2/10/17 36 th Annual Conference on the First-Year Experience - February 13, 2017 Bryce Bunting- Methods and Messaging of Academic Support Office Steve Wygant- Growth and Grit: How we Help Institutional Assessment & Analysis Jane Carlile- (CT-238) First-Year Mentoring Phillip D. Rash- Office of First-Year Experience Brigham Young University Theory ● Research ● Practice Session Overview • Introduction of presenters and BYU • Overview of Mindset • The Relationship Between GPA, Test Scores and Student Attitudes • Taking the message to students • Questions For a digital copy Email phil_rash@byu.edu 1
2/10/17 Student Demographics 63% of students have served 2- • 53% Male & 47% Female year, LDS missions • 24% Married 65% of students speak a second language • 94% come from the US 50% of all students have lived • 83% Caucasian outside of the US Freshman Profile 13,376 applicants • Undergraduate Enrollment 48% admittance rate • 29,615 Undergrads • 5,127 new freshmen • 178 Undergraduate majors • Average ACT – 29 • Average HSGPA – 3.85 • How might some students interpret this? For a digital copy Email phil_rash@byu.edu 2
2/10/17 Wh What leads to success in college? Content Knowledge Environmental Academic Factors Skills Student Success Wh What leads to success in college? Content Academic Knowledge Skills Environmental Noncognitive Factors Factors Student Success For a digital copy Email phil_rash@byu.edu 3
2/10/17 No Noncognitive Fa Factors Academic Academic Academic Learning Social Skills Behaviors Perseverance Mindsets Strategies • Going to class • Grit • “I belong” • Study skills • Interpersonal skills • Doing • Self-Discipline • “Effort leads • Metacognitive homework to growth” strategies • Empathy • Self-Control • Participating • “I can • Goal-setting • Cooperation • Delayed in class succeed” Gratification • “This work matters” Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keye s, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncogn itive Fa ctors in Shaping School Perfor man ce--A Critical Literat ure Review . Chicago, IL: Consortium on Chicago School Research. No Noncognitive Fa Factors: A model Farrington, et al., 2012 For a digital copy Email phil_rash@byu.edu 4
2/10/17 Wh What makes the biggest difference? Farruggia, S. P., Han , C. W., Watson, L., Moss, T. P., & Bottoms, B. L. (201 6). Noncogn itive Fact ors and College Student Success. Journal of Co llege Stu dent Retent ion: Research, Theory & Practice , 1521025 116666 539. Ac Academic Mindsets “I can “My ability succeed at grows with this” effort” “This work “I belong has value here” for me” Farrington, et al., 2012 For a digital copy Email phil_rash@byu.edu 5
2/10/17 Gr Growth vs. Fixed Dweck, C. S. (200 6). Mindset: The new psychology of success . Ne w York, NY : Rando m House. Wha hat might ht be be some impl plications ns for adm dmissions ns, NSO, ad advis isin ing, an and for Students? For a digital copy Email phil_rash@byu.edu 6
2/10/17 Pre-Arrival Mentoring Timeline (Admission – NSO) 1 st Week Late 3 rd week End of End of Mid- Feb. July August in March April in Mar . Admissions Welcome Phone Calls to Students New Notification email wit h Student “What Orientation You Need to Know” 8 – 10 Scheduled T ext Messages Video Last T ext/email Parent Monthly with “First- Post Card Parent Year VLOG” Newsletters Video Begin Includes Handoff Videos to Fall Mentor Mentoring Timeline (Fall & Winter) Mid- Early 3 rd Week Early Early October December Sept. in Sept. January (mid-terms) (Finals) Disseminate Disseminate Classes Classes Disseminat e “Experiences “Growth or Begin Begin “Joy in the of Growth” Fixed Journey” Video Mindset” Video Video Student Meetings Student Meetings Weekly Emails Weekly Emails Pilot LASSI “Intervention” For a digital copy Email phil_rash@byu.edu 7
2/10/17 Em Empathy Map lo low GPA/ hig igh ACT “High school was a breeze “ “H Hearing Thinking Seeing * “I’m just going to breeze by like I did in *Talented people everywhere *What they’ve always heard; “the next high school” *All these resource to help the student step is always harder but it never applies * “I got in so it’ll be easy going from here” *Smart/cool kids (my people) to me”. * “I’m smarter than most people”, a fixed *Opportunities to get involved mindset Saying Feeling Doing *I’ll just cram the night before, you’re *Skepticalabout all this ‘studying’ people *Wasting time on social media supposed to do that in college, right? talk about *Not using resources to help *The confident pitch they give themselves *Try to make it seem like it’s easy to me *Priority to social life *Could have gotten an A if I would have *Happy to be independent *Seeking a college experience really tried *Super excited to actually be connecting with people Behaviors Semester Goals *Procrastinate so they can blame that instead *Just get through the first semester *don’t reach out for help *make lots of friends/ have a social life *no set ‘study time’ . May not plan ahead a lot, I don’t have a *Get by on grades, I’ll do better next year plan, I keep track in my head Experiences of Johnny’s First- Growth Y ear VLOG For a digital copy Email phil_rash@byu.edu 8
2/10/17 Example of a recent peer mentor weekly email LASSI Pilot “Intervention”- in progress • Objectives • Provide students with a convenient method to self-assess • Introduce peer mentors as a source of support and referral • Academic performance is not a static trait, it can be improved (Mindset) • 500 online administrations • Emailed invitation/mentor follow-up • Began with students below a 2.0 • Incentivized a meeting with their mentor (iPad drawing) For a digital copy Email phil_rash@byu.edu 9
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