Increasing Impact and Engagement: Using the Learning Partnerships - - PowerPoint PPT Presentation

Increasing Impact and Engagement: Using the Learning Partnerships Model Using the Learning Partnerships Model in Orientation Programming

Miami University, Office of New Student Programs Buffy Stoll, Director Buffy Stoll, Director Kathy Jicinsky, Assistant Director

• rientation@muohio.edu

Where we’re coming from Where we re coming from

Functionally…

• developed a framework for student outcomes
• made developmentally appropriate changes to program
• utilized Learning Partnerships Model (Baxter Magolda, 2004)

utilized Learning Partnerships Model (Baxter Magolda, 2004)

Contextually…

• new to institution

new to institution

• attracted to engaged learning mission
• joined a division ready for change

Creating Meaningful Experiences Creating Meaningful Experiences

• What are some desired outcomes of your program?
• What are some desired outcomes of your program?
• What does success look like?
• What competencies do you want your students to have

as a result of attending Orientation?

What do students expect of Orientation? How do students’ expectations t d i d t ? compare to our desired outcomes?

L di d d d

Journey Toward Self‐Authorship

Leading Edge: Recognizing that multiple perspectives exist Leading Edge: Evaluating multiple perspectives to form internal beliefs Leading Edge: Acting consistently based

• n internal beliefs

Dependent on

• thers for

Beginning to question

Stage

Forming own sense of Self- Authored Life

• thers for

answers, values, identity question authority, form views, develop identity

lopmental

sense of values and views to guide relationships identity

Devel

Externally Focused >>

relationships and decisions

Baxter Magolda, 1999. Taylor, 2009.

Externally Focused >> >> Internally Focused

Our Framework: The 4 Cs Our Framework: The 4 Cs

• Confident…ideas of autonomy
• Comfortable…ideas of support
• Connected…ideas of belonging
• Curious…ideas of discovery
• Purposeful framework set up our measurable goals

Our Goals

• New students will utilize written reflection as a means to recognize

differences between:

– their high school experience and their anticipated Miami experience – their expectations of Miami before Orientation, and how those expectations are altered as a result of Orientation – their own expectations and goals, and those of their parents’ and family their own expectations and goals, and those of their parents and family members

• New students will be able to identify at least one campus resource

that they might utilize to support their success at Miami.

• New students will keep in touch (via email, facebook, etc.) with
• ne or more students whom they meet at Orientation.
• New students will identify at least one exploratory question/topic

y p y q / p to discuss with their academic advisor on Day 2.

Getting from here to there Getting from here to there

• Developmental framework/goals don’t automatically

l d l l translate into developmental programs

• What formats/methods do our programs currently use?
• What formats/methods do our programs currently use?
• lecture style presentations
• small group discussions with student leaders
• group advising
• skits
• resource fair

The Learning Partnerships Model (LPM) g p ( )

Support

lid l ’ i k

• Validate learners’ capacity to know
• Situate learning in learners’ experience
• Define learning as mutually constructing meaning
• Define learning as mutually constructing meaning

Challenge

• Portray knowledge as complex & socially constructed

Portray knowledge as complex & socially constructed

• Self is central to knowledge construction
• Share authority & expertise in the learning process

y p g p

Baxter Magolda, 2004.

Incorporating the LPM p g

• Written reflection solves the breadth vs. depth problem
• Reflection activity gives structure to group discussions
• Reflection activity gives structure to group discussions
• Goal‐setting prompts feelings of control & connection
• Individual advising humanizes a process that students

Individual advising humanizes a process that students typically understand as mechanical

Impact and Inspiration p p

Results

l ff d i

• Faculty, staff, advisors WANT to see me
• College is different from high school
• Miami isn’t what I expected
• Miami isn t what I expected

Future plans

• Thinking about families
• considering clickers

ki l

• seeking seamlessness

References References

Baxter Magolda, M.B. (1999). Creating contexts for learning and self‐authorship: constructive‐developmental pedagogy (1st ed.). Nashville, TN: Vanderbilt University Press. Baxter Magolda, M.B. (2004). Learning Partnerships Model: A framework for promoting self‐authorship. In M.B. Baxter Magolda & P.M. King (Eds.), Learning partnerships: Theory & models of practice to educate for self‐authorship (pp. 37‐62). Sterling, VA: Theory & models of practice to educate for self authorship (pp. 37 62). Sterling, VA: Stylus. Taylor, K.B. (2009). Miami University bicentennial symposium on the engaged university: Final plenary session [Powerpoint slides]. Retrieved from http://engageduniversity wordpress com/final‐plenary‐session/ http://engageduniversity.wordpress.com/final‐plenary‐session/