Methods and Messaging of Academic Support Office Steve Wygant- - - PDF document

2/10/17 For a digital copy Email phil_rash@byu.edu 1

Methods and Messaging of Growth and Grit: How we Help (CT-238)

36th Annual Conference on the First-Year Experience - February 13, 2017

Bryce Bunting-

Academic Support Office

Steve Wygant-

Institutional Assessment & Analysis

Jane Carlile-

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

2/10/17 For a digital copy Email phil_rash@byu.edu 2

Undergraduate Enrollment

• 29,615 Undergrads
• 178 Undergraduate majors

63% of students have served 2- year, LDS missions 65% of students speak a second language 50% of all students have lived

• utside of the US

Freshman Profile

• 13,376 applicants
• 48% admittance rate
• 5,127 new freshmen
• Average ACT – 29
• Average HSGPA – 3.85

Student Demographics

• 53% Male & 47% Female
• 24% Married
• 94% come from the US
• 83% Caucasian

How might some students interpret this?

2/10/17 For a digital copy Email phil_rash@byu.edu 3

Wh What leads to success in college?

Student Success

Environmental Factors Content Knowledge Academic Skills

Wh What leads to success in college?

Student Success

Environmental Factors Content Knowledge Academic Skills Noncognitive Factors

2/10/17 For a digital copy Email phil_rash@byu.edu 4

No Noncognitive Fa Factors

Academic Behaviors

• Going to class
• Doing

homework

• Participating

in class Academic Perseverance

• Grit
• Self-Discipline
• Self-Control
• Delayed

Gratification Academic Mindsets

• “I belong”
• “Effort leads

to growth”

• “I can

succeed”

• “This work

matters” Learning Strategies

• Study skills
• Metacognitive

strategies

• Goal-setting

Social Skills

• Interpersonal

skills

• Empathy
• Cooperation

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

2/10/17 For a digital copy Email phil_rash@byu.edu 5

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

• rs and College Student
• Success. Journal of Co

llege Stu dent Retent ion: Research, Theory & Practice, 1521025 116666 539.

Ac Academic Mindsets

Farrington, et al., 2012

“I belong here” “My ability grows with effort” “I can succeed at this” “This work has value for me”

2/10/17 For a digital copy Email phil_rash@byu.edu 6

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?

2/10/17 For a digital copy Email phil_rash@byu.edu 7

Pre-Arrival Mentoring Timeline (Admission – NSO)

Late Feb. Admissions Notification 1st Week in March Welcome email wit h “What You Need to Know” Video Parent Post Card 3rd week in Mar . Phone Calls to Students Mid- April End of July Last T ext/email with “First- Year VLOG” Video Handoff to Fall Mentor End of August New Student Orientation Monthly Parent Newsletters Begin Includes Videos 8 – 10 Scheduled T ext Messages

Mentoring Timeline (Fall & Winter)

Early Sept. Classes Begin 3rd Week in Sept. Disseminate “Experiences

• f Growth”

Video Mid- October (mid-terms) Disseminate “Growth or Fixed Mindset” Video Early December (Finals) Disseminat e “Joy in the Journey” Video Early January Classes Begin Student Meetings Student Meetings Weekly Emails Weekly Emails Pilot LASSI “Intervention”

2/10/17 For a digital copy Email phil_rash@byu.edu 8

Em Empathy Map

lo low GPA/ hig igh ACT “H “High school was a breeze “

Hearing

*What they’ve always heard; “the next step is always harder but it never applies to me”.

Thinking

* “I’m just going to breeze by like I did in high school” * “I got in so it’ll be easy going from here” * “I’m smarter than most people”, a fixed mindset

Seeing

*Talented people everywhere *All these resource to help the student *Smart/cool kids (my people) *Opportunities to get involved

Saying

*I’ll just cram the night before, you’re supposed to do that in college, right? *The confident pitch they give themselves *Could have gotten an A if I would have really tried

Feeling

*Skepticalabout all this ‘studying’ people talk about *Try to make it seem like it’s easy to me *Happy to be independent *Super excited to actually be connecting with people

Doing

*Wasting time on social media *Not using resources to help *Priority to social life *Seeking a college experience

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 plan, I keep track in my head *Get by on grades, I’ll do better next year

Experiences of Growth Johnny’s First- Y ear VLOG

2/10/17 For a digital copy Email phil_rash@byu.edu 9

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)