Increasing student investment in the first three weeks

1. Increasing student investment in the first three weeks Mark Salisbury Kimberly Dyer

2. Fostering Ideal Learning Conditions • What student behaviors might demonstrate the existence of ideal learning conditions?

3. Fostering Ideal Learning Conditions • What student behaviors might demonstrate the existence of ideal learning conditions? • Active in-class participation • Active engagement with course outside of class • Robust student effort to meet the course’s learning goals

4. Fostering Ideal Learning Conditions • What student behaviors might demonstrate the existence of ideal learning conditions? • I made sure I participated in class. • I find myself thinking about what I’m learning in my classes even when I’m not in class or studying. • I really worked hard to meet my instructors’ expectations.

5. In-Class Participation

6. In-Class Participation • How many of your professors did you talk to outside of class about how to best succeed in their course?

7. In-Class Participation • How many of your professors did you talk to outside of class about how to best succeed in their course? • Create a short required meeting early in the term (during office hours) when you ask the student about their prior experiences with the focus of your course • The goal is to build trust between you and the student; especially those less inclined to speak up in class

8. Active Engagement Outside of Class

9. Active Engagement Outside of Class • My instructors clearly explained how the skills I learned in their courses could be useful in my future.

10. Active Engagement Outside of Class • My instructors clearly explained how the skills I learned in their courses could be useful in my future. • Explicitly, and repeatedly, describe to students the skills they will develop in each assignment and spend time showing them how the ability to apply that skill will give them an advantage in a future class or a future professional setting • The goal is to shift motivation from extrinsic to intrinsic

11. Active Engagement Outside of Class • My instructors recommended specific out-of-class experiences that would enhance my learning and growth.

12. Active Engagement Outside of Class • My instructors recommended specific out-of-class experiences that would enhance my learning and growth. • Assign your students to attend a community event (city council, local planning board, etc.) where a topic in the meeting connects with an aspect of your course. Ask the students to report back to the class on the implications of that connection. • The goal is to show the real world impact of ideas.

13. Robust Student Effort

14. Robust Student Effort • My instructor set high expectations for my learning and growth.

15. Robust Student Effort • My instructor set high expectations for my learning and growth. • Provide a clear rubric to your students early in the course that spells out exactly the level of quality that you associate with a particular grade. Then have them use that rubric to assess their own work and require them to revise their work to meet a higher standard within your rubric.

16. Robust Student Effort • I had access to my grades and other feedback early enough in the term to adjust my study habits or seek help as necessary.

17. Robust Student Effort • I had access to my grades and other feedback early enough in the term to adjust my study habits or seek help as necessary. • Insert at least one substantial assignment that is completed, graded, and handed back to the students within the first three weeks of the term. Make sure this is an assignment that is conducive to rich feedback.

18. Robust Student Effort • How often have your instructors pointed out something you did well on an assignment or in class?

19. Robust Student Effort • How often have your instructors pointed out something you did well on an assignment or in class? • The most effective formative feedback includes both critiques/suggestion for improvement AND recognition of good work – even if the “good” isn’t “great.” So make sure you find ways to note positive aspects of student work along with critical feedback.

20. Discussion • We’ve provided a few specific findings from our data for each item … … what are your experiences?