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View this one-hour, interactive webinar to learn how increasing expectations and support can lead to amazing results. Participants will walk away with several easy-to-implement ideas about how to further support student learning. You'll learn strategies to use during and outside of class, including: • Using a model of scaffolded assignments that begin where students are and bring them to a new level of achievement (no stakes, low stakes, moderate stakes, and higher stakes assignments) • Learning how technology tools such as screencasting and Adobe Pro can be used to provide narrated "walkthroughs" of challenging readings • Discovering how integrating several brief but powerful review strategies into lectures can lead to increased learning.
Citation preview
Raising the Bar (and Support) to
Get Desired Academic Outcomes
Christine Harrington Ph.D.Middlesex County College
www.drchristineharrington.org
1 | 2Copyright 2013 Harrington © Cengage Learning. All rights reserved.
POLL QUESTION
What do you think leads to the best outcome?
a. Difficult goalsb. Moderate goalsc. Easy goalsd. “Do Your Best” goals
1 | 3Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Agenda
Power of High Expectations• Research• Challenging Goals
Current Practices• Faculty Expectations• Faculty Practices
Getting Back on Track- A Challenge and Support Model• Challenging Assignments• Providing Support
1 | 4Copyright 2013 Harrington © Cengage Learning. All rights reserved.
THE POWER OF HIGH EXPECTATIONS
1 | 5Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Goal Setting: What Works?
Challenging Goals, Better
Results
Locke and Latham (2002)Wicker, Hamman, Reed, McCann, &
Turner (2005)
1 | 6Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Students Generally Do What is Expected
Kuh, Laird, & Umbach (2004)
Expect Students to:• Write• Read• Think Critically
And they will!
1 | 7Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Goal Theory
“The more difficult a valued goal, the more intense our effort to attain it, and the more success we experience
following attainment.” Latham & Locke, 2006, 337
1 | 8Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Depression: Is there a Downside to Challenging Goals?
Reynolds & Baird (2010)
1979
• Ages 14-22• 12,686 participants
1992
• 9,016 participants
Highest Degree
• 4,892 participants
1 | 9Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Goal Attainment?Reynolds & Baird (2010)
Fell Short of Goal Achieved Goal Exceeded Goal0
10
20
30
40
50
60
Percentage
Percentage
1 | 10Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Results… Go Ahead Challenge Yourself
• No evidence of “emotional cost” (depression) for unrealized goals
• Higher expectations were associated with lower levels of depression
1 | 11Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Challenging but NOT out of reach
Moeller, Theiller, & Wu, 2012,168; Schunk (1990)
1 | 12Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Goals Need to be Specific and Measurable
Roney & Connor (2008)
“Do Your Best” Goals DON’T Work
Locke & Lathum (2002)
1 | 13Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Call for Challenge is Not NewChickering and Gamson 1987
“Expect more and you will get more. High expectations are
important for everyone -- for the poorly prepared, for those
unwilling to exert themselves, and for the bright and well motivated.”
7 Principles for Undergraduate Education
1 | 14Copyright 2013 Harrington © Cengage Learning. All rights reserved.
BUT…. WHAT ARE OUR CURRENT PRACTICES?
1 | 15Copyright 2013 Harrington © Cengage Learning. All rights reserved.
A Lack of Learning at College?Roska & Anum 2011
The Bad News…
Academically Adrift: Limited Learning on College Campuses- 1st 2 years of college• Critical thinking, analytical reasoning and
writing skills only increased by .18 SD• 45% of students made no gains at all • Less than half of the students reported
being required to engage in substantial reading and writing
1 | 16Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Are Students Reading?Clump, Bauer, & Bradley (2004)
Read BEFORE Class
Read BEFORE Exam
01020304050607080
27.46
69.98
Read Textbook
Read Textbook
1 | 17Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Reading Compliance is Decreasing
Direct from Burchfield and Sappington, 2000
1 | 18Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Any Good News?Roska & Anum 2011
YES!
• Students with professors who expect significant reading and writing DO spend more time on task each week (2 more hours per week)- this increases skills!
• Students who reported having professors with high expectations also had higher scores!
1 | 19Copyright 2013 Harrington © Cengage Learning. All rights reserved.
What We Say and What We Do…Two Different Stories
“Clearly, there is a mismatch between what institutions say students must do to be successful
and what students’ actual experience with the institution has taught them is really necessary.”
(Schilling & Schilling, 1999, 6)
Not really!
2-3 hours per class
hour!
1 | 20Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Another ExampleWyatt, Saunders, & Zelmer (2005)
Hours for "A"
Hours for "B"
0
5
10
15
20
25
30
FacultyStudents
Interestingly….Student expectations were related to grade!
So….Faculty not requiring students to engage in effort they expect
1 | 21Copyright 2013 Harrington © Cengage Learning. All rights reserved.
POLL QUESTION
Most students walk into college expecting it to be challenging. What percentage of first year students report that that their experience matched their expectation?a. 5%b. 17%c. 48%d. 79%
1 | 22Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Student Expectations Drop After Starting College
(Meyer, Spencer, & French 2009)
Before Starting College….
• Almost everyone expected college to be a lot of work
First Year Students
0204060
60
17
Percent
Percent
1 | 23Copyright 2013 Harrington © Cengage Learning. All rights reserved.
An Unfortunate Relationship
• More likely an activity facilitates critical thinking skills
• Less likely it will be used by faculty!
Lawrence, Serdikoff, Zinn & Baker (2008)
1 | 24Copyright 2013 Harrington © Cengage Learning. All rights reserved.
The First Semester Really Matters!
“What is required of students in their first
semester appears to play a strong role in shaping
the time investments made in academic work by students in their last semester of their senior
year.”
(Schilling & Schilling, 2006, 8)
1 | 25Copyright 2013 Harrington © Cengage Learning. All rights reserved.
POLL QUESTION
In your classes, do you ask students to complete an assignment that will be graded the very first week of school?a. Yes- alwaysb. Yes- most of the timec. Sometimesd. Not usuallye. Never
1 | 26Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Why Aren’t We Challenging Students?
• Fear of negative evaluations or student complaints if we go beyond what other faculty do
• Discouraged by prior attempts not resulting in desired product- need to learn how to get better outcomes
• Increased workload
• Lack of support by administration; teaching and high expectations not valued by institution
(Stewart & Schlegel, 2009; Lei et al., 2010; Lawrence, Serdikoff, Zinn & Baker, 2008)
1 | 27Copyright 2013 Harrington © Cengage Learning. All rights reserved.
GETTING BACK ON TRACK WITH HIGH EXPECTATIONS (AND SUPPORT!) …
1 | 28Copyright 2013 Harrington © Cengage Learning. All rights reserved.
A Call for Support to Accompany Rigor
Campbell (2009)
Types of Support:
• Emotional- belief in their ability
• Instrumental- time teaching skills
• Informational- how to access information
• Appraisal- useful feedback
1 | 29Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Starting with our Syllabus(Smith & Razzouk, 1993)
152 Upper Level College Students
72 Males 80 Females
Completed QuestionnaireOn Syllabus Content and Use
Surveyed at 3 weeks or 7 weeks
1 | 30Copyright 2013 Harrington © Cengage Learning. All rights reserved.
The Results: Students DO Use the Syllabus Regularly!
Syllabus Usage
Frequency
Every day 20%
Once a week
57%
1 | 31Copyright 2013 Harrington © Cengage Learning. All rights reserved.
The Results!
Course Objectives Percent Recalled
One objective 60%
Two objectives 8%
More than 2 objectives 3%
No objectives Almost 30%!!!
1 | 32Copyright 2013 Harrington © Cengage Learning. All rights reserved.
What Messages are you Sending?
An Example…
1 | 33Copyright 2013 Harrington © Cengage Learning. All rights reserved.
High, Clear Expectations:
1 | 34Copyright 2013 Harrington © Cengage Learning. All rights reserved.
The Message that Should be Sent…
Get Ready to Work! But… I’ll be there to Support You!
1 | 35Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Challenging Activities that Promote Productive, Critical Thinking…
• Critique of articles, websites, or other readings
• Debates
• Case studies
• Research papers or presentations
• On-line or in-person discussions
• Edmund (2008)
1 | 36Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Scaffolding Assignments
Low-High Stakes to Build Self-Efficacy
No Stakes
Low Stakes
Moderate Stakes
Higher Stakes
Breaking Down Assignments to Benefit from Feedback
Topic
Sources
Outline/Draft
Paper
1 | 37Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Need for Accountability: Helping Students Master Content
1 | 38Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Mastering Content: Retrieval Practice is a Memory Tool!
Roediger & Karpicke (2006)
1 | 39Copyright 2013 Harrington © Cengage Learning. All rights reserved.
More Retrieval Ideas…
• Quizzes or Use of Clickers
• Publisher Technology Tools such as Aplia or Mind Tap
• Dusting off the Cobwebs Exercise
• Think, Pair, Share
• Jeopardy Reviews
1 | 40Copyright 2013 Harrington © Cengage Learning. All rights reserved.
POLL QUESTION
How many quizzes do you give to your classes?
a. I don’t use quizzes- I only give exams.b. I give 5 or fewer quizzes in a course.c. I give 6-10 quizzes in a course.d. I give more than 10 quizzes in a course.
1 | 41Copyright 2013 Harrington © Cengage Learning. All rights reserved.
An Alternative to the “Pop Quiz”-Random Quizzing Works!
Ruscio (2001)
1 | 42Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Random Quizzing
• Emphasize need to come to class prepared
• Coin toss at beginning of class to determine if quiz will be given
• 1-2 open ended questions
• Counts as 15% of final grade
• Students Read!– Students in 4 sections
passed average of 74% of the quizzes
– 85.7% of the students read at least 50% of the time
– Students in upper level courses read more than students in introductory courses
How? Results?
1 | 43Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Quizzing Research
• Weekly quizzing leads to higher final exam performance, especially for lower performing students (Landrum, 2007)
• Test until you get it correct quizzing method leads to higher exam performance (Di Hoff, Brosvic, and Epstein, 2003; Epstein, Epstein, and Brosvic, 2001).
1 | 44Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Homework: Focused WorksheetsRyan (2006)
124 Psychology students
25% of Grade
Planned Quizzes (10-12 Multiple Choice Questions)
Focus Worksheets with Check, Check Plus, Check
Minus
Focus Worksheets with Feedback
1 | 45Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Focus Worksheet
Direct from Ryan (2006)
1 | 46Copyright 2013 Harrington © Cengage Learning. All rights reserved.
The Results!
Midterm Exam Final Exam66
68
70
72
74
76
78
80
82
84
QuizWorksheetWorksheet Plus Feedback
1 | 47Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Positive Feedback and Goals
Positive Feedback Leads to Higher Goals
Repeated Success Leads to Higher Personal Goals
• Having several successful experiences (as compared to a single success or repeated failures) lead to higher goals
West & Thorn, 2001, 55 Spieker & Hinsz (2004)
1 | 48Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Many Learning Opportunities
Feedback should be given
early and often!
1 | 49Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Characteristics of Effective Feedback (Wlodkowski, 2008):
• Connected to a “standard” (i.e. rubric)
• Informs the student
• Specific and constructive
• Prompt and frequent
1 | 50Copyright 2013 Harrington © Cengage Learning. All rights reserved.
A Word of Caution
“Comforting” feedback that encourages “acceptance” of
limitation (ex. “It’s okay- not everyone is good at
math”) can lower motivation!
(Rattan, Good, & Dweck, 2012)
When giving feedback, be sure to focus on
internal, changeable factors such as effort
(Mueller & Dweck, 1998)
1 | 51Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Using Technology to Support Student Learning
1 | 52Copyright 2013 Harrington © Cengage Learning. All rights reserved.
POLL QUESTION
Do you make your Power Point Slides available to your students?a. I don’t use Power Point.b. Yes, I make them available before class.c. Yes, I make them available after class.d. No, I do not make my slides available to
students.
1 | 53Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Power Point Slides or Outline
1 | 54Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Power of Visual AidsAustin & Carr 1994
TraditionalLecture
No Visual AidNo Notes
SlidesVisual Aid
UsedSlides not Provided
Slides Plus Guided Notes
Visual Aid Used
Most of Slide Information Provided
1 | 55Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Results:
Critical Points
•Traditional: 62%•Slides: 97%•Guided Notes: 100%
Examples
•Traditional: 13%•Slides: 26%•Guided Notes: 60%
Extra Points
•Traditional: 9•Slides: 7•Guided Notes: 29
1 | 56Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Visual Aids should… Mayer (2009)
•Only include key information
•Include IMAGES
•Use visual signals to draw attention to important points
1 | 57Copyright 2013 Harrington © Cengage Learning. All rights reserved.
POLL QUESTIONS
Have you used Adobe Pro before?a. Yesb. No
Have you used Screencasting tools such as Jing before?c. Yesd. No
1 | 58Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Narrated PDF Documents
1 | 59Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Screencasting
Digital Story-telling- Screen Capture with Narration
• How to access course materials
• How to search library databases
• Walk through websites, articles, etc.
• How to create powerful Power Points
Free Versions:• Jing• Screencast-o-matic
Paid Versions:• Camtasia• Adobe Captivate
Check out Gormely & McDermott (2011).
1 | 60Copyright 2013 Harrington © Cengage Learning. All rights reserved.
A Model: Freshman Seminar
• Professor Selects Peer Reviewed Article and Explains Why Skills are Important
• Teach students about research articles
• Students use reading, critical thinking, and note-taking skills
• Supports provided- Models; Narrated “walk-throughs”
• Increasingly Challenging Tasks- Student selects articles for learning activity
Content and Process Simultaneously
1 | 61Copyright 2013 Harrington © Cengage Learning. All rights reserved.
THE OUTCOME
1 | 62Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Productive Thinking!
• Students interpreting, questioning, and making sense of the findings
• Applying the findings to their lives in a productive way
• Focusing on the value of research based information
• Identifying areas for further inquiry and study
1 | 63Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Assessment Data
Direct
- Libr
ary
Datab
ase
Direct
- Pee
r Rev
iewed
Res
earc
h
Indir
ect-
Evalua
te In
form
ation
Indir
ect-
Summ
arize
Info
rmat
ion0
20
40
60
80
100
Fall 2011Spring 2012
Scores went up on every item with exception of staying the same on 1 item
Visit Dr. Harrington’s website www.drchristineharrington.org
or e-mail her at [email protected]
For an instructor copy of the text, visitwww.cengage.com/community/harrington
1 | 65Copyright 2013 Harrington © Cengage Learning. All rights reserved.
ReferencesAustin, J. L., Lee, M., & Carr, J. P. (2004). The effects of guided notes on undergraduate students’
recording of lecture content. Journal of Instructional Psychology, 31(4), 314 –320.Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman
Bosch, W., Hester, J., MacEntee, V., MacKenzie, J., Morey, T. T., Nichols, J., & ... Young, R. (2008).Beyond lip-service: An operational definition of “learning-centered college”. InnovativeHigher Education, 33(2), 83-98. doi:10.1007/s10755-008-9072-1
Brusso, R. C., Orvis, K. A., Bauer, K. N. & Tekleab, A. G. (2012). Interaction among self-efficacy, goalorienttation and unrealistic goal-setting on videogame-based training performance.
MilitaryPsychology, 24, 1-18. Retrieved from Psyinfo database.
Campbell, M. (2010). Academic and social support critical to success in academically rigorousenvironment. Education Digest: Essential Readings Condensed For Quick Review, 76(1),61-64.
Cheung, E. (2004). Goal Setting as Motivational Tool in Student's Self-Regulated Learning.Educational Research Quarterly, 27(3), 3-9.
Chickering, A. W., and Gamson, Z. F. “Seven Principles for Good Practice in UndergraduateEducation.” AAHE Bulletin, 1987, 39(7), 3–7. Retrieved from: http://www.aahea.org/articles/sevenprinciples1987.htm
1 | 66Copyright 2013 Harrington © Cengage Learning. All rights reserved.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NewYork: Plenum.
Dihoff, R. E., Brosvic, G. M. & Epstein, M. L. (2003). The role of feedback during academic testing: The delay retention effect revisited. Psychological Report, 53(4), 533-548.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review OfPsychology, 53(1), 109-132. doi:10.1146/annurev.psych.53.100901.135153
Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001). Immediate feedback during academic testing.Psychological Reports, 88(3), 889.
Forgeard, M. C., & Seligman, M. P. (2012). Seeing the glass half full: A review of the causes andconsequences of optimism. Pratiques Psychologiques, 18(2), 107-120. doi:10.1016/j.prps.2012.02.002
Gormely, K., & McDermott, P. (2011). Do you Jing? How screencasting can enrich classroom teachingand learning. Language And Literacy Spectrum, 2112-20.
Grant, H., & Dweck, C. S. (2003). Clarifying Achievement Goals and Their Impact. Journal ofPersonality and Social Psychology, 85(3), 541-553. doi:10.1037/0022-3514.85.3.541
Kuh, G. D., Nelson Laird, T. F., & Umbach, P. D. (2004). Aligning faculty activities & student behavior.Liberal Education, 90(4), 24-31. Retrieved from Academic Search Premiere database.
1 | 67Copyright 2013 Harrington © Cengage Learning. All rights reserved.
References
Landrum, R. (2007). Introductory psychology student performance: Weekly quizzes followed by acumulative final exam. Teaching Of Psychology, 34(3), 177-180.doi:10.1080/00986280701498566
Latham, G. P., & Locke, E. A. (2006). Enhancing the Benefits and Overcoming the Pitfalls of GoalSetting. Organizational Dynamics, 35(4), 332-340. doi:10.1016/j.orgdyn.2006.08.008
Lawrence, N. K., Serdikoff, S. L., Zinn, T. E.,, & Baker, S. C. (2008). Have we demystified criticalthinking? In D. Dunn, J. S. Halonen, & R. A. Smith (Eds.), Teaching Critical Thinking inPsychology: A Handbook of Best Practices, 11-22. Chichester, West Sussex: Wiley-Blackwell.
Lee, S., Palmer, S. B., & Wehmeyer, M. L. (2009). Goal Setting and Self-Monitoring for Students withDisabilities: Practical Tips and Ideas for Teachers. Intervention In School And Clinic, 44(3),139-145. Retrieved from Academic Search Premiere.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and taskmotivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. doi:10.1037/0003066X.57.9.705
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance:1969–1980. Psychological Bulletin, 90(1), 125-152. doi:10.1037/0033-2909.90.1.125
Lynch, D. J. (2006). Motivational strategies, learning strategies, and resource management aspredictors of course grades. College Student Journal, 40(2), 423-428. Retrieved fromAcademic Search Premiere database.
1 | 68Copyright 2013 Harrington © Cengage Learning. All rights reserved.
ReferencesMeyer, M. E., Spencer, M., & French, T. (2009). The Identity of a "College Student": Perceptions of
College Academics and Academic Rigor among First-Year Students. College StudentJournal, 43(4), 1070-1079.
Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal Setting and Student Achievement: A LongitudinalStudy. Modern Language Journal, 96(2), 153-169. Retrieved from Academic SearchPremiere.
Morisano, D. Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and
reflecting on personal goals improves academic performance. Journal of AppliedPsychology, 95(2), 255-264. doi: 10.1037/a0018478
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and
performance. Journal of Personality and Social Psychology, 75(1), 33-52. Retrieved fromPsycInfo database.
Perry, R. P., Stupnisky, R. H., Hall, N. C., Chipperfield, J. G., & Weiner, B. (2010). Bad starts andbetter finishes: Attributional retraining and initial performance in competitive achievementsettings. Journal of Social and Clinical Psychology, 29(6), 668-700.doi:10.1521/jscp.2010.29.6.668
Ponton, M. K. (2002). Motivating students by building self-efficacy. Journal of Professional Issues inEngineering Education and Practice, 128(2), 54-57.
1 | 69Copyright 2013 Harrington © Cengage Learning. All rights reserved.
References
Rattan A, Good C, Dweck C. “It's ok — Not everyone can be good at math”: Instructors with an entitytheory comfort (and demotivate) students. Journal Of Experimental Social Psychology[serial online]. May 2012;48(3):731-737. Available from: PsycINFO, Ipswich, MA. Accessed February 20, 2013.
Reynolds, J. R., & Baird, C. L. (2010). Is There a Downside to Shooting for the Stars? UnrealizedEducational Expectations and Symptoms of Depression. American Sociological Review,75(1), 151-172
Roksa, J., & Arum, R. (2011). The State of Undergraduate Learning. Change: The Magazine Of Higher Learning, 43(2), 35-38.
Roney, C. R., & O’Connor, M. C. (2008). The interplay between achievement goals and specific targetgoals in determining performance. Journal of Research In Personality, 42(2), 482-489.doi:10.1016/j.jrp.2007.07.001
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils’Intellectual Development. Bethel, CT; Crown House Publishing.
1 | 70Copyright 2013 Harrington © Cengage Learning. All rights reserved.
References
Ruscio, J. (2001). Administering quizzes at random to increase students' reading. Teaching OfPsychology, 28(3), 204-206. doi:10.1207/S15328023TOP2803_08
Ryan, T. E. (2006). Motivating Novice Students to Read their Textbooks. Journal Of InstructionalPsychology, 33(2), 136-140.
Sappington, J., Kinsey, K., & Munsayac, K. (2002). Two Studies of Reading Compliance AmongCollege Students. Teaching Of Psychology, 29(4), 272-274.
Schilling, K., & Schilling, K. L. (1999). INCREASING EXPECTATION for STUDENT EFFORT. AboutCampus, 4(2), 4. Retrieved from Academic Search Premiere database.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. EducationalPsychologist, 25(1), 71. Retrieved from Academic Search Premiere database.
Seligman, M. E. P. (1975). Helplessness; On depression, development, and death. New York:Freeman.
1 | 71Copyright 2013 Harrington © Cengage Learning. All rights reserved.
References
Smith, M. F., & Razzouk, N. Y. (1993). Improving classroom communication: The case of the coursesyllabus. Journal of Education for Business, 68(4), 215-222. Retrieved from AcademicSearch Premiere.
Spieker, C. J., & Hinsz, V. B. (2004). Repeated success and failure influences on self-efficacy andpersonal goals. Social Behavior & Personality: An International Journal, 32(2), 191-197.
Stewart, K. D., & Schlegel, K. W. (2009). Expecting More: On Elevating Academic Standards in PublicUniversities. Liberal Education, 95(1), 44-49
West, R. L., & Thorn, R. M. (2001). Goal-setting, self-efficacy, and memory performance in older andyounger adults. Experimental Aging Research, 27(1), 41-65.doi:10.1080/036107301750046133
Wicker, F. W., Hamman, D., Reed, J. H., McCann, E. J., & Turner, J. E. (2005). Goal orientation, goaldifficulty, and incentive values of academic goals. Psychological Reports, 96(3), 681-689.doi:10.2466/PR0.96.3.681-689
Wrosch, C., Scheier, M. F., Carver, C. S., & Schulz, R. (2003). The importance of goal disengagementin adaptive self-regulation: When giving up is beneficial. Self And Identity, 2(1), 1-20.doi:10.1080/15298860309021
Wyatt, G., Saunders, D., & Zelmer, D. (2005). Academic Preparation, Effort and Success: AComparison of Student and Faculty Perceptions. Educational Research Quarterly, 29(2), 29-36.
1 | 72Copyright 2013 Harrington © Cengage Learning. All rights reserved.Presentation title (Edit in View > Header and Footer)
72
Personal Learning Experience
1 | 73Copyright 2013 Harrington © Cengage Learning. All rights reserved.Presentation title (Edit in View > Header and Footer)
73
Begins with textbook content
Diverse/Customizable material
App-based
Available anytime/anywhere
Linked seamlessly with useful software
1 | 74Copyright 2013 Harrington © Cengage Learning. All rights reserved.
Linked seamlessly with useful software!
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video
&
increasing online engagement with
1 | 76Copyright 2013 Harrington © Cengage Learning. All rights reserved.
&
check progress
&
increasing online engagement with
1 | 77Copyright 2013 Harrington © Cengage Learning. All rights reserved.
collaboration
increasing online engagement with
1 | 78Copyright 2013 Harrington © Cengage Learning. All rights reserved.
increasing online engagement with
Google Drive: a cloud-based drive that allows you to host share and co-create
documents
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increasing online engagement with
ConnectYard: a two-way communication app that effectively
embraces social media
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Evernote: cloud-based note taking available on any device and now
within MindTap
increasing online engagement with
Learning Path
Access the Learning Path at any time!
MindApps
Personalize for anoptimal experience!
Content is easily added to the Learning Path!
Stay Tunedfor a live demonstration of
[email protected]/mindtap