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FOUR DOMAINS
OF
LEARNING
CRLA 2019
D. Osterholt, S. Lampard Dennis, R. Bernier
SESSION OVERVIEW
Development of The Four Domains of Learning
Explanation and Discussion of The Framework
Implementation at Landmark College & Beyond
Expanded and Unique Use at Bridgewater State U.
Time for Q&A
LANDMARK COLLEGE
SINCE 1985
Student body of about 500 students- all with diagnosed learning disabilities
Language-based LD, AD(H)D, ASD, NLD, Others
Average of 40-50% transfer from other colleges
6:1 student to teacher ratio
Two and four-year programs
AA Business Studies
AS Life Sciences
AA & BA Liberal Studies
AS & BS Computer Science
BA Studio Art
DEVELOPMENT OF THE FOUR DOMAINS OF LEARNING
&
THE WORLD OF LEARNERS WHEEL
2009
2012
2014
2015
2016
2018
▪ Our original research at LC: 4 Domains of Learning emerged
Further research at LC; impact of direct instruction of domains
The World of Learners Wheel Created
Informal FY assessment of Four Domains visual tools
Four Domains integrated across the college for First Year Students
Tracking changes in primary barriers within 4 Domains
FOUR DOMAINS OF LEARNING
Self-RegulationAwareness,
understanding and
monitoring
of executive
functioning skills
Academic Skill
Attainment
Ability to apply
appropriate thinking,
reading and writing
skills to complete
academic tasks
Social/Emotional
Influences
Awareness and
management of
emotional triggers &
ability to manage
stress
MotivationComprehends the
meaning of
concepts, sees their
relevance within a
larger context, sets
realistic goals
The Four Domains Framework & World of learners Wheel Supports Students
✓Using Shared Language of the Four Domains of Learning
✓Identifying Strengths and Challenges
✓Identifying Action Plans for Addressing Challenge Areas
✓Creating Realistic and Attainable Goals That can be Sustained
STEPS TO THE SELF-DIRECTED LEARNER
Noticing student behavior/language
Assessing behaviors using the framework of The Four Domains of Learning
Addressing barriers to learning through implementation of strategies
Autonomy and self-advocacy as a life-long learner
EXPLICITLY DESIGNED PROGRAMMING
Student Growth Within the 4 Domains of Learning
Content
Methodology
Student Needs
FOR RESOURCES, ARTICLES & OUR BLOG
PLEASE VISIT OUR WEBSITE!
https://domainsoflearning.wordpress.com/
Dorothy A. Osterholt Sophie Lampard Dennis
BRIDGEWATER STATE
UNIVERSITY
1840
10th largest four-year
college/university in MA
Approximately 11,000
undergraduates & graduates
19:1 student to teacher ratio
90+ areas of study via majors and
minors in 36 undergraduate majors
and 80 graduate programs spread
over 6 colleges
F’18 BSU saw 1518 new freshmen,
1086 new transfer students
96% student body from MA; 98%
New England
Average age undergraduate: 22
ACADEMIC ACHIEVEMENT CENTER
Learning Assistance
Testing Services
Disability Resources
Academic Advising
LEARNING ASSISTANCE IN THE AAC
Learning Assistance at BSU encompasses tutoring
and Academic Coaching
Academic Coaching provides assistance to
undergraduate students regarding:
Goal-Setting & Motivation
Time/Task Management
Communicating with Professors
Active Learning Strategies (like note-taking, reading
comprehension, test prep)
Campus Resources & Referrals
Research & Library Navigation
TIMELINE
FRESHMAN GRADE POINT RECOVERY (FGPR) PROGRAM
Any freshman (student with 0-23 earned credits) who is on academic probation (cumulative GPA below 2.00)
will continue to be advised in the Academic Achievement Center.
Freshmen on academic probation are required to participate in the FGPR Program.
Includes a mandatory group advising session and individual appointments with an assigned academic advisor
and Academic Coach.
The goal of the FGPR Program is to provide an academic support system for students that will enable them to
achieve good academic standing (a cumulative GPA of 2.00 or higher).
Earned Credit Hours
Separation Below Cumulative GPA of
0-16 1.00
17-31 1.50
32-46 1.65
47-61 1.75
62-89 1.85
90 or above 2.00
Pilot Program – CGPR Students
GPA between 0.10 – 0.99
Spring 2019 is 2nd Semester at BSU
ACADEMIC STANDING
FGPR PROGRAM OVERVIEW
✓ Orientation Session
▪ September 3
✓ Academic Advisor Meetings
▪ 1st Advising Meeting - September
▪ 2nd Advising Meeting - October
▪ 3rd Advising/Registration Meeting – November
✓ Academic Coach Meetings
▪ 1st Coaching Meeting - September
▪ 2nd Coaching Meeting - October
▪ Additional Coaching Meetings - Optional
✓ Academic Coach Meetings
▪ Group Session (February)
Or
▪ Two Individual Meetings
▪ January/February
▪ February/March (prior to Spring Break
DOMAIN-MAPPED QUESTIONS
Motivation
Questions 3, 4, 6, 8, 11
Self-Regulation
Questions 1, 9, 10, 12, 14, 17
Social/Emotional
Questions 5, 7, 13, 15, 16
Academic Skills
Questions 2, 18, 19, 20, 21, 22, 23
WHAT ARE“THE FOUR DOMAINS?”
Dorothy Osterholt &
Sophie Lampard Dennis
World of Learners
Transforming challenges into
attributes
DOMAIN:MOTIVATION
Folder Materials:
✓SMART Goal-Setting
Trail to Success Questions
Mapped to MOTIVATION Domain:
❑I did not follow-up with my professor(s) to track grade
progress when I wasn’t sure of where I stood in the class
❑I did not set academic goals for myself at the beginning
of the semester
❑I chose a major without considering the requirements.
❑I missed too many classes.
❑I did not take college seriously.
DOMAIN: SOCIAL/ EMOTIONAL
Folder Materials:
✓Semester-at-a-Glance
Trail to Success Questions
Mapped to SOCIAL/EMOTIONAL Domain:
❑I relied on study habits and learning strategies that no
longer appeared to be working.
❑I became easily overwhelmed by multiple deadlines, for
multiple classes.
❑I had personal/relationship problems.
❑A serious illness or death impacted my life and academics.
❑My social life was my main priority.
Folder Materials
✓College Theory 168
✓Weekly Planner
✓Semester-at-a-Glance
DOMAIN: SELF-REGULATION
Trail to Success Questions
Mapped to SELF-REGULATION Domain:
❑ I did not take advantage of resources and services
offered at BSU.
❑ I did not know about the option of withdrawing.
❑ I had difficulty adjusting to the demands of college life
and felt overwhelmed.
❑ I worked more than 20 hours a week.
❑ I had sleep issues.
❑ I struggled with issues involving drugs or alcohol.
Folder Materials
✓Study Cycle
DOMAIN: ACADEMIC SKILLS
Trail to Success Questions
Mapped to ACADEMIC SKILLS Domain:
❑ If I did not feel my professor(s) is/are approachable or likeable, I have trouble engaging in the class.
❑ Writing issues: I have difficulty with writing assignments.
❑ Math concerns: I have difficulty with math assignments.
❑ Test taking problems: I have always been terrible when it comes to taking tests.
❑ Study strategy problems: I have trouble remembering what I've read or learned in class.
❑ Note-taking problems: I have trouble knowing what to focus on.
❑ Language Difficulties: English is my second language, so it’s more difficult for me to understand, read, and complete my assignments.
ACADEMIC COACHING CONTRACT
Spring 2019 246 unique students
served
814 coaching
meetings made
561 meetings
attended (68.9%)
Average
meetings/student
2.27
Fall 2019167 unique students
served
314 coaching
meetings attended
Average
meetings/student
1.88
IN-CLASS PRESENTATIONS
Fall 2019 - 17 class presentations
- 13 faculty members
- Around 400 students (including athletics presentations)
- Mostly first-year students (1YS, orientation to major,
100-level courses)
FOUR DOMAINS
OF
LEARNING
CRLA 2019
D. Osterholt, S. Lampard Dennis, R. Bernier
