D e n i s e R i c h a r d s , A s s o c i a t e P r o f e s s o r U t a h Va l l e y U n i v e r s i t y

Building a 7 Habits Class: Aligning Curriculum, Outcomes and Theory

• Community college roots • Open enrollment • Master’s degrees in business, education and nursing

• 67 Bachelor degrees • 67 Associate’s degrees • 18 Certificates/Diplomas

Student Leadership

& Success Studies

University Student Success

The 7 Habits of Highly Effective People

Power Reading and Learning Strategies

Stress Management: Hardiness

Career and Major Exploration

Leadership Mentoring 1 and 2

Speed Reading

Global Trends and You

Dimensions of Engaged Learning

Internships

UV Mentor Program

At the beginning…

• Developed the course from 2 to 3 credit hours

• Course objectives revision • Taught the “Franklin Covey” way • No real outcomes assessment plan • Focus was on increasing enrollment

and getting faculty certified

Figuring a few things out…

• There was impressive “face” validity with this curriculum

• Teachers began to experience trans-formative changes in themselves

• We developed a course outcomes survey

• We began to contextualize and re-frame the class and figure out what personal leadership actually WAS

Figuring a lot of things out… (Or, convergence is a beautiful thing)

• Our outcomes assessment results were extraordinary

• Our study and understanding of two key theories was significant

• How we facilitated the class was key

Course Outcomes Survey

0 10 20 30 40 50 60 70 80 90

100 Q

1 N

eed

to s

tudy

in to

day'

s w

orld

Q2

7H m

eets

the

need

to s

tudy

Q3

Posi

tivel

y af

fect

wor

kfor

ce ro

les

Q4

Posi

tivel

y af

fect

par

ent r

ole

Q5

Rel

atio

nshi

ps im

prov

e

Q6

Ret

ain

mor

e th

an in

oth

er c

ours

es

Q7

Alre

ady

seen

pos

itive

diff

eren

ce in

re

latio

nshi

ps

Q8

Cou

rse

has

incr

ease

d se

lf-aw

aren

ess

Q9

Impr

oved

tim

e m

anag

emen

t ski

lls a

nd

prio

ritiz

ing

Q10

Pos

itive

impa

ct o

n st

uden

t rol

e

Q11

Tau

ght m

e th

e im

port

ance

of b

alan

ce

Q12

MS

was

sig

nific

ant e

lem

ent i

n co

urse

Q13

Con

tinue

to s

tudy

and

teac

h th

e pr

inci

ples

Q14

Rec

omm

end

this

cou

rse

to o

ther

s

Strongly Agree Agree No Opinion Disagree

Outcomes Survey Results For One Semester

Student Comments From Survey In response to this prompt: “In one sentence, how would you describe the effect this course has

had on you?”

•  I stopped and looked at my life and redirected it. •  This class expanded my vision, challenged me to change an d provided the

skills to do it. •  Freakin’ Awesome! •  This course is the beginning to my entire future. •  I recognized how self-centered I am and how great others are. •  Realization of potential. •  This course has reminded of the principles needed to be successful. •  Every aspect of my life has improved; this is the first academic situation that

has been so far-reaching. •  I am now capable of paying attention to life! •  I could write a book on how great this class is! •  Awareness, empowerment and relations[hip]s •  2 words: Eye Opener •  Made me realize that my priorities are not in line with my actions. •  It has made me a better person. •  HUGE: I loved this class. •  It has made me a better listener and communicator. •  It was an extremely positive learning experience. •  I have developed and will continue to work on controlling my emotions.

Student Comments From Survey, continued In response to this prompt: “In one sentence, how would you describe the effect this course has

had on you?”

•  This is the most worthwhile class I have ever taken. •  I was surprised to find it actually works!! •  It changed my life. •  Humbled me, while making me realize how much potential I have. •  This class should be a required course. •  It helped me to view exactly what I need and want out of life, and how I can

achieve it. •  I now know where I am weak, but now I know how to improve. •  It has been a life-long course. •  It has helped me realize the extreme need I have of improvement. •  An impact to last a lifetime. •  I became more confident and courageous. •  Opened my eyes to my own ignorance. •  This course has changed almost everything about the way I think. •  I feel happy! •  It is like waking up from a dream, they all sound familiar--now live your life. •  Incredible •  Amazing personal improvements. •  Has helped me realize how good my life could be. •  “Direction”…a positive movement in the right direction. •  Amazing—I have become the real me! •  An extremely positive one. This class rocks!

Key Theory #1: Transformative Learning Theory

“Transformation Theory’s focus is on how we learn to

negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically assimilated from others—to gain greater control over our lives as socially responsible, clear-thinking decision makers.” –Jack Mezirow (2000)

•  We filter information that is cognitive or affective and make sense of it.

•  We interpret all of our experiences through our personal lenses and often do not question these thinking and belief systems.

•  Frames of reference are “habits of mind” or sets of assumptions.

•  We derive security, stability and identity from these habits of mind.

What does this sound like?

Transformative Learning Theory

Imagine if our students:

•  Experience a disorienting dilemma? •  Engage in a critical assessment of assumptions? •  Explore options for new roles, relationships, and

actions? •  Self-examine feelings? •  Plan a new course of action? •  Acquire knowledge and skills for implementing

one’s plan? •  Actually choose to become leaders of

themselves?

Transformative Learning Theory

Through classroom experiences like rational discourse and assignments like critical

reflection, students begin to question their “habits of mind.”

This becomes associated with radical, personal change:

transformations that transcend their original state of being.

Transformative Learning Theory

•  Through an in-depth study of influential leaders like Gandhi, J. M. Burns learned that they connected with people to such a degree that their levels of motivation, morality, and commitment radically rose and considerable personal potential was tapped.

•  Transformational leadership is modeling behaviors that motivate others to do more than they originally intended and thereby transform themselves and the organization.

What does this sound like?

Key Theory #2: Transformational Leadership Theory

Kouzes and Posner outlined five fundamental practices of transformational leaders: 1.  Model the way—Leaders are very clear about their

own values and self-knowledge. 2.  Inspire a shared vision—leaders listen to the visions

of others. 3.  Challenge the process—leaders are willing to take

risks and unafraid of change. 4.  Enable others to act—leaders embrace diversity

and empower others by promoting win-win collaboration.

5.  Encourage the heart—Leaders find opportunities to celebrate people.

Transformational Leadership Theory

Focus on how we deliver…

• Application of the concepts is vital • Critical reflection captures learning • Be willing to risk discomfort • Create a safe environment that invites

exploration of ideas • Establish a dialectic style of teaching

It’s all about alignment… (Or, where we’re going next)

•  Move to pre-post assessment based on the 7 Habits •  Refine our course objectives •  Align course objectives with UVU’s Essential Learning

Outcomes and the Student Leadership Core Competencies

•  Use Qualtrics to conduct formal analyses of outcomes results

•  Develop (in process) an instrument that tests the curriculum and course outcomes with Transformative Learning Theory and Transformational Leadership Theory