Strengthening Student Success

Accelerating Academic Progress by Addressing the Affective Domain

Adam Kempler English Department College of the Canyons 10-9-13

Introduction
High School: aide for severely handicapped students,
volleyball coach, English and psychology teacher

College: English professor, chair of the English

Department, English 081 coordinator, juvenile detention facility instructor, author and publisher, recreation instructor

Classes taught: American literature, British literature,

transfer composition, pre-transfer composition, reading, childrens literature, poetry, accelerated English, surfing, backpacking and wilderness survival

Activity #1: Discussion

What experience do you have addressing the following areas in the classroom?

Goal Setting Motivation Student Services Personal Responsibility Time Management Note Taking Test Taking

Critical Thinking Reading Strategies The Writing Process Healthy Lifestyles Stress Management Relationships Transferring

Activity #2: Quotes

What are 3 things that we can do in the classroom to address or incorporate ideas from these quotes?
Draw an image of 1 of your ideas. See handout

1088 White Chairs

College Students Lost to Suicide

American College Health Association: www.acha.org

Changes in the Student Body

In 2010, at the 118th American Psychological Associations Annual Convention, John Guthman, Director of Counseling Services at Hofstra University and author of a study on college student mental illness said, In the last 10 years, a shift in the needs of students seeking counseling services is becoming apparent. University and college counseling services around the country are reporting the needs of students seeking services are escalating toward more severe psychological problems. While the condition of students seeking counseling doesnt necessarily reflect the experience of the average college student, our findings may suggest students with severe emotional stress are getting better education, outreach, and support during childhood that makes them more likely to attend college than in the past.

More data found at: http://www.acha-ncha.org (American College Health Association)

What is the affective domain?

The affective domain is critical for learning but is often not specifically addressed. This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.
From Learning Domains and Delivery of Instruction by Cindy Vinson, Ed.D.

Affective Domain Stages

Receiving (willing to listen)

Responding (willing to participate)

Valuing (willing to be involved) Organizing (willing to be an advocate) Characterization (willing to change ones behavior, lifestyle,
or way of life)

Camp Scott and Camp Scudder

From Learning Domains and Delivery of Instruction by Cindy Vinson, Ed.D.

How do we address the affective domain?

Learning Activities Domain Affective Goal setting Collaborative assignments Self-reflective writing in journal Practice tutorials designed for student success Delivery Considerations Face-to-face meetings Active and collaborative Motivational videos Streaming audio explanations and encouragement Interactive video, web casts, conference calls Assessment Selfassessment using checklist Pre/post attitude survey related to course content Retention/succe ss in course

Adapted from Learning Domains and Delivery of Instruction by Cindy Vinson, Ed.D.

15 College Success Tips

Goal: improve success and retention Method: teach one success tip per week (5-10 min) Location: materials were posted on college website Teachers: 10 instructors in 5 disciplines Students: 751 students in 24 sections

Semester: fall, 2008

Results
100
95 92

Percentage of Respondents

80

68

60

61

Fall 2007 (Pre-College Success) Fall 2008 (College Success)

40

20

0 Retention Rates Success Rates

Fall 2008 Retention and Success Rates for all Course Sections Participating in the 15 Success Points program compared to the Same Courses Taught by These Instructors in Fall 2007 (same level and delivery mode).

Student Survey Results

Percentage of Students that found the 15 Success Tips to be Helpful or Very Helpful

Reflections
Negatives
Instruction often lacked an activity Teachers had to create/find additional materials Other areas need to be addressed: motivation (affective
domain), personal responsibility, writing, etc.

Positives
Using success tips promotes success and retention Teachers and students gave positive reports All tips were accessible and free

Success Strategies
Goal Setting on 8. (4 sections) Personal Responsibility on 19 (creators/victims) Time Management on 24-25. (Ivy Less story)

Reflections
Negatives


Cost Class time Value of failure Not enough instructor and student feedback yet

Positives
Activities (and 3 other sections) are provided Positive feedback from instructors and students so far Success and retention data will show impact Instructors attention shifts from content area to student Spring, 2013 (4 students to health center) Candice (cutting) Jordanne (morning sickness)

The Puzzle of Motivation

Invitation
Try Success Strategies in our pilot program and track
success and retention results

This presentation and training is available Share new ways to address the affective domain Contact Information:

Adam Kempler College of the Canyons Phone: 661-362-3266 Email: adam.kempler@canyons.edu

Yosemite Backcountry
I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. Maya Angelou

On the summit of 10 Lakes Pass, summer of 2013