Introductions

1. A Developmental Approach to Student Success: An instruction and student services collaboration modelLeslie Joan Allen, M.S., NCCSharon Juenemann, M.EdMt. Hood Community College

2. Introductions • Leslie Allen is the director/instructor of the Mental Health and Human Service degree program at Mt. Hood Community College • Sharon Juenemann is the Director of the Learning Success Center at Mt. Hood Community College

3. The Collaboration Model • Learning strategies integrated into PSY 235 –Lifespan Development (conception-adolescence) • Discussions with Sharon about supports she offered for students • Begun as a response to student need for learning and college success strategies.

4. Objectives of Workshop • Describe the holistic/developmental approach to instruction • Visualize your own model for integrating student success strategies into course content • Name techniques to proactively and preventatively connect students to learning support resources at your own institution • Visualize a model for connecting instruction and student services in a meaningful way

5. The Students • Cohort model program of 40 new students each year beginning in fall (Career Technical Program and Transfer Program) • Lower level academic admission requirements (RD 115, WR 115, Math 20) • Many students have not completed high school and/or have had unfortunate past with education

6. The Students, Cont. • Students drawn to program often recovering from drug and alcohol abuse, domestic violence, child sexual abuse and low self esteem. There is also anxiety and PTSD which impacts learning • Non-native speaking students, males, females, age range from 18-60 • Many first generation students

7. The Students, Cont. • The desire of the students to help others and receive a college degree is sometimes greater than the academic/emotional/organizational tools they enter the program with.

8. The Developmental Approach • Makes explicit to students in the syllabus the preference is to develop study, organizational, time management, note taking and textbook reading skills WHILE learning course content. • Instructor priorities include development of student qualities that lead to success beyond the course, in furthering education, work and life.

9. Developmental Approach, Cont. • Recognizes the diverse skill and experience level found in community college classroom • Provides an important opportunity to link students at beginning of college experience with student services which aid in retention; disability services, tutoring, counseling, financial aid, advising, and more.

10. Overview of the Collaboration Model • Students receive mandatory individualized advising within the program by program faculty • Learning Skills Specialist (in this case director of Learning Success Center) is integrated into the syllabus and schedule • Students are immediately connected to outside resources on the first day of class, fall term, first year.

11. Collaboration Model, Cont. • Students are connected to Learning Success Website in the psychology class • Super Student program is introduced and extra credit is given to students who participate- Sharon explains….. • Faculty make effort to be connected to student service personnel in Financial Aid, Counseling, Advising, Learning Success Center.

12. How Learning Skills are Integrated The history: • One time test taking presentation got positive student response and became more • Received TLC Innovation Grant to fund start-up collaboration time and assess student outcomes • Used non-normed pre- and post self assessment instrument and GIFT-Group Instructional Feedback Technique

13. Learning Skills are Integrated, Cont. • Student Feedback helped us focus our learning strategies topics down to current list • We will add time management and organization skills next year, by student demand.

14. Perspectives from Learning Success Center Director • Normally invited into classrooms by faculty for study skills presentations on general study habits, etc. • These can be helpful for students with “just-in-time” information on good general study habits.

15. Unique Collaboration • Learning skills set up a critical part of course content • Learning Specialist listed on syllabus as co-facilitator of class • Facilitate a session the first day of class • Leslie gives very clear explanation about why learning skills content is important….. • Students are clear about my role in the course and their role in participating in learning skills sessions I facilitate.

16. Unique Collaboration, Cont. • Leslie (instructor) stays in room while I facilitate my sessions • Instructor and I conduct a professional dialog about learning skills, our students’ experiences, and our own experiences throughout sessions. • Example: I make a comment about a study skills strategy, and ask Leslie, “how might this play out in your class?” We then dialog about this in front of students and with them.

17. What the Students Learn • How to understand and apply their individual learning styles to various learning environments and assignment types ( VARK) • Textbook reading strategies (textbook reconnaissance activity with specific emphasis on strategic reading) • Note taking strategies (demo of Cornell Method) (Leslie lectures/Sharon follows up)

18. From Experience • Topics covered have been pared down over the years • We formerly did test anxiety, time management, procrastination, test taking, and learning styles using Felder Index of Learning Styles.

19. Current Learning Styles Inventory • Currently utilizing the VARK • Simple and quick (16 questions) • Doesn’t assume recent experience as student • Gives a “multi-modal” option • Is not forced choice • Serves as a reference point for all other discussions on learning strategies.

20. Reading Strategies • Key element of learning skills we practice • PSY text, Lifespan Development, Santrock, is a college-level human development text. • Students are not often aware of the most effective reading strategies • Vocabulary is a challenge for native and non-native English speakers alike

21. Reading Strategies, Cont. • This course is often the first encounter that students have had with “theory.” • Textbook reconnaissance activity engages students in the reading, in the entire course, and gives them concrete strategies to use for the very first chapter they are assigned.

22. A Sample: Textbook Reconnaissance

23. Reflections by Content Instructor • Discover the learning styles of each student • Share my learning and teaching style with students • Share teaching and learning philosophy with students • Model prioritization of learning skills and self management

24. Reflections, Cont. • Model collaboration with student services professional • Link students on a first-name basis with student services person outside class and program • Students’ future success beyond program, community college, inspire to go on with education

25. Reflections, Cont. • Link learning skills to employment skills

26. Questions

27. Small Group Discussions • In small groups, discuss what you can use/adapt from this information about integrating learning skills and collaborating with instruction and student services.

28. Larger Group Discussion • Share your ideas for taking these strategies back to your home institution