1 / 17

Wade Leuwerke, Ph.D. wade.leuwerke@drake @ WadeLeuwerke

Understanding the Behaviors, Attitudes, and Skills That Contribute to Academic Success and College Retention. Wade Leuwerke, Ph.D. wade.leuwerke@drake.edu @ WadeLeuwerke. Overview. A little context Why do your students fail or leave Drake? Noncognitives tell us something unique

shanon
Download Presentation

Wade Leuwerke, Ph.D. wade.leuwerke@drake @ WadeLeuwerke

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Understanding the Behaviors, Attitudes, and Skills That Contribute to Academic Success and College Retention Wade Leuwerke, Ph.D. wade.leuwerke@drake.edu @WadeLeuwerke

  2. Overview • A little context • Why do your students fail or leave Drake? • Noncognitives tell us something unique • A little theory • Noncognitive Factors or the Behaviors, Attitudes, and Skills that impact success • Discussion of how we promote these in FYS • Discussion of available campus resources

  3. By The Numbers Do Not Complete High School Do Not Attend College Do Not Complete college Is this what we want to call Success?

  4. Not Successful at Drake • What are the most common reasons that your students are not academically successful (poor or failing grades)? • What are the most common reasons that your students decide to leave Drake? • Decide to transfer? • Decide to stop college?

  5. Noncognitives tell us something unique High School GPA + Standardized Achievement Test Scores Student Academic Success Noncognitive Skills

  6. Noncognitives tell us something unique GPA 15 – 20% College Success 5 – 8% Standardized Achievement 10 – 15% Noncognitive Skills Leuwerke, Gore, Cole, & Reese, (2011)

  7. A little theory • Engagement theory

  8. Noncognitive Skills • Student Strengths Inventory • Behaviors, Attitudes, and Skills • Turn in assignments on time, attend class, prepared for class • Academic Engagement • Academic Self-Efficacy • I can meet academic milestones • Recognize personal value of education, college is right for my career • Educational Commitment • Campus Engagement • Want to get involved on campus, leadership, participation • Social Comfort • Prefer working in groups, makes friends easily, gets along with others • Resiliency • Able to bounce back from adversity • Interest and willingness to seek help from campus resources • Help Seeking

  9. Academic Engagement The value an individual places on academics and attentiveness to school work • I go often to class without being fully prepared (R) • I wait until the last moment to get my assignments done (R) • I strive for excellence in all of my school work • I turn my homework in on time

  10. Academic Self-Efficacy An individual's confidence in her or his ability to achieve academically and succeed in college • I am confident that I will excel in college • I will succeed in my chosen major • I will be able to complete college English requirements with a B or better • I am confident I can maintain a B average in college • I will be able to complete college math requirements with a B or better

  11. Educational Commitment An individual’s dedication to college and the value placed upon a college degree • If I was offered a good job I might not finish college (R) • I am willing to do whatever it takes to stay in college • Graduating from college is necessary for me to achieve my career • School is a priority for me • I am sure that a college education is the right goal for me

  12. Campus Engagement An individuals involvement in campus activities and attachment to the college/university • Being active in extra-curricular activities in college is important to me • I intend to join campus clubs • I plan to take part in many campus social activities • I want to feel a part of the college I attend • I plan to take on campus leadership roles when I'm in college

  13. Social Comfort An individuals’ comfort in social situations and ability to communicate with others • I avoid social events (R) • I find it easy to talk with strangers • I never know what to say when meeting new people (R) • I consider myself to be shy (R) • I am comfortable in groups

  14. Resiliency An individual’s approach to challenging situations and stressful events • I rarely get anxious (R) • I am easily frustrated (R) • I am a worrier (R) • Little things upset me (R) • I manage stress well

  15. Help Seeking An individual’s openness and willingness to actively seek out help on campus • I am comfortable asking for help when I need it • Advisors, tutors and counselors will be available to help me in college • I will talk with my professors if I encounter any problems in class • When I have problems I can handle them without help from others (R)

  16. Discussion / Brainstorming • What do these 7 constructs look like in your experience with students? • What other behaviors, attitudes or skills are critical at Drake?

  17. Discussion / Brainstorming • What are you doing in FYS or through interactions with students to promote these behaviors, attitudes or skills? • What Drake resources will help promote student behavior, attitudes or skills?

More Related