Beruflich Dokumente
Kultur Dokumente
Unproductive Persistence
1000 Dev Ed Students 50% started college > 3 years ago 20% started college > 5 years ago 8% started college > 10 years ago 2.5% started college 20 years ago or more
Do College
Started in 2009 as Do College
90-Day Cycle of inquiry that resulted in a framework, a sort of discipline inquiry period.
Interviews Research Scans that had anything to do with student success, persistence, etc.
Productive Persistence:
Study Skills
Proper Placement
Acceleration
Navigating the college campus Invest in Metacognitive monitoring of progress Faculty Development toward goals and of effectiveness of strategies Supplemental Instruction Peer tutors
Sense of self-efficacy
Student Cohorts Self Regulated Learning Mandatory Orientation Academic Counseling
What we know: Lots of things can work, under some (usually unspecified) set of conditions.
Carnegie asks: How can we distill the most promising ideas and make them work reliably, in the hands of diverse practitioners with diverse students in diverse contexts?
Uri Treisman: We need to scale things that mere mortals can pull off.
Carnegies strategy:
Think through which ideas drive success for our students in our colleges. Create practical ways to precisely measure these ideas. Cull promising ways to influence them, from research and practice. Use improvement research to produce an evidence base for these practices:
Geoff Cohen: Separate common sense from common nonsense.
Secondary Drivers Students feel that the professor cares that they, personally, succeed in the course and in college.
Productive Persistence Aim: Students continue to put forth effort during challenges and when they do so they use effective strategies.
Students believe they are capable of learning math. Students believe the course has value. Students feel socially tied to peers, faculty, and the course. Faculty and college support students skills and mindsets.
Students feel they are a necessary and important part of the classroom community. Students feel comfortable asking questions Students do not feel stigmatized due to membership in a negatively stereotyped group. Students do not question whether they belong.
7/16/12
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Belonging uncertainty: When you think about your college, how often, if ever, do you wonder: "Maybe I don't belong here?"
Productive struggle: Knowing the right answer to a math problem without having to think about it, or knowing how to
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ES = .25** ES = .13***
25
ES = .10*
25
ES = -.13*
25
25 24 23 22 21
22 23
20 19
Mindset Belonging Interest Anxiety
r = .33
71%
r = 34
71%
r = .32
72%
r = .46
74%
50% 40%
57%
55%
30%
20% 10% 0%
Mindset
Belonging
Interest
Anxiety
3.
Contract activity
Mindset activity Working in groups/Group roles Why study statistics/mathematics? Script for engaging in productive struggle
Language script
Syllabus activity
Most people dont know that when they practice and learn new things, parts of their brain change and get larger, a lot like the muscles do. This is true even for adults. So its not true that some people are stuck being not smart or not math people. You can improve your abilities a lot, as long as you practice and use good strategies.
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I feel very confident because i dedicate my time to learn the concepts thoroughly. I feel that if one person put in the work to really understand the concepts they can pass. I was never a "math person" but coming into Statway has completely made a 360 degree turn [sic] about how i feel about math. It is great!
- Developmental Math Student in Statway
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ES = +.39***
ES = -.78***
ES = -.32***
Professors Care
Belonging Uncertainty
Productive Struggle
ES = +.65***
ES = -.26***
Takeaways
Productive persistence matters for developmental math student performance
Drivers of it can be measured quickly and validly We need to get better at improving productive persistence. To do so, well we need to continue measuring it.
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productive.persistence@carnegiefoundation.org