Here to Stay:

1. Here to Stay: Faculty-Student Relationships facilitated by Ginny Hronek

2. As a result of attending this workshop, participants will be able to : • understand some factors related to why students leave college and why they stay in college • explore ideas to create conditions that promote student retention • identify what faculty can do to support satisfying student relationships • describe how to practice dialogue, rather than monologue, to achieve greater learning and promote student-faculty relationships • apply activities to promote a learner-centered environment

3. Marcus Buckingham & Curt Coffman, 1999. First, Break All the Rules: What the World's Greatest Managers Do Differently. “People don’t leave companies, they leave bad bosses.” 76% do not communicate their real reason for leaving.

4. Inadequate funds Credit card addiction Too much partying Relationship trauma Family matters Poor academic preparation Distaste for lecture-paper-exam grind Lack of connection/ feel isolated Unmet expectations Lack of respect Why do students leave college before earning a degree?

5. Unmet expectations Lack of connectedness Lack of respect Factors affecting attritionthat may be in our control

6. Learner-Centered Culture of Accountability An environment in which people want to work and learn

7. Learner Centered Culture of Accountability Focus on meeting students needs through: streamlined student delivery of services a full range of student-centered learning environments and activities accountability and responsibility for results (I need to polish this up)

8. Accountability Model* Other-Directed Self-Directed Autonomous Authority “I Choose to” “I Have to” Belief Comply Rebel Agree Disagree Attitude Reaction Resent Resist Accept Consequences Feeling I’m Not Responsible I am Responsible Behavior Like a Victim Get Revenge Accountable • Keith Ayers, Integro Learning.

9. A learner-centered culture of accountability is grounded in trust

10. The Elements of Trust™ • Acceptance...people are respected for their contributions, differences are valued and leadership is shared • Reliability... people can count on each other for support, keep their commitments and strive for excellence in whatthey do TM Keith Ayers, Integro Learning.

11. The Elements of Trust™ • Openness... we exchange information, • discuss feelings and opinions and do not • keep secrets • Straightforwardness... expectations are • clear, disagreements are discussed and • resolved and individual performance is • discussed and agreed on

12. The Elements of Trust™ • Acceptance • Reliability • Openness • Straightforwardness

13. Culture is formed by Behaviors Beliefs Attitudes Feelings Trust

14. Creating a culture of accountability: making connections

15. Three critical "connections" that need to occur with students at the outset of a course: • student-instructor connection, • the student-student (peer) connection • student-course (subject matter) connection.

16. Student Instructor Connection: Know Yourself How are you perceived by students?

17. Disorganized teaching Talk too fast/too slow Monotone Degrading students Lack of interaction Lack of enthusiasm Not available outside class, do not show up for office hours Annoying Behaviors of FacultyGonsalves, Sonia.What you don’t know can hurt you: student’s perceptions of professors annoying teaching habits: College Student Journal, 9/1/03.

18. Unclear assignments Opinionated Reading from book or notes Keeping class overtime (disrespectful) Too much overlap with book Unfair testing/grading Talking to the board/pacing/staring at students Annoying Behaviors of FacultyGonsalves, Sonia.What you don’t know can hurt you: student’s perceptions of professors annoying teaching habits: College Student Journal, 9/1/03.

19. Seek regular feedback ? ? • Take a pulse • How I am doing? • More of / less of?

20. Know your students

21. Name tents or Name tags

22. Photo op

23. Best Reflect on a learning experience when the concept or skill really clicked, when you were motivated to learn. Identify the characteristics of the experience that supported the learning. Worst Reflect on a learning experience when the concept or skill just didn’t click., when you were not motivated to learn. Identify the characteristics of the experience that de-motivated the learning. Best vs. Worst Learning Experience

24. Student-course connection: know learning styles • develop an understanding of various models that will help you understand how students learn • determine strategies and techniques for including course materials in a way that takes multiple styles into account

25. Models of Learning Styles • Myers-Briggs Type IndicatorTM • Kolb/McCarthy Learning Cycle • Felder-Silverman Learning Styles Model • Grasha-Riechmann Learning Styles • VARK: - Visual, Auditory , Reading/Writing, Kinesthetic • Gardner’s Multiple Intelligences

26. Input PreferencesVARK*      Read/write Visual Auditory Kinesthetic   Taste Smell *Fleming, Neil. VARK, A guile to learning styles: http://www.vark-learn.com See slides 67-70.

27. Gardner’s Model of Multiple Intelligences8 Pathways to the BrainProcess Preferences      Inter- personal Linguistic  % 7 > Kinesthetic Logical/Math Musical Intrapersonal  Visual/ Spatial Naturalist   Adapted from Howard Gardner’s Intelligence Reframed: Multiple Intelligences for the 21st Century, 2000.

28. Create opportunities for success! • Frame the course in positives • Communicate expectations (different from “rules”) • Design an early “win” • Build complexity of skill development, projects • Recognize & reinforce

29. Give ‘em an “A” • On first day of class, ask students students to write a letter in past tense on how they earned an “A”. • Periodic 1-on-1 review

30. Coach rather than tell Don’t tell students something you can ask them. “How do you think that can be accomplished?” “What may be getting in the way of achieving the goal?” “How can you do this differently?”

31. Challenge mental models “Mental models are deeply engrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action.” - Peter Senge, The Fifth Discipline

32. VII

33. IX

34. SIX IX6

35. What was necessary to come up with the answer? • How did the presentation of this exercise influence what you saw as a solution? • How does presentation of data influence what students see?

36. Applying the Skills The Story

37. Statements about the Story: Answer True, False, or Unknown ? ( T , F , ? ) 1. A man appeared after the owner turned off the lights in his store. ( T , F , ? ) 2. The thief was a man. ( T , F , ? ) 3. The man who appeared did not demand money. ( T , F , ? ) 4. The store owner scooped up the contents of the cash register and sped away. ( T , F , ? ) 5. Someone opened a cash register. ( T , F , ? ) 6. After the man demanded money and took the contents of the cash register, he fled.

38. ( T , F , ? ) 7. Even though there was money in the cash register, the story does not tell how much. ( T , F , ? ) 8. The thief demanded money from the store owner. ( T , F , ? ) 9. The story tells of a chain of events that involves only three people: the store owner, the man who demanded money, and a police officer. ( T , F , ? ) 10. The following three things happened in the story: someone demanded money, a cash register was opened, and a man fled from the store.

39. Statements about the Story: Answer True, False, or Unknown ? • ? 1. A man appeared after the owner turned off the lights • in his store. • ? 2. The thief was a man. • F 3. The man who appeared did not demand money. • ? 4. The store owner scooped up the contents of the cash • register and sped away. • T 5. Someone opened a cash register.

40. ? 6. After the man demanded money and took the contents of • the cash register, he fled. • T 7. Even though there was money in the cash register, the • story does not tell how much. • ? 8. The thief demanded money from the store owner. • ? 9. The story tells of a chain of events that involves only • three people: the store owner, the man who demanded • money, and a police officer. • ? 10. The following three things happened in the story: • someone demanded money, a cash register was • opened, and a man fled from the store.

41. Climbing the ladder of Inference* Take actions based on conclusions Draw conclusions based on assumptions Make assumptions based on meaning I add Reflective Loop our conclusions & actions affect what data we select next time Add meaning to selected data from experiences Observable data (things I see & experience)

42. Reflective Loop our conclusions & actions affect what data we select next time

43. Not Getting “Stuck” on the Ladder:Skills for Dialogue Reflection Advocacy Inquiry

44. Reflection: Becoming aware of your thinking and reasoning. “How have I arrived at this?” “Explain to me how you see it that way.”

45. I. Reflection: Reflect on your thinking to deal with the tendency to resist, withdraw, insist, demand. Examine where you may be on the ladder of inference. Reflection occurs throughout the dialogue. • What has led me to think / feel this way? • Why didn’t I say what I was thinking? • What assumptions am I making about…? • What are the costs of acting this way? • What are the benefits? • What prevents me from acting differently?

46. Not Getting “Stuck” on the Ladder:Skills for Dialogue Advocacy: Making your thinking and reasoning visible to others. “This is how I see it.”

47. Advocacy: Making thinking process visible (walk up the ladder of inference slowly). What to do What to say State your assumptions, and describe the data that led to them. "Here’s what I think, and here’s how I got there. Explain your assumptions "I assumed that…." Make your reasoning explicit. "I came to this conclusion because…" Explain the context of your point of view: who will be affected by what you propose, how they will be affected and why. "To get a clear picture of what I’m talking about, imagine that you’re the person who will be affected… As you speak, try to picture the other people’s perspective on what you are saying.

48. What to do What to say Invite others to explore your thinking, your assumptions, and your data. "What do you think about what I just said?" or "Do you see any defects in my reasoning?" or "What can you add?" Avoid defensiveness when your thoughts or ideas are questioned. If you’re advocating something worthwhile, then it will only get stronger by being tested. Reveal where you are in your thinking. Defuse opposition. "Here’s one aspect which you might help me think through…." Listen and stay open, and encourage others to provide different views. "Do you see it differently?" Advocacy (continued) Publicly test your conclusions and assumptions.

49. Not Getting “Stuck” on the Ladder:Skills for Dialogue Inquiry: Seeking to understand others’ thinking and reasoning in a non- adversarial way. “Explain to me how you see it that way.”

50. Listen: • to others • without resistance • to yourself – be aware of thought • to your reactions – pay attention to emotions Listening is not waiting for your turn to talk!