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Today’s Students

Today’s Students. The Nation Goes to College. “A college degree has in many ways become what a high school diploma became 100-years ago-the path to a successful career and to knowledgeable citizenship.” (AAC & U, 2002, p. viii). Today’s Students. “Traditional” college student

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Today’s Students

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  1. Today’s Students

  2. The Nation Goes to College “A college degree has in many ways become what a high school diploma became 100-years ago-the path to a successful career and to knowledgeable citizenship.” (AAC & U, 2002, p. viii)

  3. Today’s Students • “Traditional” college student • White male, 18 to 20 years old • Attending a four-year, liberal arts college • Full-time, and living on campus • Is now the minority in higher education (Magolda & Terenzini)

  4. Today’s Students • Majority of undergraduates are women • 28 % of undergraduates are from under-represented groups • Vocational emphasis valued over learning for learning’s sake • “Overwhelmed and more damaged” (Magolda & Terenzini)

  5. Today’s Students • Consumer mentality • Diverse and divided • Pragmatic, career oriented, and committed to doing well • Optimistic about personal/collective futures • Desperately committed to preserving the American dream (Levine & Cureton, 1998, p. 156-157)

  6. Today’s Students • 75% of full-time students are employed • 46% of those work at least 25 hours per week & 20% at least 35 hrs per week • Work hurts students grades (42%), limits their class schedules (53%) and choice of classes (38%)

  7. Increased Access • 75% of high school graduates continue their studies • 90% of high school seniors expect to attend college • Growing number of college students are over age twenty-five (AAC & U, 2002, p. 2)

  8. Different Attendance Patterns • 58% of bachelor’s degree recipients attend two or more colleges • 28% of undergraduates attend part-time • 73% of undergraduates are non- traditional students (AAC & U, 2002, p. 2)

  9. Today’s Students • Learning styles & preferences • Motivation & students’ learning styles • Visual & Kinesthetic • Positive view of technology & their ability to use it • Reading & the web • “slow, painful and torturous” vs. “ease & speed” KateManual

  10. Today’s Students • Need to see “Big Picture” before disaggregating • Mass customization • Low threshold for boredom • Multitasking • They learn from each other Kate Manual

  11. Today’s Students • Aliterate • Random access of information, less linear, likes graphics • Self focused • “Prove it to me” mentality • Wants something in exchange Susan Eisner

  12. Today’s Students • Independent • employment & discretionary income • Bypasses mainstream media • Relevance is important • Experience without obvious payoffs are frustrating • Responds well to “coaching” Susan Eisner

  13. Today’s Students • Effective efforts focus on students’ learning styles & preferences • Before “buying-in” students must see tangible benefits, in terms of their needs • High need for clarity, low tolerance for ambiguity (directions clear & succinct) Brown, Murphy & Nanny

  14. Today’s Students Higher education may be a part of students’ lives, but in many cases it is NOT the central focus of their lives.

  15. Preparation Lags • Only 47% of HS graduates complete a college prep curricula • Only 40% of HS teachers hold performance expectations that result in college-ready students • 53% of all college students take remedial courses (AAC & U, 2002, p. xxx)

  16. College Reading Readiness • Only 51% of 2005 ACT tested high school graduates have college-level reading skills • Reading readiness– over a 75% chance of a C or better, a 50% chance of a B or better in reading-dependent first-year courses • Reading readiness peaked at 55% 1999

  17. Rising to the Challenge • 40% of HS graduates are not prepared: • 39% of college students & HS graduates report gaps in their skills and abilities • 35% of college students & 39% of HS graduates have large gaps in at least one crucial skill; 86% of both groups have some gaps. • College instructors---42% of their students are not adequately prepared. • Employers---39% of HS graduates are not prepared for their current job & 45% are unprepared for advancement.

  18. Most Grads Cite Gaps In At Least One Skill 35% of college students report large gaps in at least one area, 86% report some gaps in at least one area. Oral communication/public speaking Science Mathematics Doing research Quality of writing that is expected Reading/understandingcomplicated materials 12% large gaps/struggling15% large gaps/struggling 11%14% 13%16% 10%13% 9%10% 5%9%

  19. College instructors Employers/Instructors Dissatisfied With High Schools’ Skills Prep Employers 25% very dissatisfied 22% very dissatisfied 24% very dissatisfied 20% very dissatisfied Reading/understandingcomplicated materials Quality of writing that is expected Doing research Mathematics Oral communication/public speaking Science

  20. College instructors Employers/Instructors Dissatisfied With High Schools’ Skills Prep Employers 29% very dissatisfied 22% very dissatisfied16% very dissatisfied 17% very dissatisfied Thinking analytically Work and study habits Applying what is learned in school to solving problems Computer skills

  21. How do you know your students & graduates have the information skills they will need?

  22. Questions?

  23. Learning ObjectivesBehavioral ObjectivesInstructional ObjectivesPerformance ObjectivesCompetencies Objectives

  24. Align your Outcomes MissionObjective/GoalOutcomes Institutional outcomes Program outcomes Course outcomes Class outcomes

  25. Questions to Facilitate Learning • What do you want students to be able to do? • What do students need to know in order to do this well? • What activity will facilitate their learning? • How will students demonstrate their learning? • How will I know students have done this well? Debra Gilchrist

  26. Learning Objectives A statement in specific and measurable terms that describes what students will know or be able to do as a result of engaging in a learning activity. Their purpose is to communicate expectations.

  27. Learning Objectives • Communicate expectations in terms of student learning • Audience Students will be able to… • Behavior Specific observable actions, • Condition Circumstances, tools, • Degree Performance level, standard

  28. Learning Objectives A statement of what students will be able to do when they have completed instruction Objectives are: • Related to intended outcomes, Not processes • Specific and measurable, Not broad and intangible • Concerned with students, Not faculty Arreola, 1998, p2

  29. Why Learning Objectives • Makes teaching and learning efficient • Focuses on students • Describes what students are expected to achieve as a result of instruction • Students know what is expected of them • Makes assessment of learning easier

  30. Why Learning Objectives • Knowing where you want to go, increases the chances of getting there • Guidance for the planning and delivery of instruction as well as the evaluation of student learning • Provides a focus for students • Allows for analysis in terms of the levels of teaching and learning

  31. Cognitive Level of Objectives • Bloom’s Taxonomy • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge

  32. Cognitive Level of Objectives • Bloom’s TaxonomyLevel • Evaluation Application • Synthesis Application • Analysis Application • Application Application • Comprehension Understanding • Knowledge Knowledge

  33. Bloom’s Taxonomy of Objectives LevelLearning Verbs • Evaluation Criticizes, compares, concludes • Synthesis Creates, formulates, revises • Analysis Differentiates, diagrams, • Application Demonstrates, computes, solves • Comprehension Explains, summarizes, classifies • Knowledge Identifies, defines, describes

  34. Learning Verbs forBloom’s Taxonomy • Compare & contrast, critique, justify Evaluating • Adapt, combine, compare, contrast, design, generate Synthesizing Analyzing • Correlate, diagram, distinguish, outline, infer Applying • Determine, develop, compute, utilize • Classify, explain, discuss, give examples, summarize Comprehending Knowing • Define, describe, list, reproduce, enumerate

  35. When Writing Objectives Avoid imprecise verbs open to interpretation: Appreciate Believe Familiarize Grasp Know Learn Understand

  36. Effective Learning Objectives • Consistent with curricular goals • Clearly & unambiguously stated • Clearly observable & measurable • Realistic & doable • Appropriate for the level of students • Relevant & worth doing • Challenging & interesting

  37. Writing Learning Objectives • Identify what students are to learn • Identify what students are to do • Draft & revise as necessary • Are specific and clear • Are observable & measurable • Strive for higher order thinking

  38. How to Write Learning Objectives • Express them in terms of observable behavior • Facilitates assessment of learning • Objectives should answer these questions: • What must students do to prove that they have learned? • What should students be able to do as a consequence of their learning?

  39. Questions?

  40. Example Familiarize students with research articles. Students will be able to read a research article.

  41. Example Students will be able to identify the elements of a research article and explain the purpose of each element.

  42. Example In order to write more effective literature reviews, students will read and evaluate reviews written by other students. Using a rubric, students will note what features of a review make it good and what features make it less good. Stoloff

  43. Exercise

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