DCI/KVUC Conference Copenhagen, Denmark April 13-15, 2010

1. DCI/KVUC ConferenceCopenhagen, DenmarkApril 13-15, 2010 Readiness for Tertiary Learning Experiences Burton A. Cohen, Ph.D.

2. Readiness for Tertiary Learning •Readiness must deal with transition •Transition is the mental and emotional transformation people must undergo to relinquish old arrangements and embrace new ones. (William Bridges, 2007)

3. The Three Phases of Transition • •Endings – Placing the past in appropriate emotional/cognitive stance • •Neutral Zone – Time and space to move from Endings forward • •New Beginning – Embracing future conditions and opportunities • (William Bridges, 2007)

4. Transition Considerations • •Change is all about the outcome we are trying to achieve…Students demonstrating the desired outcome • •Transition is about how we will get there and how we manage things while we are en route…Curriculum, instruction, assessment along the way • ( William Bridges, 2007)

5. •Change is made up of events – acquired goals – visible and tangible • •Transition is an on-going process- • takes place inside of people • (William Bridges, 2007)

6. For School Leaders and Managers to Consider… • • An Operational Definition of College and Career Readiness (Tertiary Studies) • • Characteristics of the Tertiary Ready Learner • • Demonstrations of Readiness

7. Questions to Ponder… • What is the operational definition/ description for a student being post -secondary ready? • What are the characteristics that differentiate the high school from the tertiary learning experience?

8. Questions (cont.) • How should educational organizations support the learner for transitional readiness? • How well do current measures gauge student readiness along the dimensions and operations mentioned above? • (Educational Policy and Improvement Center – EPIC, March 2007)

9. The Readiness Components • Key Cognitive Strategies • To learn content from a range of disciplines • Key Subject Content • To develop thinking skills • To Engage in challenging content

10. Academic Behaviors • To refine greater self-awareness, self-monitoring, self-control • Contextual Skills & Awareness • To understand how tertiary systems and cultures operate

11. To consider : • - The ‘core’ knowledge necessary for success in the tertiary learning world • -The prerequisite skills that the learner can demonstrate as being ready for tertiary learning • Social/emotional • Study skills • Cultural awareness • Self-management

12. Envisioning Readiness • Understanding learning expectations at the tertiary level • Coping with the content knowledge • Mastering the key intellectual lessons and dispositions intended in the learning design • (Educational Policy Improvement Center, March 2007)

13. In Addition • Understanding: • The culture and structure of tertiary education • The ways of knowing • The intellectual norms • The academic and social environment • The requisite mindset and disposition to make it happen • (epic, March 2007)

14. Characteristics: (epic, 2007) • Consistent intellectual growth and development • Apply key foundational ideas and concepts • Strong knowledge base underlying key concepts in the core content areas • Facility with a range of key intellectual and cognitive skills – the ability to think • Reading and writing skills and strategies in a full range of textual materials • Mastery of key concepts and ways of thinking in one or more scientific disciplines

15. Characteristics (cont.) • Comfort with a range of numeric concepts and principles • Ability to accept critical feedback • Ability to self-assess one’s level of competence and monitor progress of on-time work • Ability to study independently and with a group outside of class on a complex assignment • Ability to interact successfully with a wide range of people including faculty, staff, and students • Understanding the values and norms of tertiary organizations

16. Example Readiness Performances – epic, 2007 • Read with understanding a range of non-fiction publications and technical materials, utilizing appropriate decoding and comprehension • Identify key points • Notes areas of question or confusion • Remember key terminology • Understand basic conclusions and points of view

17. Performances • Write a 3-5 page paper this is structured around a coherent line of reasoning. • Incorporates references from several appropriate references • Relatively free from spelling, grammatical, and usage errors • Is clear and easily understood by the reader

18. Performances • Employ fundamentals of algebra to solve multi-step problems, including problems without one obvious solution and problems requiring additional math beyond algebra. • Do so with a high degree of accuracy, precision and attention to detail • Be able to explain the rationale for the strategies pursued and the methods utilized

19. Performances • Interpret two conflicting explanations of the same event or phenomenon. • Take into account each participant’s perspective • Account for the cultural context of each source • Analyze the quality of the argument, its underlying value positions and any potential conflict of interest a participant might have in presenting a particular point of view

20. Performances • Present an accurate self-assessment of readiness for tertiary learning. • Analyze and cite evidence from previous work/experiences • Cite results of any national/state exams taken • A personal assessment of maturity and self-discipline

21. Performances • Punctually attend a study group with learners who represent a continuum of academic abilities and cultural backgrounds. • Incorporate the strengths of group members to complete the learning/project • Prepare successfully for an assessment or presentation

22. Next Steps • •Create a culture focused on intellectual development • •Provide necessary supports for students • •Provide necessary supports for teachers • (Educational Policy and Improvement Center, March 2007)

23. KVUC Global ConferenceCopenhagen, Denmark • Readiness for Tertiary Learning Experiences • Burton A. Cohen, Ph.D.