other people
like me?
Why don’t you see me?
Why do you think I can speak
for my entire ethnic group?
What if I fulfill everyone’s
negative stereotype?
Do I belong here?
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Seniors
Is there life after college?
Is there a job for me?
Will I ever find friends like this
again?
How do I succeed in life?
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Where is our focus?
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WHAT HAPPENS WHEN WE FOCUS ON SURVIVAL?
Failure prevention rather than success promotion
Minimal performance
needed, rather than
excellence
A focus on the demands and challenges, rather than
the opportunities for growth
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Surviving
Who you are and where you’ve been
Target the weakness and fix it
Failure prevention
• Thriving
• Who you can become and where you’re going
• Target the talent and build on it
• Success promotion
A Shift in Perspective
FROM
TO
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• Psychosocial factors Motivation
Attitudes
• Engagement
Behavior • Learning
• Graduation
Student Success
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A New Vision for
Student Success
Recently published
by the National
Resource Center for
First-Year Students
and Students in
Transition
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Why “Thriving”?
• Implies more than mere survival
• Psychological well-being + academic success
• Active word – vitally engaged, optimally
functioning – an ongoing process
• Incorporates more than academic success and
persistence to graduation – includes citizenship,
relationships, and openness to diversity
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Academic
Social Emotional
THRIVING
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Criteria for Including
a Construct
Measurable
Empirically connected to student
success
Malleable (state vs. trait)
Interventions make a difference
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The Thriving Quotient
• TQ was constructed from theoretical concepts that
had a demonstrated empirical connection to student
success
• 26-item instrument with responses ranging on a 6-
point Likert-type scale of 1=strongly agree to 6 =
strongly disagree
• Coefficient alpha = .91
• Confirmatory factor analysis indicated excellent fit
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The Thriving Quotient
Engaged Learning
Positive Perspective
Social Connectedness
Academic Determination
Diverse Citizenship
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Five Factors of Thriving
ACADEMICALLY:
• Engaged Learning
• Meaningful processing, focused attention, active participation in the learning process
• Academic Determination
• Self-regulated learning, effort, coping skills, goal-directedness (hope), applies
strengths to academic challenges
SOCIALLY:
• Diverse Citizenship
• Making a contribution, appreciation of differences
• Social Connectedness
• Positive relationships and access to friendships
EMOTIONALLY:
• Positive Perspective
• Optimism and subjective well-being
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Implications for
Practice
Individual student
level:
Interventions targeted to
specific aspects of
thriving
Institutional level:
Who is thriving?
In what aspects?
Targeting programs and
services
ThrivinginCollege.org 22
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Thriving in Transitions
• Positive Appraisal – “I can handle this”
• Providing Support – “I’m not in this alone”
• Using Effective Strategies – “I know what to do”
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Positive Appraisal
Upcoming transition framed as
a positive opportunity
Communicate what will happen
and how they will benefit
Examples:
• End-of-year advising
• Summer letter to
sophomores
• Sophomore Breakfast
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Enhancing a
Positive
Perspective
Describe the challenges
Focus on the coping skills
needed
Emphasize applying
strengths to the challenge
Encourage a growth mindset
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Mindset Matters
Academic ability is something very basic about a person that can’t be changed very much
You can always improve your academic ability
FIXED MINDSET GROWTH MINDSET
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Fixed Mindset Growth Mindset
Goals Performance Learning
Role of
Effort
Avoid it—if you have to
try, you’re not smart
Plan on it—it’s how
you learn
Enjoyment Only if I’m good at it Love the challenge
Attributions
for failure
“I’m not good at that
subject”
“I didn’t invest the
right effort”
Strategies
for success
Defensive, avoid failure
at all costs
Mastery-oriented and
positive
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Strategies for Encouraging a
Growth Mindset
• Teach students about the brain and how it changes with practice – whatever you focus attention on repeatedly changes your brain!
• Share stories and examples of famous accomplished people who invest a lot of effort
• Emphasize the importance of practice and effort as key to the learning process (grit)
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The Best of the Best …
• Champion chess players
• World-class cellist Pablo Casals
• MVP basketball players
What do they have in common?
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They Practice – A Lot!
• Casals was one of the
greatest cellists of all
time
• In his eighties he still
practiced for hours every
day
When asked why he still practiced so much
when he was already the best in the world, his
reply was: “In order to play better!”
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The First Day of Class
How faculty frame the course, their role, and
strategies for success (with an emphasis on
effort) can make a significant difference in
student success
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Students who know how to apply their strengths to
academic tasks and challenges are significantly more
likely to thrive than those who are unaware of their
strengths or do not know how to apply them to
academic challenges.
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Strengths Philosophy
“Individuals gain more when
they build on their talents, than
when they make comparable
efforts to improve their areas of
weakness.”
Clifton & Harter, 2003, p. 112
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(Talent + Energy) x (Knowledge + Skill)
Strength =
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Predisposition Developed Requires Effort
Talent x Investment = Strength
Investment is a MULTIPLIER of talent!
Investment includes time spent practicing, developing skills, & building knowledge
Louis, 2008
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It’s all about
strengths
development!
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• We don’t abandon all the other practices we know work—
we simply provide a motivational foundation for adding the
necessary skills and knowledge
• The student becomes a partner in the learning process!
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Thriving in Transitions:
Provide Support
Effective support:
• Meets emotional needs
• Provides assurance
• Generates positive emotions
• Provides “just-in-time” information
• Connects students to campus resources
• Gives prompt feedback
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Examples
Peer leaders, advisors, mentors
who have navigated the
transition successfully
Cohorts or blocked schedules
“Alpha Groups” at APU
Living-Learning Communities
Service learning
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Diverse
Citizenship:
The Influence of
Co-Curricular
Learning
• Study abroad
• Service learning
• Living-learning communities
IF
• Sustained contact
• Adequate support and safe environment for conflict resolution
• Common goal that requires collaboration
ThrivinginCollege.org 40
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Sense of community
is the single largest
contributor to
thriving for all
student groups.
When the community is
thriving, the individuals in it
tend to be, as well.
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Thriving in Community
Membership Symbols, signs, rituals
Not just “welcome” but a full
member of the community
sense of belonging and
validation
Relationship Opportunities for positive
interactions
Subgroups, friendships
Shared emotional connection
Ownership Student voice
Contribution
Mattering to the institution
Partnership Interdependence
Shared goals
Student-Faculty Research
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Thriving in Transitions:
Utilize Effective Strategies
• The best strategies involve both academic and
psychosocial approaches (Robbins et al., 2006)
• What would it look like to apply our best strategies
to
• The First-Year Experience
• Introductory survey courses
• The sophomore year
• Advising
• Faculty development
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Engaged Learning
A positive energy invested in one’s own learning, evidenced by meaningful processing, focused attention on what is happening in the moment, and active participation in learning activities.
Schreiner & Louis, 2011, p. 6
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Engaged Learning
• Active participation
(involvement)
• Focused attention
(mindfulness)
• Meaningful Processing
(deep learning)
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Closing the Gap
0 10 20 30 40 50 60 70 80
Asian
Caucasian
African American
Latino
Six-Year Graduation Rates
Source: NCES 2010
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Different Pathways to Thriving
Among Students of Color
Sense of community is important for all, but
what enhances a sense of community differs
by ethnicity
Spirituality is a much more significant
contributor to thriving in students of color
than for white students
Faculty involvement contributes to thriving,
but to a different degree across ethnicity
Campus involvement does not always lead
to thriving among students of color
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Where do we go from here?
• Recognize student success as more than grades and grads
• Measure thriving during transitions and direct students to
specific resources and pathways that match their needs,
interests, and strengths
• Encourage partnerships of faculty and student affairs
professionals – it takes a village!
• Focus on building a sense of community across campus
that values the strengths each member brings – it’s the
foundation for thriving
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My Vision
That every student who enters college …
• Learns how to develop their strengths and
apply them to the challenges of college
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Every Student
Engages in the
learning process with
faculty who
encourage deep
learning and connect
with them in and out
of class
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Every
Student
Experiences a
network of caring
people committed
to their thriving –
their academic,
social, and
emotional well-
being
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Every
Student
Connects with
advisors who help
them see their
potential and
envision their
future success
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Every
Student
Becomes part of a
community that
values them,
supports them,
and brings out
their best
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Not only will
our students
thrive, but so
will we!
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