30 Years of Research: What I Have Learned

1. 30 Years of Research:What I Have Learned Jon Kangas RP Conference, April 2006

2. Research Journey • Intelligence at Middle Age • Vitamin E and Ulceration In Rats • Self Disclosure in Small Groups • Alcohol as a Cure for Ulcers in Rats • 3500 research studies in the SJECCD

3. Referenced in Psychology Today Time New Woman Magazine Readers Digest National Enquirer Robin Comic Book

4. Start with Values • What is a healthful individual? • I outlined my values in The Psychology of Strength, Prentice Hall

5. What Attributes Make up a Good Citizen? • Check out the accreditation standards • Personal integration • Ethics • Aesthetics • Communication • Can take care of self and others • Can participate wisely in a democracy

6. Personal Values • What is ultimately productive while you are doing the work others are paying you to do? Personal Logo Representing Central Value

7. Personal Values • One thing I have learned: • People only move forward if they start where they are at • People move forward when they say where they are at is OK, interesting, and fascinating to share with others Personal Logo Representing Central Value

8. The workplace is a social laboratory for personal and professional growth. If You Meet the Buddha on the Road Kill Him Book by Sheldon Kopp

9. Start with the Big Picture • Before getting caught up in details, check out the big picture first • Your time is limited and deserves to be focused in the most valuable way

13. Values or Bag of Tricks? • To consciously choose what you do in light of your values and vision of health is a value oriented enterprise • Not to consciously know your values and make conscious choices makes for a “bag of tricks” approach to research

14. Single Most Useful Report • Success rate by gender and ethnicity by section, course, subject, department, and college over time • Special emphasis on English and Math sequences leading to transfer English and Math

15. Sample format for Success by Gender and Ethnicity Note: Success = A, B, C, D, CR/All grade notations including W, D, and F

16. Why the English and Math Sequences • Need these to graduate or transfer • Exception = majors requiring algebra • If you don’t achieve graduation or transfer, your chances of bridging the economic gap are low (relates to a chosen value)

17. Comparisons Groups Over Time are Essential Favorite Comparison Story Algebra Success at EVC

18. Comparisons Groups Over Time are Essential Favorite Comparison Story Algebra Success at EVC and Statewide

19. Comparisons Groups Over Time are Essential Favorite Comparison Story EVC, State, and SJCC

20. Comparisons Groups Over Time are Essential EVC, State, and SJCC After Bob transferred from SJCC to EVC Note: Bob gives 95% A Grades

21. Comparisons: Add Ethnicity to 1A Persistence from 1 Level Below

22. Is the converse more telling? How many don’t persist to English 1A from 1LB

23. EnlaceConsistently Higher than Comparison Groups Over Time

24. How to Create Comparison Groups Construct your programs/grants around the writing sequence leading to transfer English writing Place your program’s students in special sections of writing starting 2 levels below 1A Use your success reports by gender and ethnicity to get your comparison data

25. How to Create Comparison Groups Start with a group of 100 not equal to any other groups (typical of grants) GPA, # of units, success rates are interesting but not very useful by themselves Sort the students by writing courses 1, 2, and 3 levels below English 1A Then compare the students 2 LB in that section with all other students 2LB in that course (minus the exp. grp), etc.

26. Advice Try to avoid one time studies (not over time) with no comparison group Choose studies that have the same measures over time with comparison groups using the same measures

27. There are no “Remedial Students” Transfer English Composition 1 Level Below Educational Futures Level 2 Levels Below Orientation to College Level 3 Levels Below Assessment Level

28. Early Alert is too Late The !!first two weeks!! are critical

29. When in Doubt Ask the Student Every Friday for the first 4 weeks use CAT & ask: Are you thinking of dropping this class? Do you understand the material to date? Do you need a tutor? Would you like a study group? Would you like to talk to the instructor? Are you worried about succeeding in this class? Have the student sign their name.

30. Or How Many Steps Can We Take to Move Away from the Student and real/relevant intervention? Don’t ask the student anything Wait a long time to infer nonsuccess First Exam 2 Absences Ask the instructor rather than the student Put the instructor response on a form Send form to Counseling Have counselor try to contact the student Arrange to talk to the student Ask the student if they are having trouble Early Alert is too late Do a study to correlate type of problem reported with Success If you meet the Buddha…

31. Simple Principles If you want to train future behavior, practice the behavior If you want to know if a student is having trouble, ask the student If you want someone to move forward in life, accept, acknowledge, and find fascinating the place where they are at. Do not require change

32. Gateway U** Note: N = Gateway 105; Comparison Groups 335 5 different English courses represented

33. Data Over Time Essential Affirm Success F01 N = 19, 52, 382 in 5 courses in math, English and Chem

34. Data Over Time Essential Affirm Success F04 N = 45, 83, 373 in 5 courses in Math, English and Chemistry, Political Science, Guidance

35. Data Over Time Essential Affirm Success F04** New Intervention Strategy Note utility of success by ethnicity reports by section and course

36. Data Over Time Enlace Success Rates over Time** Ns from 128 to 227, courses include English, Math, and Biology

37. One of top 2 studies** Course placement success rates Counselor judgment vs. the computer

38. Placement Success for 1 Counselor F89** Note: Counselor rallied to 60% in F90 and then backslide to 57% in S93. Shows the value or data over time.

39. Comparisons of Instructional Methodologies** Comparison of On-Line, Hybrid, and Web Enhanced Methodologies with Similar Courses Ns = 305, 71, 1117

40. We Don’t Really Need More Research Actualization Esteem Belonging Love Safety Physiological

41. We know what is neededLife is not abstract • Food • Sleep • Shelter • Safety • Money to pay for college • Transportation to college • Sense of belonging • Group • Place • Program that carries a sense of pride and identity

42. We know what is needed • Support • Blocked classes • Support personnel • Caring follow-up when problems occur including CATs (early alert is too late) • Assessment for realistic life/educational strategies • Sense of a home on campus • Study Skills • Time management • Career planning and a clear vision of an educational and career future • Mentors, Role Models • Learning Communities

43. We know what is needed“Love is not Enough” !!!Time on task (Rouche) with correct practice (Jon)!!!

44. Add Other Instructional Strategies • Courses with clearly articulated learning outcomes that put the grade within control of the student • Interactive learning • High structure for low skill level students • Peer Led Team Learning

45. Formula for Creating a New Support Program/Effort • Absolute Essentials: Insure that • Food • Shelter • Transportation • Money to pay for college • Books • Time on Task • Then Add • Any of the other support/instructional variables but include a way to create a strong sense of belongingness

46. My Sense with a “Longitudinal” Perspective New religions are needed with each new generation: If you meet the Buddha on the road… Funding has not changed over time so we keep “shuffling the chairs on the Titanic” Grants and fresh enthusiasm create new requests for research for what works, new programs and initiatives

47. Examples of Temporary Change Success in Writing 2 Levels Below 1A

48. Examples of Temporary Change Success in Reading 3 Levels Below 1A

49. Examples of Temporary Change Success in Writing 1 Level Below 1A

50. Short Story: Gateway U • Chancellor’s Office Grant • Blocked Classes • High Pride in Program • Emphasis on Time on Task • Enthused Instructors • Dubbed a Model Program • Success Above Baselines • Someone forgot to reapply • Here today, gone tomorrow