No More “Hold”-ing On

1. No More “Hold”-ing On SASS, Advising & Academic Probation Wm. Scott Slattery, Ph.D. / SASS April 22, 2011  Tate Conference University of Minnesota

2. LASk 1102: Academic Success For students on academic probation, returning from a suspension, or experiencing academic difficulties. • 2-credits • Classes meet in Appleby Hall • Weekly ‘pods’ & small group instruction • For Registration: • Call UCCS/SASS front desk for brief screening & information • 612-624-3323

3. UCCS Personal Career Academic SASS (Student Academic Success Services) AC (Academic Counseling) Outreach / Consultation LA (Learning Assistance) SASS Courses SASS Website www.sass.umn.edu UCCS / SASS - Organizational Chart LASk 1001 (2 cr.) (Mastering Skills for Academic Success) LASk 110x (Academic Struggles) 1102 (2 cr. / Full term)(Academic Probation) 1101 (1 cr. / Term B) (At-risk / Probation)

4. 80% of success is showing up. Woody Allen

5. Acculturation stressors • Health issues (acute / chronic) • Physical • Mental / Mood • Personal / Family / Life balance • Expectations (from self/others) • Confidence / Doubt • Marginalization • Blocks in communication • Fear • Shame • Anomie (e.g., 1 of too many in a class, on campus, etc.) • … More Challenges to Academic Performance(… that can lead to academic probation status) • Academic blind spots (i.e., not knowing that you don’t know – for example, more effective skills & strategies) • Disengagement • Passive approach to learning • Cynicism (already knowing it all / anti-curiosity) • Developmental struggles (e.g., identity, individuation) • Learning Conditions • Learning Disabilities • AD/HD • Autism Spectrum Disorders • Unclear Vision and/or Purpose • Motivational ambivalence

6. Surprise (unanticipated) / Confusion • Diminished Confidence (self-efficacy) • Grief / Loss • Mixed Emotions: • Anger • Embarrassment / Shame • Fear • Disengagement (Isolation / Indifference) Common Effects of AP

7. Begin each day as if it were on purpose. Mary Anne Radmacher

8. Two specific considerations: Power Self-efficacy

9. Power = Options Academic Probation can lead to a loss of options in numerous ways:FinancialAcademic choiceAdvancement / GraduationFreedom (e.g., parents imposing restrictions)Privacy (e.g., increased scrutiny / accountability)

10. Self-efficacy (The degree of) Confidence that if you have a goal, you will achieve it “Growth” Confidence Competence Certainty Comfort Self-Efficacy = High • A ‘Recipe’ for Self-efficacy Support • Practice, practice, practice • Mentorship, tutoring, coaching, guidance • Encouragement, support, ‘normalization’ of experience Doubt Incompetence Uncertainty Inadequacy Self-Efficacy = Low

11. What to consider & do? So … understanding what brings students to AP is not a linear picture • Start with the “Recipe” for Self-efficacy: • Step #1: • Experience & opportunity (show up! / be active) • Do things … and Do some more • Step #2: • Find resources & people and use them • Get coaching, tutoring, mentorship • Confront doubt and inadequacy • Step #3 • Find people and places that support your efforts, and provide non-judgmental encouragement • Identify people and places that discourage your efforts – choose to set limits with these.

12. What to consider & do? (cont.) • Promote the following: • Empowerment (options!) (via education & resources) • Active Learning (… DO! & experience) • Curiosity • Effective Attitudes (of openness & inclusion) • Identity & Sense of purpose • Challenge ambivalence • Provide attunement / empathy • Humor & Energy (… this is about growth – go for it!)

13. ‘Experience’ Sensory Cognitive (autobiographical) Affective/Emotional Semantic (meaning) “Experiences” (and active learning) Facilitating ‘experiential’ learning opportunities through Active Learning approaches enhances memory/retention/application as well as vitality for learning.

14. De-stigmatize the experience • Reduce stress/pressure to ‘make up for’ prior poor performance • Get off probation • Rehabilitate transcript • Increase academic IQ • via education • via experience • via re-tooling • Restore confidence & foster empowerment • Promote Active Learning • Campus engagement • Clarify academic purpose & motivation • Meta-cognition / Reflection • Choice-making Course Objectives

15. Doing something is better than doing nothing. [Mantra commonly shared in SASS offices with students]

16. … putting it all together LASk 1102

17. Didactic / Skills Component Resources Turning Point (Weinsheimer) Study Skills (Lipsky) Topics: Goal-setting (SMART) Managing Time Self-Awareness Purpose/Motivation Active Reading Test-taking & Prep Test wiseness Choice-making / Power Campus Engagement Behavioral Component Assignments & Activities Time Awareness LASSI / VARK SMART goal cards Campus resources project Notebook activity Procrastination activity End-of-Semester planning Letter exercise The Commitment Monitor Comment #1: Yes / No? Comment #2: Reflection Course overview

18. Hour #1 Hour #2 Pod [Behavioral Component] n=5 Section 001 Didactic instruction N=15 Pod [Behavioral Component] n=5 Instructor #1 Pod [Behavioral Component] n=5 Pod [Behavioral Component] n=5 Section 002 Didactic instruction N=15 Pod [Behavioral Component] n=5 Instructor #2 Pod [Behavioral Component] n=5 Pod [Behavioral Component] n=5 Section 003 Didactic instruction N=15 Pod [Behavioral Component] n=5 Instructor #3 Pod [Behavioral Component] n=5 LASk 1102 Course Configuration

19. the LASSI

20. The ‘Big’ Planner

21. Semester Contract

22. The Commitment Monitor

23. The Power of Purpose(the Terry Fox story) Campus Resources Project SMART goal cards Time Awareness exercise the Follow-up Letter Notebook assignment Pods (for processing) Reflection(Weinsheimer book) ‘try it on’(Lipsky book)

24. You don’t need to do any of this … however, some day, you should want to do all of it. [another comment commonly shared in SASS offices with students]

25. What students said …(LASk 1102) What you took from the course … When on probation, I never realized I wasn’t alone – it happens to more people than you’d think. This class helped me to realize why I actually am in college and what that means for my life. (De-stigmatize) I was able to find my confidence. (Self-efficacy) I feel LASk was an insightful class and it offered me many solutions. Regarding probation, it encouraged me that every negative experience could have a positive ending. (Empowerment; attitude; openness)

26. What students said …(LASk 1102) What you took from the course … After taking LASk 1102 I feel like a new person. I know it sounds cheesy, but I was lost. Everyone should at least know about this course. (Acceptance; self-awareness) LASk 1102 gave me the boost of energy needed to do well in my classes & to turn me into an active (rather than passive) learner. (Active learning; hope; empowerment) [Instructor] gave me many ideas and options about my academics; it helped me take time and look at who I am, where I am, and where I want to go. (Self-awareness; purpose; empowerment) I enjoyed getting to know other students – about their lives. (Active learning; engagement; combating isolation)

27. What students said … (LASk 1102) Advise to students struggling or currently on probation … Take LASk 1102 soon! There are smart people willing to help … just ask. (Active learning; resources) No matter what happens, don’t forget your goals and determination from day one. Life happens (so things don’t always go the way we want them to). Through struggles, there are challenges that will be rewarded later. (Attitude; hope; goals/purpose) You don’t have to feel you are alone in this. This was a totally life-changing experience – I am ready to get back to focusing more on what my educational goals are. (De-stigmatize; hope; empowerment; focus) You can do it. Don’t look at failures, look at success and push forward. (Confidence; empowerment)

28. What students said …(LASk 1102) Advise to students struggling or currently on probation … Be more proactive about you college career. Only you can accomplish your goals; you have to put in the effort. (Active learning; focus/purpose) You need to find the motivation to change within yourself – if it’s not something you’re willing to strive for, the change won’t be made. (Active learning; ownership; self-awareness) Try to find your purpose. The most important thing is pushing forward even though you have a load of work placed on you. (Purpose; encouragement)

29. Other supporting resources … Individualized Assistance Learning Assistance (LA) Academic Counseling (AC)

30. SASS website • http://sass.umn.edu/ • UCCS website(for Academic Counseling info) • http://www.uccs.umn.edu Online Help for Students

31. Discussion & Questions

32. Master These for Success … • Active Learning • Self-Awareness • Skills I (Academic) • Skills II (Personal, Academic, and Life Balance) • Campus Resources … and Professional 5 Keys to College^Success

33. Bloom’s Taxonomy Affective Domain (how you feel about the material being learned – based on attitude, how much you value the material, or are motivated to learn it) Cognitive Domain (levels of knowledge acquisition; learning as an action – ‘doing’) Active/Internally- motivated Learning Evaluation Creating Organizing / Conceptualizing Synthesis Evaluating Valuing Analysis Analyzing Responding (Interactive) College Application Applying Comprehension Understanding Receiving (Passive learning approach) High School Knowledge Remembering