Presenter: Laurie Hazard

1. Developing and Engaging A Community of Learners: Cultivating The Habits of Mind for Academic Success and Lifelong Learning Presenter: Laurie Hazard

2. Webinar Objectives • Theories of Personality and Motivation that inform student success • To identify affective variables that mediate success • To help students identify roadblocks to growth and development • To identify the habits of mind for academic success  and lifelong learning • To examine ways on campus that these habits can be cultivated

3. Psychology of Adjustment • Definition of Psychology • New students must adjust their mental processes (mindset) and behaviors (strategies) to be successful in college in four areas: • Academic • Social • Emotional • Intellectual

4. Academic Adjustment I quickly learned that the rigorous academic program would require more time and effort than my other school. Not to mention a complete overhaul of my studying techniques. The first thing that hit me was that I was no longer able to get the most potential of studying when I try to study in my room. I would need to go to the Library or any quiet study lounge. Transfer Student, Bryant University Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall

5. Intellectual Adjustment Before coming to college, diversity was a rarely talked about subject in any school I had ever attended.  To be honest I was ashamed of this. It was as if diversity was an ugly subject that no one wanted to talk about. It was a refreshing surprise when the first day I walked onto campus here that there was a banner in the Student Union that said something to do with diversity. Until I attended college I was not aware of all that diversity truly meant and what further helped was the class exercise we did on diversity and discrimination. When I had to sit down and examine if I had been discriminated against in my life, and I realized that I had, it made me understand diversity even more and it made the issue hit home even more. First-Year Student, Bryant University Hazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall

6. Social Adjustment Some of my successes this semester were that I was able to make great friends and fit into a group where I feel absolutely comfortable. Having that support system in place, whether it is to have fun or to bounce thoughts off of is a key component to make it through whatever choices one makes in life. First-Year Student, Bryant University Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall

7. Emotional Adjustment The beginning of the school year was stressful. I had to perform well in all of my roles, and there were a lot of people expecting a lot from me. First, I have my family who is expecting me to graduate with honors. They have high expectations because I am the oldest of five siblings and my parents want me to be the best example for my siblings to follow. Then, there are two people who have generously offered to pay for some of my education. They have high expectations of me because they want to see me succeed in the future. I have a boss who relies on me for a lot of his daily tasks. And then, I have my husband who is usually waiting for me to go home and have dinner ready for him. Transfer Student, Bryant University Hazard & Nadeau (2013), Foundations for Learning 3rd edition, Prentice-Hall

8. Feeling Like A FraudImposter Syndrome • “I still believe,” confessed Mike Myers, “that at any time the No-Talent Police will come and arrest me.” Myers is not alone. • The question is, why do so many clearly smart, capable, successful people feel like intellectual frauds who are merely impersonating a competent person? Dr. Peggy McIntosh, Wellesley College Director of the Wellesley Centers for Women

9. Self-Concept • The thoughts, feeling, attitudes and behaviors that encompass who we are. • Roger’s called this the “phenomenal field.” • Changes over the lifespan • Openness to Experience/Remove Obstacles Toward growth • I am FILL IN THE BLANK • Academic self-concept

10. So, I went to this bar…… • Beer in my in college years • Vodka and cranberry in my twenties • Red wine in my thirties • Whisky in my forties?? It’s an acquired taste!

11. A Student’s Phenomenal Field Prof. Hazard showed little sympathy last year in my parents divorce, my depression and sickness (swine flu that lead to pneumonia). Even though I had an exam grade average of a B- she took away the entire 20% participation without letting me know that I was at risk of losing such a large chunk of my grade. When I would let her know why I was missing she would only send feel better emails, not please come see me etc. I thought I was being excused. Senior Student, Bryant University

12. Generation MeJean M. Twenge, Ph.D. • The results of twelve studies on generational differences based on data from 1.3 Americans • Focus on those born in 70’s, 80’s, 90’s • Those now from elementary school to thirty-somethings • Fall of social rules/rise of the individual • Shift from obedience, good manners, and loyalty to religion to the “Do Your Own Thing” parenting • Be independent, happy, open-minded

13. Rise of Narcissism • Overly self-focused • Lack of empathy • More likely to feel hostile, anxious, compromise health • More likely to fight with friends and family • In 1950’s, 12% of teens agreed with the statement, “I am an important person.” By the late 80’s, 80% agreed with this statement • The average college student in 2006 scored higher in narcissism than 65% of students in 1987: a 2/3 increase in less than 20 years • I deserve an “A” on this paper. I never get B’s.

14. Roger’s Theory Unconditional Positive Regard: Warmth, liking, respect, sympathy, acceptance, and feeling “prized” Conditions Necessary for Change: Congruence, positive regard, empathic understanding, remove obstacles toward growth Parental Practices: Degree of Acceptance (warmth, interest, significance), Permissiveness and Punishment (clear demands which are enforced) Democratic Practices (extensive set of rules, zealous in enforcing them, recognize rights and opinions of child

15. Ought-Self vs. Ideal Self • Duties • Responsibilities • Obligations • Agitated Related Emotions • Hopes • Dreams • Desires • Dejection Related Emotions

16. The Case of Matt Foundations for Learning (FFL 101): Matt’s Whisky • Emotional • Academic • Social • Intellectual

17. As I’m sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just can’t study properly on my own; I’m just not cut out for this. I have always known that, so it isn’t a big shock. Honestly, I don’t think I am, and never thought I was, going to make it through all four years of college anyway, it’s not for me. I need to just shut up and do this class, no matter how pointless I may think it is; what’s it matter anyhow, even if I learn one thing all year it wouldn’t be a total waste of time. Learning is learning, whether I know I’m doing it or not. ~ First-Year Student, Bryant University

18. Habits of the Mind Sense of Belonging Beyond “How To” Content vs. Process Cognitive Restructuring Congruence

19. 1. Possess Humility Life Long Learning My Dissertation Academic Success “Know It All” Attitude

20. 2. Ask for Help Lifelong Learning Technology Academic Success Tutoring

21. 3. Ability to Take Risks and Change Lifelong Learning Reorganization Writing Academic Success Get Involved

22. 4. Cultivate Critical Thinking Skills Lifelong Learning Cancer Academic Success Advising

23. 5. Form Healthy Relationships and Practice Healthy Habits Lifelong Learning Divorce Academic Success Friends

24. 6. Develop a Heightened Consciousness and Self-Consciousness Lifelong Learning Manager Academic Success I study a lot

25. 7. Manage Time And Behavior Lifelong Learning Getting children to bed on time Academic Success Procrastination

26. 8. Respect Diversity Lifelong Learning Restaurant Academic Success Diwali

27. 9. Take Responsibility Lifelong Learning Walmart PSY 353 Academic Success Alcohol transport She gave me a “B”

28. 10. Develop a Growth Mindset Lifelong Success Construction Academic Success Change habits Fixed

29. Where Do We Do This On Campus? Mission Orientation First-Year Experience Programs Advising Learning Assistance Counseling Faculty Development Classroom

30. Assessment, Faculty Development, The Classroom

31. Additional Resources • Hazard & Nadeau (2013), Foundations for Learning, 3rd edition, Prentice-Hall. • http://impostorsyndrome.com/blog/?p=30 • http://www.wcwonline.org/content/view/653/214/ • http://www.amazon.com/Generation-Americans-Confident-Assertive-Entitled/dp/0743276981 • http://researchnews.osu.edu/archive/selfesteem.htm • http://mindsetonline.com/abouttheauthor/index.html • http://www.nsf.gov/news/news_summ.jsp?cntn_id=118396&WT.mc_id=USNSF_51&WT.mc • http://www.usatoday.com/news/education/2011-01-18-littlelearning18_ST_N.htm_ev=click