how and why does it matter? the changing student body victor m. h. borden, ph.d. professor of...
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How and Why Does it Matter?
The Changing Student Body
Victor M. H. Borden, Ph.D.Professor of Educational Leadership and Policy Studies
Sr. Advisor to Exec VP for Regional Affairs, Planning, and Policy
2011 Plater Institute on the Future of Learning
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2011 Plater Institute on the Future of Learning
Overview
Two tracksAddressing the question askedWarm-up for “pop quiz”
• Handout for keeping score How and why does understanding the
changing student body matter? Fundamental paradigm shift
From teaching students to learning students
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2011 Plater Institute on the Future of Learning
At what average annual percentage rate has the size of the undergraduate student body at IUPUI changed over the last 20 years (since 1991)
a) -2%
b) 0%
c) +2%
d) +4%
Total Undergraduates
+0.2% to be exact
Quiz Warm-up Item
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2011 Plater Institute on the Future of Learning
Undergraduate Enrollment at IUPUI
21,15719,950 20,695 21,193 22,236
0
5,000
10,000
15,000
20,000
25,000
30,000
1991 1996 2001 2006 2011 2016 2021
22,407
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2011 Plater Institute on the Future of Learning
What Really Works for Student Learning?
Research findings converge Seven Principles of Good Practice in
Undergraduate Education Chickering & Gamson, 1991, New Directions
for Teaching and Learning, No. 47. Insights from Neuroscience and Anthropology,
Cognitive Science and Work-place Studies Ted Marchese,http://home.avvanta.com/~building/lifelong/higher_ed/marchese.htm
National Research Council Research Synthesis How Students Learn: Science in the Classroom
http://www.nap.edu/catalog.php?record_id=11102
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2011 Plater Institute on the Future of Learning
Seven Principles
Encourages Contact Between Students and Faculty
Develops Reciprocity and Cooperation Among Students
Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Ways of
Learning
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2011 Plater Institute on the Future of Learning
Marchese’s Insights
Good teachers, like "reflective practitioners" in other professions, constantly test, adjust, and reframe their models of practice on the basis of experience and reflection
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2011 Plater Institute on the Future of Learning
Marchese’s Insights
The more a teacher can emphasize . . . learner independence and choice intrinsic motivators and natural curiosity rich, timely, usable feedback coupled with occasions
for reflection active involvement in real-world tasks emphasizing
higher-order abilities done with other people in high-challenge, low-threat
environments that provide for practice and reinforcement
. . . the greater the chances he or she will realize the deep learning that makes a difference in student lives.
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2011 Plater Institute on the Future of Learning
Conditions for Learning
Research Synthesis from National Research Council Engage preconceptions Develop a foundation of “factual” knowledge Develop strong conceptual frameworks Develop competency in monitoring our own
understanding (metacognition) Regulate our behaviors to optimize our capacity
to learn and unlearn where necessary
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2011 Plater Institute on the Future of Learning
Herbert Simon’s Observation
Learning takes place in the minds of students and nowhere else, and the effectiveness of teachers lies in what they can induce students to do. The beginning of the design of any educational procedure is dreaming up experiences for students: things that we want students to do because these are the activities that will help them to learn this kind of information and skill. And then we can back off and ask what we have to do to get students to carry out these activities.
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2011 Plater Institute on the Future of Learning
What Doesn’t Work
Passive listening Obsession with coverage and lower-order thinking skills
(i.e., memorization) Little student choice about what is studied and how it is
studied Fear/anxiety riddled instruction and evaluation Limited interaction with instructor and other students High-stakes evaluation But good students will learn even under poor learning
conditions Can you imagine what they can do under the best
conditions?
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2011 Plater Institute on the Future of Learning
Student Learning and Learning Students
How and why does understanding the changing student body matter?
How do macro-level statistical trends relate in any way to student learning?
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2011 Plater Institute on the Future of Learning
What percentage of undergraduates at IUPUI are male?
a) 43%
b) 47%
c) 51%
d) 55%
Gender
A vanishing breed?
Quiz Warm-up Item
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2011 Plater Institute on the Future of Learning
Percent Male
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2011 Plater Institute on the Future of Learning
The College Gender Gap
ACE 2006 Report (http://www.acenet.edu/bookstore/pdf/Gender_Equity_6_23.pdf)
Economic Incentives Degree makes bigger difference for females Male occupations w/H.S. diploma offer better
benefits School Effects
School/classroom environment biased against boys Reading and writing emphasis early on favors girls
Social/Psychological Factors Male role models less academically oriented Boys don’t follow norms or manage emotions well
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2011 Plater Institute on the Future of Learning
What percentage of annual new students at IUPUI are fall, full-time beginners?
a) 34%
b) 44%
c) 54%
d) 64%
Mode of Admissions
Not even one-half
Quiz Warm-up Item
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2011 Plater Institute on the Future of Learning
IUPUI New Degree-Seeking Undergraduates 2010-11
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2011 Plater Institute on the Future of Learning
Swirling and Learning
Majority of IUPUI graduates started elsewhereMany more transferred in credits since
starting at IUPUI Accommodating Student Swirl (Borden, 2004)
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2011 Plater Institute on the Future of Learning
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2011 Plater Institute on the Future of Learning
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2011 Plater Institute on the Future of Learning
What percentage of undergraduates at IUPUI are members of a racial/ethnic minority?
a) 26%
b) 21%
c) 16%
d) 11%
Still the Midwest, but…
Race/Ethnicity
Quiz Warm-up Item
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2011 Plater Institute on the Future of Learning
Percent Minority
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2011 Plater Institute on the Future of Learning
By what percentage has white student enrollment changed over the past 20 years?
a) -10%
b) -5%
c) +5%
d) +10%
But still the large majority
Non-Minority
Quiz Warm-up Item
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2011 Plater Institute on the Future of Learning
Percent White Students
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2011 Plater Institute on the Future of Learning
Cultural Bias in Teaching and Testing
The SAT “Regata” question Runner:Marathon A) envoy:embassy B) martyr:massacre C)
oarsman:regatta D) referee:tournament E) horse:stable
Subtle/nuanced bias is much prevalent than flagrant bias
Disciplinary bias as a form of cultural biasTeaching statistics in psychology
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2011 Plater Institute on the Future of Learning
Getting a Grip on the Changing Student Body
Keeping students in mind when designing courses, program, curricula
Engaging students in learningBeing different from them is greatBeing indifferent to them, not so good
WARNING: Statistics are not relevant to individualsThe average Floridian is born Hispanic and
dies Jewish