key learner characteristics that produce academic success

(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 41

Key Learner Characteristics that Produce Academic SuccessDaniel Apple, Wendy Duncan, and Wade Ellis (Working Draft - 06/01/15)

Abstract

Colleges continue to struggle to increase student success. Th is paper, through meta-analysis of research that identifi es factors that signifi cantly increase student success, presents a model of a quality collegiate learner: a student who would be successful in any undergraduate program. In integrating 20 years of empirical research concerning “Learning-to-learn” with the student success research, we develop strong support for 50 learner characteristics that enhance success. Th ese are organized into seven performance categories: learning processes, productive academic behaviors, growth mindset, academic mindset, learning strategies, aff ective learning skills and social learning skills. Each of these characteristics has a signifi cant impact on student success and has been shown to be malleable. Our empirical research illustrates that the Learning-to-learn Camp produces signifi cant improvement in each of these 50 success factors.

Introduction

Ample research exists regarding students’ failure to progress in and/or graduate from high school and college (Horton, 2015) and the challenges confronting secondary and post-secondary educational institutions as they strive to increase their completion rates (Kuh, 2006). Th e volume of research in this area has increased signifi cantly over the last couple of decades as pressures mounts through policy changes such as the drive towards performance based funding.

Learning-to-learn Camps provide hope for successfully addressing these completion rate challenges. Over 20 years, Pacifi c Crest and the members of the Process Education Academy have improved, refi ned and contextualized these camps to eff ectively improve student learning performance and skills and the non-cognitive skills as documented in student growth papers written during the camps (Apple, 2015). Table one, Profi le of a Quality Collegiate Learner (PQCL), present the success factors arranged according the aforementioned performance categories. It presents characteristics that signifi cantly increases students’ probability of academic success as measured by graduation rate and GPA and is validated by the research literature and our empirical studies.

Th e PQCL has 50 dimensions of learner performance, with performance criteria describing expectations for the learner. Th ere are seven other performance areas tables that provide references to specifi c research studies and students' descriptions of the transformational learning produced by the Learning-to-learn Camps. Th is set of tables is a powerful illustration of the transformational learning produced by the Learning-to-learn Camps.

42 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)

Table 1 Profi le of a Quality Collegiate Learner

Master Learner: Uses the Learning Process Methodology to construct transferable knowledge through thinking critically and generalizing

Reads: Links the reading process to the learning process to produce understanding and meaning through thoughtful inquiry

Writes: Consistently uses writing to help think, clarify and document ideas, plans, thoughts, and refl ections of learning

Th inks Critically: Asks critical questions, analyzes information, and synthesizes meaning to elevate understanding and clarity

Solves Problems: Identifi es and defi nes problems with key issues and assumptions and produces validated solutions that are generalized

Processes Information: Engages all senses to access information quickly and distinguishes relevant from irrelevant information and its level of quality

Refl ects: Takes time to produce higher level of learning, understanding of self, and reasons behind actions and decisions

Engaged: Brings 100% of energy and involvement to each learning activity every dayFocused: Applies all mental eff orts to the tasks at hand and fi lters out all distractionsPrepared: Understands expectations, has a plan for learning, has completed all preparatory

workOrganized: Knows when, where, and what needs to be done in a timely and systematic waySelf-grower: Wants to grow from every experience - sets growth goals, self-challenges, self-

assesses, self-mentors and mentors othersCommitted to Success: Does all that is necessary to reach the milestones towards stated goalsSelf-assess: Sets criteria for each performance, makes key observations, refl ects on and analyzes

these observations, behaviors, and actions, and consistently makes improvements without being prompted by others.

Positive: Energetic, passionate and invested in life by seeing the value, opportunity, and beauty in each new situation and person

Self-starter: Take the initiative to begin each new experience quickly with a plan to maximize the opportunities and learning

Open to Feedback: Wants to improve future performance by seeking out feedback from whatever channel they can and turn this feedback into assessment

Open-minded: Receptive to diverse views, perspectives, and paradigm-shaking ideas, suspends judgment

Self-challenges: Pushes themselves outside their comfort zone, thus increasing failure and growth opportunities

Clarifi es Expectations: Knows what others want delivered by which dates and can establish standards of quality by writing performance criteria

Inquisitive: Constantly seeks new knowledge in multiple forms and from many disciplines by asking lots of interesting questions

Self-effi cacious: Has a strong belief in who they are, who they can become, and their ability to be successful in everything they attempt

Session: Workshop: Cultural Analysis of the Transformation of Education


Self-motivated: Has passion and desire to explore new information, concepts, and challenges in areas of interest

Self-confi dent: Approaches each new task with self-assurance that any new challenge can be mastered

Life Vision: Evolves a vision for life based upon an analysis of the past, present, and future that includes life goals, and a well constructed plan for achieving these accomplishments

Goal Setting: Sets clear goals and supporting objectives, maintains a constant focus on producing results aligned with these goals

Learner Ownership: Takes full responsibility before, during, and aft er each learning experience for constructing the expected knowledge by their own means

Use Resources Eff ectively: Explores all aspects of the college and each course to inventory each resource, its potential use, and how to eff ectively use that resource given a useful situation

Validates: Affi rms their own understanding and growth with certaintyMetacognition: Understands the implications of their behaviors and actions on others and adapt

appropriately for each changing situation.Plans: Before action, stops and thinks of how to do something eff ectively and lays out a

structure to produce the quality work desiredPersists: Uses failure as a frequent and productive road to successManages Frustration: Puts things into perspective so current context doesn't overwhelm current

performanceManages Time: Allocates time for the most important tasks and then eff ectively uses that timePrioritizes: Eff ectively balances life by putting fi rst things fi rst while taking care of selfSelf-disciplined: Has self-control to do what is needed to be done even though other things are more

enjoyable and excitingTakes Risks: Does publicly something that has a great potential impact but where outcomes are

not known and failure is very possibleLeverage Failures: Realizes the growth potential coming from each failure through action plansAsking for Help: Perseveres through diffi cult tasks by making good decisions about when to seek helpWorks Hard: Diligent, works long hours and uses parallel processing to increase work produced

per hour of timeAdapts: Keeps changing and responding to new contextTeam Catalyst: Brings a positive attitude, like supporting and helping others, congratulates others,

fi lls in gaps in a cohesive manner, and is empathetic when others are having diffi culties with their performances or personal lives

Collaborative: Partners with others, performs their roles eff ectively, asks for help when it is needed, and supplies assistance to others.

Responsible: Conscientious and can be counted on to produce quality work in an ethical way that exceeds expectations within the allocated time and resources

Assertive: Contributes proactively within a community and a team to add value and not be marginalized


Connected: Has many friends, communities, and activities that infl uence growth and development of self and others

Communicator: Is eff ective in interactive conversation in informal and formal settings that includes articulating new ideas

Seeks Diversity: Understands and appreciates the values, diff erences, and perspectives of others and suspends judgment of others

Speaks Publicly: Assesses audience, prepares a clear meaningful message and articulates with impact to change minds

Wellness: Maintains balance by taking care of self, sleeping eff ectively, exercising, eating well and engaging in social activities

Profi le of a Collegiate Graduate

Accreditation agencies, regional and professional, have been raising the public’s expectations that educational programs demonstrate outcomes that enhance graduate success in their professional and personal lives. As can be seen in the PQCL, almost every learner characteristic listed there is a trait that businesses, government, education, non-profi ts, and graduate schools demand. It is our contention that an initial emphasis on Learning-to-learn would help all institutions of learning achieve the outcomes that these stakeholders desire.Th is paper is a cornerstone in the series of Learning-to-Learn research papers. It describes the transformation of an at-risk learner into the student that every college and faculty member would like to work with and who will be successful at their institution. Th is Quality Collegiate Learner has the capability of being successful in any academic challenge - high school, undergraduate college, professional programs, or pursuing advanced graduate degrees. Success factors are learnable. Th us, their identifi cation is the fi rst step in enabling colleges to establish programming that supports their development. It is our experience that even in the face of numerous signifi cant personal issues, for examples those faced by many students at open access colleges, every individual can be empowered to overcome them and become successful.

Defi nition of Academic Success

Th e most common dependent variables representing student success identifi ed in the literature are 1st year retention, graduation rates, and GPA. Farrington et al. (2012) present a strong argument based on the results of 7 major studies that past GPA is the strongest predictor of future academic success.

Success Factors

A success factor is a defi nable learner characteristic that has been shown to contribute signifi cantly to academic success. Th e PQCL was fi rst developed from our empirical studies that analyzed the student self-growth papers from a variety of Learning-to-learn Camps. Th e students identifi ed growth areas that were meaningful to them in relationship to future performance. We then took this model and compared these learner characteristics to those identifi ed in a large meta-analysis of many diff erent studies of student success conducted by Farrington et al. (2012). In fact, this research alone identifi ed half of the success factors discussed in this manuscript: study skills, attendance, work habits, time management, help-seeking behaviors, metacognitive strategies, and social and academic problem-solving skills that allow students to successfully manage new environments and meet new academic and social demands (Conley, 2007; Farkas, 2003; Paris & Winograd, 1990). Other studies have added additional critical success factors, including students’ attitudes about learning, their beliefs about their own intelligence, their self-control and persistence, and the quality of their relationships with peers and



adults (Ames & Archer, 1988; Bandura, 1997; Bandura & Schunk, 1981; Keith, Keith, Troutman, Bickley, Trivette, & Singh, 1993; Pintrich, 2000; Schunk & Hanson, 1985; Wentzel, 1991; Zimmerman, 1990). An integration of the results of these studies with our own work led to the PQCL, where each success factor is empirically defensible, most oft en by multiple studies. A cursory search of the web revealed numerous sites promoting means to increase college students’ success. We found more than 40 of the PQCL learner characteristics (Table 2) in just 13 sites (Table 3).

Table 2 Success Factors Identifi ed on “College Success” Websites

Report 1 2 3 4 5 6 7 8 9 10 11 12 13 TEngage X X X X X X X X X X 10Connect X X X X X X X X 8Organized X X X X X X X 7Prioritize X X X X X X 6Clarify Expectations X X X X X 5Leverage failure X X X X X 5Life vision X X X X X 5Manage Time X X X X X 5Plan X X X X X 5Focus (Concentrate) X X X X X 5Ask for help X X X X 4Inquiry X X X X 4Using resources effectively X X X X 4Writing for Learning X X X X 4Wellness X X X X 4Goal setting X X X 3Maintain balance (wellness) X X X 3Manage Frustration X X X 3Positive X X X 3Self-discipline X X X 3Support group X X X 3Accept feedback X X 2Assertive X X 2Collaborate X X 2Critical thinker X X 2Empathetic X X 2Intern/work X X 2Persistence X X 2Personal Finance Management X X 2Prepared X X 2Reads X X 2Respectful X X 2Self-assess X X 2Self-challenge X X 2Self-starting X X 2Set High expectations X X 2Communicate X 1Decision Making X 1Learner Ownership X 1Open minded X 1Self-Confi dent X 1Self-effi cacy X 1Self-growth X 1Servant leadership X 1Take risks X 1


Table 3 Websites Dedicated to Preparing College Students for Success

# Name of Site URL Sponsoring Agency1 Secrets of the Most Successful

College Studentshttp://ideas.time.com/2013/03/13/secrets-of-the-most-successful-college-students/

Time Magazine

2 Six Habits of Successful College Students

http://www.foxbusiness.com/personal-fi nance/2013/01/07/six-habits-successful-college-students/

Fox Business

3 How to Be a Successful College Student

http://www.wikihow.com/Be-a-Successful-College-Student Wikihow.com

4 Top 10 Secrets of College Success

http://www.usnews.com/education/blogs/professors-guide USNews

5 Making the Grade: Tips on Being a Successful Student

https://www.scholarshipexperts.com/resources/campus-life/how-to-be-a-successful-student-in-college#.VVzbh7t_mM8

ScholarshipExperts.com

6 The 15 Habits of Top College Students

http://www.washcoll.edu/live/fi les/3704-the-15-habits-of-top-college-students.pdf

USNews

7 The Perfect 10: 10 Easy and Essential Tips for Students Entering College

http://www.college.emory.edu/home/assets/documents/learning/EssentialTipsFreshmen.pdf

Emory College

8 Study Skill Workshop #1: Habits of Successful College Students

http://www.lbcc.edu/LAR/documents/SS%20video%201%20Habits%20Suc%20Students.pdf

Long Beach CC

9 10 Ways to Be a Successful 1st Year College Student

https://www.niagara.edu/assets/listpage/10-Ways-to-Be-a-Successful-1st-Year-Student.pdf

Niagara University

10 Student Guide to Creating a Successful College Experience

http://www.purdue.edu/checklist/BGR/ Gallup-Purdue Index (GPI)

11 The 14 habits of top college students

https://www.universityparent.com/topics/academics/the-14-habits-of-top-college-students/

University Parent

12 A Professor's Pointers for Success in College: 21 Easy-to-Follow Tips

http://www.huffi ngtonpost.com/ann-marie-gardinier-halstead/a-professors-pointers-for_b_5654706.html

Huffi ngton Post

13 Success in College Guide https://mappingyourfuture.org/successincollege/ Mapping Your Future

Alternatively, meta-analyses of decades of research surrounding the Big-Five personality model and its relationship to success identifi ed of these 32 learner characteristics (Barrick & Mount, 1991; Komeraju et al, 2011).

Th ere are additional learner characteristics that both students and Learning-to-learn Camp facilitators documented as important but were not included in the PQCL because we were not able to justify them with published research. Th ese included: 1) a strong Identity as a learner ; 2) being empathetic/respectful; 3) having developed a strong support system; 4) personal fi nancial management; 5) being ethical; 6) listens actively; 7) makes good decisions; 8) professional; 9) generalizes; 10) uses methodologies; and 11) servant leadership.

Transforming Risk Factors into Success Factors

Pacifi c Crest has demonstrated the transformational power of the Learning-to-learn Camps (Apple, 2015). Farrington’s work (2012) also supports the contention that quality, short-term interventions that target students’ psycho-social beliefs—for example students’ beliefs about their intelligence, social belonging, or the relationship between their performance and future goals—have a substantial and



sustained positive infl uence on school performance (e.g., Blackwell et al., 2007; Good, Aronson, & Inzlicht, 2003; Oyserman, Terry, & Bybee, 2002; Walton & Cohen, 2007).

Two widely cited psychologists, Duckworth and Seligman (2005), suggest that academic performance depends in large part on students’ self control or “conscientiousness”, concluding that “a major reason for students falling short of their intellectual potential [is] their failure to exercise self-discipline” (p. 939). Th ey claim that measures of self-discipline are far more predictive of positive academic outcomes than are measures of IQ. In her seminal work on academic mindsets, Carol Dweck and her colleagues (2011) cite “academic tenacity” and educational interventions that target it, as having a transformative eff ect on students’ experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.

Classifi cation of Learner Success Factors

Th ere are several diff erent and useful ways that the success factors can be classifi ed. For example, using the “Big Five” personality mode (Table 4), the most commonly used system in personality studies, the factors can be organized as follows.

Table 4 Big Five Model

Conscientiousness Extraversion Openness to Experience

Neuroticism(Lack of)

Agreeableness

OrganizedPlansResponsibleWorks hard ValidatesPreparedSelf-disciplinedCommitted to Success

Being PositiveSpeaks PubliclySelf-starterAssertiveCommunicatorConnected

Seeks diversityRefl ectionInquisitiveLife visionMeta-cognitionFocusedEngagedInformation ProcessorCritical Thinker

Self-effi cacy (doubt)Confi dent (Anxious)Focused (scatterbrained)Managing Frustration (helpless)Taking RisksLeveraging Failures (Give up)

ProfessionalCollaborative

However, personality is viewed to be a fairly stable trait, and we believe that the success factors can be changed – thus empowering improved academic performance. As a result, we have chosen to organize the success factors according to a framework modifi ed from that proposed by Farrington et al (2012) and with a pedagogical orientation (Table 5). Th us their “Social Skills” becomes Social Learning Skills and “Perseverance” becomes Aff ective Learning Skills (including “Grit”). We retained the remaining categories: Academic Mindset, Learning Strategies, and Academic Behaviors and added two additional categories: Learning Processes and Growth Mindset.

Table 5 Learner Performance Areas

Learner Performance Area Description of Performance AreaLearning Processes A set of very valuable, explicit, step-wise learning processes that every quality

learner should continually improve.Productive Academic Behaviors

Expected behaviors that faculty/teachers have of students and when not exercised lead to non-academic success.

Growth Mindset Belief that learning performance is not fi xed but can be improved signifi cantly.Academic Mindset Successful learners have mindsets that know they belong, enjoy their learning

challenges and academic work, fi nd value from their efforts and know they will succeed.


Learning Strategies Are very valuable learner practices (practices, tools, strategies, and approaches) when used more effectively lead to greater academic success.

Affective Learning Skills (Grit) The affective domain of the classifi cation of learning skills has many very valuable skills leading to having "Grit" and greater academic success.

Social Learning Skills The social domain of the classifi cation of learning skills has many very valuable skills leading to greater academic success.

Figure 1 illustrates the relationship among these Learning Performance Areas.

Figure 1 Modifi ed Farrington et al (2012) Diagram

Learning Processes

Academic Success has long been associated with key learning processes which are essential for success in an academic setting (Table 6). At the heart of being a collegiate learner is understanding how knowledge is constructed (Learning) - identifying why and what needs to be learned, collecting and processing relevant vocabulary and information, using examples and expert models and through critical thinking produce meaning and understanding, and then contextualizing and generalizing this knowledge so it becomes part of working expertise.

Th e learning process is supported and enhanced by other processes. It begins with information processing, which requires the learner to identify the informational base most likely needed to produce the desired learning. Students are expected to spend between 20% - 35% of their time learning through reading and this performance is critical for academic success and life-long learning. Th e writing process and writing to learn help the learner construct knowledge and then demonstrate their learning through their writing on tests and academic papers. At the heart of learning, reading, and writing is critical thinking. Th e stronger the learner's thinking capabilities, the stronger the other processes become. Th e ability to apply knowledge in problem-solving situations, in both academic and personal contexts has a signifi cant impact on their success. An important, but oft en overlooked learning process is refl ection – metacognitively stepping back from any activity to learn more about what, why and how we are performing – and thus providing an opportunity to improve. Each and every day, students constantly



make learning decisions based upon these learning processes and the better the decisions, the more successful they become.

Table 6 Learning Processes: Supporting Research Along with Student Refl ections

Success Factor REF Student Written Descriptions from Self-growth Papers and Letters to FriendsLearner 1,6, 23,

26, 31"At the beginning of the camp, I didn't know how to learn. I seemed to think I knew how to learn, however, based on my success in high school. I didn't understand there was a complex methodology to the process of learning, which can help immensely. From identifying necessary skills and background knowledge, taking this process step by step helped me understand not only what I'm learning but why I want to learn. ... I wanted to learn at a faster rate so I could be a more effi cient student in college."

Information Processor

38, 39 "Before coming to this program, my research paper experience was limited at best. At any mention of a research paper, I would feel sick to my stomach. I hated completing the papers because of a fear of citing improperly. ... I have been given a wealth of knowledge on how to write a research topic, how to fi nd the best sources, and how to cite the information. The seminars on the library database, article validation, and the research methodology helped me gain confi dence within my sources and citations. I felt good about the information I was applying to my paper topic. ... I think this growth was caused by my personal interest in fi nding useful sources, and the wealth of knowledge that was provided on the subject."

Reader 6,23,11 "Once the Reading Methodology was introduced to me I had an epiphany. I couldn’t believe all of the information I was missing by just reading and highlighting my textbook one time. The six steps that make up this Reading Methodology range from establishing a purpose for your read down to synthesizing information. It helps the reader implement active reading, thinking and to become more critically engaged in what you are reading. Looking back at my reading skills I have realized that I wasn’t doing any thinking, I was just simply scanning over the words, I wasn’t truly comprehending what I was reading. Knowing and understanding the steps the reading methodology has given me, I have the tools to overcome my weaknesses and to become a strong more active reader. Along with this a Reading Log was introduced, which I feel is the best tool I was given this entire week. It really allows a reader to map out exactly what they are looking for while they read."

Writer 1,6,23,26 "For one, I usually spent too much time writing and not about thinking about the material itself. Once I started writing down and brainstorming before an assignment, it became much easier. .... Even on this paper, I have used the writing methodology, exploring and assessing my performance on the essay. It is truly a valuable thing."

Thinks Critically

1,6, 23, 3, 26

"The reason why I was missing the questions is because I was not critically thinking. I should have analyzed the question, took out key terms, understood what it was asking and then answered the question. Since learning how to critically think, seeing a question I now understand it and understand exactly what the question is asking."

Problem Solver

1,6, 23, 31, 36

"For me, the most impactful and insightful one dealt with problem solving. ... By laying out an effective and proven plan step by step I was able to see on paper the process that I was attempting to formulate in my head. Seeing the process that worked on paper allowed me to compare it to my process which I thought worked effi ciently and see where it could be improved. For me this was a huge step because it meant being able to fi nally fully analyze my thoughts. ... My issue has always been that I essentially skip the last half of the steps to effectively problem solve. ... I now know what to do in order to help myself in solving personal problems after analyzing them."

Refl ector 5,6,23,26, 31,39

"I learned a lot about myself and I fi gured out who I am really am as well as what I want to achieve in my life. For example, I have a deep passion to follow my dreams and one day become a surgical nurse. Before I barely understood who I was and what I really wanted to do. , I was able to write down everything I am, what I want to do, what the positive and negative aspects are in my life as well as who I love and hate, what I don’t like and my entire life was being written down for my own knowledge. I grew to understand who I am and who I can become if I achieve my dreams and goals. I have one focus and only one main focus, which is to reach success and intrinsic happiness."


Productive Academic Behaviors

Research consistently highlights four academic behaviors shown to be strongly connected to student success (Table 7). Th eir absence clearly reveals risk (Horton 2015). Th e fi rst academic behavior is engaging in their learning experiences (at the minimal level - attending class) by putting 100% of their energy into the current learning task. Th e second is focusing (at the minimal level - paying attention) so that time on task produces more learning. Th e third critical academic behavior is preparing by reading, completing assignments, and otherwise being ready to respond to a class activity (at the minimal level - bringing required materials). Th e fourth success factor is being organized, knowing what one needs to do, by what time, and at what quality (at the minimal level - doing homework). Taking notes and following instructions is a good indicator that these academic behaviors are in play. Notice that these are expectations that almost all teachers have. If missing, the educator oft en believes that the student doesn't care about his or her learning and success.

Table 7 Productive Academic Behaviors: Supporting Research Along with Student Refl ections

Success Factor REF

Student Written Descriptions from Self-growth Papers and Letters to Friends

Engaged 1,6,14,18,21,26,29

"This program is about you making the personal decision to extend yourself as high as you can possibly can go. ... Once you have that motivation, all the skills and knowledge will follow"

Focused 5,39 "staying focused on your work at all times, which can be achieved through having some type of self-discipline, take risk because you just might be performing the tasking or answering the question correctly."

Prepared 6,11,19, 26, 36 "...completing all readings assigned in for homework because it will allow you to be better prepared the next day in class so that you can contribute to your group activities..."

Organized 5,6,11, 22, 31, 39

"This camp has helped me improve my organization skills. I had to get organized to keep up with certain reading logs and other information"

Growth Mindset

Some of the newest research on student success focuses on a growth mindset (Table 8). Th ere is signifi cant evidence that academic success increases when students persevere which ultimately increases their performance, enabling them to meet even more diffi cult learning challenges. Th is is called a “growth mindset” (as opposed to a “fi xed mindset”). Th e fi rst factor is commitment to self-growth, the ability to improve future performance based upon past performance: increasing capacity. Having both a growth and open mindset are essential for growing learner performance since in addition to believing one can grow, one must be open to new techniques, skills, and strategies that support self-growth. Th e key enabler of a growth mindset is self-assessment, the ability to generate ideas to sustain one’s strengths and improve one’s limitations so the next performance can be improved. Th is is enhanced by the ability to seek and accept feedback from others and use this feedback. Th e next success factor is self-challenging by raising personal performance expectations and taking on diffi cult challenges. Th is kind of student learns from failures to enhance future performance. A growth mindset tends to result in the student having the positive perspective that anything is possible: a "can do" attitude that results in consistent growth. Finally this kind of student is committed to success. Growth is unpredictable without it because life’s challenges are sometimes diffi cult to surmount. All of these learner characteristics can be increased and should be prompted by the learner and rather than waiting for someone else to prompt them, a self-starting attitude.



Table 8 Growth Mindset: Supporting Research Along with Student Refl ections

Success Factor REF Student Written Descriptions from Self-growth Papers and Letters to FriendsSelf-Grower 2, 5 "I learned that self growth can be a conscious activity, as opposed to a subconscious

one.. I had believed that conscious self growth was an ability only possessed by enlightened monks and the like, but this week taught me that anyone can learn it. I learn that the process of self growth can happen much faster than I thought possible, given the proper conditions. This week was the proverbial perfect storm of those conditions, causing explosive self growth in most people, myself included. Finally, I learned that self growth, even if taught, is still an organic, self-driven process. .. the growth in the end was still in the areas that I wished to improve."

Open Minded

2,9 ,39 "The “Learning-to-learn Camp” exposes you to want to do and be better in what you lack in. I can honestly say it has made me think out the box and expose me to new materials to use throughout my life as I pursue to become a well renowned engineer in my future."

Self-Assesses

5,6,11,24, 11, 35, 36

"We learned that we cannot grow from what we produced unless we analyze the fi nal product. Without truly understanding our strengths, areas of improvement, and the insights we gained from the process, there was no way for us to grow from said process. The strengths show where we have improved from where we were before; the areas for improvement help show where we could work to improve the quality of work next time; and fi nally the insights are what help us understand how to apply what we have taken from the whole process and how we might apply it to a new situation. Through doing this we began to no longer need the approval of another; we could assess ourselves and grow from ourselves, not from the endorsement of another person."

Accepts Feedback

38, 41,42 "When I actually take the time to process my failures it is usually rather simple to fi nd where the problem was. For example, if I performed badly on an exam in the past I would just stuff it into the back of my folder and never look at it again. The failure ate away at me, but I tried to fi nd ways to just not think about it. Doing this caused me to continue to fail tests. Now, I understand that ignoring a failure doesn’t fi x it and doesn’t make it go away. From this camp I have learned that the only way to be successful is to learn from your mistakes. Analyzing my failures is the only way to fi nd out how I can fi x it. Now, if I get a test back with a bad grade, I will be able to identify the circumstances that led to that bad grade and set up an action plan in order to take the steps necessary to performing at a higher level next time. "

Self-Challenges

33 "...it is easy to stay in your comfort zone but nothing different or exciting happens in your comfort zone. It should be called the uncomfortable zone because you are stuck at a standstill..."

Positive 11,2, 26, 39,42

"...I was always beating myself over mistakes that I made. The program aided me in stopping these destructive tendencies and changing my mentality to "what should I do better next time..."

Committed to Success

14,2,21,22,26,39

"...This program is about you making the personal decision to extend yourself as high as you can possibly can go. ... Once you have that motivation, all the skills and knowledge will follow..."

Self-starter 3,6 "...I grew so much in the past week. I stopped procrastinating as much. I tried to become more motivated, and fi nally, I become the leader I always knew I could be..."


Academic Mindset

A student's academic mindset has a signifi cant impact on the success of learners in every academic setting (Table 9). First and foremost, love of learning is very helpful in producing a successful performance in a learning environment. Since education is focused on learning and the development of the learner, the more inquisitive the learner, the more connected s/he is to the academic environment. Academic success is most oft en measured with GPA and a critical success factor is clarifying expectations - knowing what needs to be done, by when and at what quality in order to achieve the desired grades. A learner's self-effi cacy, the belief in one’s capacity to execute behaviors necessary to produce specifi c performance attainments is what enables him or her to self-motivate in order to reach for them. Every successful performance in the academic setting, especially during evaluation processes, increases the students' self-confi dence. Th e academic mindset includes a well developed Life Vision with a personal history, a self-analysis, their life's passion, a vision of a personal future, an educational plan, and an integrated career and life plan.

Table 9 Academic Mindset: Supporting Research Along with Student Refl ections

Success Factor REF


Inquisitive 1,6,26,39 "I now can say that I am an engage in learning ... teaching another person and while in the process I still will be learning. ... This area I know will lead to success in my life because no matter how much you know you can never know enough."

Clarifi es Expectations

41,42 "I understand that it is essential for a self-grower to know what is expected of me, know my areas of improvement, and know how to improve those areas. The fact that one of my goals is to learn how to assess myself and accept assessments from others proves that I am willing to fi nd my areas of improvement and work on them."

Self-effi cacy 1,2,6,11,14,17,26,29,31, 35, 36

"Being in this camp has helped me grow tremendously and it has opened my eyes that there is always room for improvement It amazes me that I did in four days what I couldn’t do in seventeen years. Not only did I grow but I watched others grow right with me"

Self-motivated 6,17,11,21,26,29, 35, 36

"...A self-grower is someone who has achieved a higher level of motivation, intrinsic motivation to be exact. It means that they no longer need someone to push them to go forward, instead they are the ones in control, and they make the critical choices for themselves..."

Self-confi dent 17,1,29 "...If you have confi dence and believe in yourself you will pass the program with fl ying colors...”

Life Vision 16,17,1 "I have never thought about nor asked myself “who am i” the way I have in the past 3 days. I always had a vision or an idea about who I want to be, and I always had a slight idea of who I was but I never truly understood what it meant. I struggled with fi nding myself for a very long time, I thought I was one person, the married housewife, and when that didn’t go as planned I really needed to get back to the drawing board and start over. Even when I knew what I wanted I was never satisfi ed. I didn’t have the dream job I always wanted, I didn’t have the education I knew I deserved and I certainly didn’t have the husband I wanted. I was fl oating around wasting everyone’s time and money and really not doing anything productive. This camp has taught me the importance of a Life Vision and a Life Vision Portfolio. ... This LVP will hold all of my past and future accomplishments and dreams and I cannot wait to start building it. "

Learning Strategies Successful students continue to develop, evolve and refi ne their toolbox for eff ective learning performances. Th is toolbox varies signifi cantly from student to student, but the most successful students use most of the strategies in Table 10. Foremost is setting academic goals for life, for the program of study, for each term and for every course. When students take ownership of learning they



free themselves from being subject to the vagaries of instructors and the learning contexts in which they fi nd themselves. Planning enables the learner to make the most productive use of limited time. By identifying and making use of all the resources available to them, learners enhance the quality of the performance and the products of that performance. Knowing that errors are always possible, even in the best expert sources, strong learners validate their understanding – ensuring that they “know that they know.” An important learning strategy that encompasses these other learner characteristics is metacognition - thinking about thinking, knowing how you do what you do, and also why do you decide to do what you are doing. And fi nally - the quality and quantity of success is highly correlated with the eff ort expended - how hard you work.

Table 10 Learning Strategies: Supporting Research along with Student Refl ections

Success Factor REF


Sets Goals 17,29,31, 36 "You must set goals and be driven to reach them on your own because others can’t make that decision for you. We are at a point in our life where we must be self-motivated because this is our life and no one has to live with those decisions but us."

Learner Ownership

1,6,17,29, 31, 35

"...it taught me how to grow and learn to learn from myself..."

Plans 5, 6,31 "Currently, the outcomes of my efforts are very different. After applying a planned strategy my efforts have been more effective. I have developed problem-solution systems that helps me better analyze what actions to take when faced with a problem. The fi rst step that I take is asking questions. What is the problem at hand? What can I do in order to solve it? What is my most effective way to solving this problem? After asking myself these questions I then begin to brainstorm. I start a list of ideas for possible solutions to the problem, incorporating the steps needed, and how long each process might take. I then pick the most effective solution and work from there. Just a simple change in planning and this process has helped me to excel academically. "

Uses Resources Effectively

42 "Another area that I have improved in is knowing the importance of using the resources on campus and the help of others in order to succeed. During my fi rst year, I rarely asked anyone for help. I did not use the campus resources has much as I should. I did not even step foot into the library until the middle of my second semester. I felt very uncomfortable asking people for help because I did not want anyone’s help. ... With the vigorous work that I had to accomplish during the course of this camp, I have learn that I need help! I could not have completed my Learning-to-learn book without the help of my coach, mentor, and group members. I have learn that everyone needs help and cannot do it on their own at times."

Validates 6,25,29,30, 5, 35

"If we got the answer then we were asked why we chose that particular answer. Validation is a word I will hear for the rest of my life. Validation is the key word for being successful in college and in life, for if you know why you have the answer then you have a better understanding of what you have learned"

meta-cognition 1,6,16,23, 26,29, 35

" Another area where I increased in skill was my meta-cognition. To clarify, this was my ability to switch between an immediate frame of reference and an assessing from a of reference. It includes the ability to know which strategy to use for problem solving, and can be loosely defi ned as "knowing about knowing". It is also closely related to self knowledge and self assessment."

Works Hard (productive)

6,15,2,3, 26,39

"You have to learn how to manage your time, be productive in the classroom and in life - I was able to accomplish things I never thought I would in this short amount of time."


Aff ective Learning Skills (Grit)

Grit - the “perseverance and passion for achieving long-term goals” is oft en associate with the successes of famous historical leaders, and today researchers are overwhelmingly confi rming that correlation. Th e aff ective learning skill correlates of grit can be found in Table 11. Persistence, seeing one’s way to the fi nish line no matter what obstacles are encountered, is perhaps the skill most frequently cited. Th e willingness to take risks and venture into challenges not yet surmounted is another important component. When, inevitably, the results come up short of expectations, successful learners leverage their failure and ask for help in enhancing their performances for future growth. Th ey handle this failure by increasing their coping skills and managing frustrations. In part, frustration is reduced by prioritizing (putting fi rst things fi rst), dividing a larger goal into sub-goals and mastering each one in turn, and by planning and managing time wisely. Th e actual eff ective use of time that is planned requires self-discipline, doing what needs to be done no matter what current distractions (pleasurable, for example) that may exist. As new challenges and situations arise, the learners must adapt to the new cultural demands and expectations that the colleges impose on learners. Th e healthier the learner is - physically fi t, well nourished, rested, and emotionally balanced - leads to overall wellness and greater academic success.

Table 11 Affective Learning Skills (Overall Grit): Supporting Research along with Student Refl ections

Success Factor REF


Persists 6,17, 20,1,29,39 "Just putting myself to the challenge shows that I fi nally have enough faith I need to try even if I fail. ... If I had a chance to do it all over again I surely would because I would work even harder in the camp. I am proud to say I gave my all, didn’t quit and worked to the best of my ability."

Take Risks 2 "I also took a risk this week by signing up for the talent show. I have joked and been the center of comedic attention in my small groups of friends, but never have I done what I am about to do tomorrow. I plan on performing stand-up comedy on stage in front of dozens of people. This is stepping very far outside my comfort zone and if I can do this, I can learn to take more risks in the future. I grew in this area because I decided to fi nally try something that I wasn't use to and started initiating risk taking."

Leverages Failures

20 "Self-growth is a person looking at his or her life and fi guring out what mistakes he or she made and try to improve on them to become successful.”

Asks for Help 6,18 "When I got to a problem that I didn’t understand, my pride would not let me ask any of my teammates nor mentors for help. I eventually got out of that and started asking for help. When I started asking for help I understood more."

Manages Frustration

6,14, 20,11,39 "Once I stopped and released myself to simply learn and not be so driven for to meet expectations and reach success did I actually begin to get something out of this week. My growth was facilitated primarily by my emotions and exhaustion. I learn that it is also important to take care of myself. Some nights I had to go to bed leaving things undone and being unsure when they would get done, which was a new experience for me. I had to decide when was the right time to let myself recover so that I could be productive the next day, too. I also learned that I have more physical, emotional and mental endurance by actually testing them this week."

Prioritizes 20,18,22 "I am now much better at planning out my day, making choices on what needs to be done and what is a priority, and that we simply are not capable of doing everything."



Manages Time 3,5,6,42 "Time management is a critical factor for determining success in college. I would have to manage my time by making a schedule of how I am going to balance out my social life with my academic life. My academic life is more important so that is where I would spend the most time, .. Even though, my social life is important the academic life is going to be more important for the career I want to pursue, which becoming a physical therapist."

Is Disciplined 6,15, 20,11,39 "The “Camp” preps others and including me to take charge of my life and not let any second go by to be waste on foolish things. Work-ethics plays a big asset to my growth also, without that I would not have the initiative to pursue new skills and would not be a reliable source to my team."

Adapts 6,26 " I had to learn to be more self-suffi cient. I've always been a very independent person, but I've never stayed the night by myself before this week. By moving into Niemeyer I had no choice, I had to start doing everything for myself. I had to wake up and get ready without my mom telling me to hurry up, and I also had to fi gure out for myself when I felt I had to go to bed. Because I was thrown into the situation and didn't have any choice but to adapt, I, again, grew up a lot and quickly."

Wellness 37 "Furthermore, I must set fi tness goals to keep my body prepared for taking exams and critically thinking. I believe that when you have a healthy body the mind runs faster and accurately. Mentally when I have a sense of understanding in can produce my best work to show correct correlations between knowing and my thought process. To be positive of success, I will have a planner to organize my day correctly. Ultimately, I will be obligated to follow the daily goals I put time into creating for myself. ... Truly I will be capable to pull metacognition off if I am no longer exhausted from Destiny Raids on my gaming system. To eliminate that horrible feeling I will have fi tness goals of the days I live on earth. It is clear as day that when I pull these skills together, generally a successful student emerges from the ashes of failure."

Social Learning Skills

Colleges are communities that value knowledge – its learning, creation, application, management, storage, integration, and dissemination. All of these activities are undertaken in dynamic social settings including learning communities, professional organizations, research teams, and so on. Th erefore, success in this environment requires a set of universal social skills (Table 12). Communal belonging requires that the learner is connected to the community by helping others, contributing to the success of members and the community as a whole, and benefi tting in turn from this membership through the reciprocal action of others. Seeking diversity brings in a host of new perspectives, values, and ideas that can enhance thinking and problem-solving – and outcomes. All this requires skill in communication, teamwork and collaboration. Assertiveness in bringing forth one’s own ideas is enhanced by the capacity to speak publicly about ideas and positions with ease. Th e fi nal social success factor is responsibility (following through on the commitments made to self and others). Without these social skills most learners will struggle to meet the requirements that colleges impose.


Table 12 Social Learning Skills: Supporting Research along with Student Refl ections

Success Factor REFStudent Written Descriptions from Self-growth Papers and Letters to Friends

Connected 14, 21, 26,42

"Working with others was another major aspect of my self-growth into becoming a successor. I never was able to work with others because I grew up not trusting people around me. .. I was angry and terrifi ed because I did not who I was going to be grouped with and wondered if they were going to judge me. So, as we got into group the concept was to interact with one another and being to communicate with people from different background, opinions, and aspects of life. Being in the groups of the course of the week made me realized what I was missing when I was being anti-social with people. If it wasn’t for the groups, I would not have learned how effi cient and exciting teams that work together get things done. Communication was the key in teamwork that helped me break out of my comfort zone and take the risk of getting to know someone and for them to get to know me as well and not be afraid of them judging me."

Seeks diversity 1,26 "The fi rst and arguably foremost skill I improved was my ability to relate to and respect others. More precisely, I learned how to work as a team and trust that my team members would do their part. ... I was forced to let my team members do their parts simply because I couldn't do it for them. When they succeeded as often as I did, I realized that I could trust and respect them, instead of being condescending and arrogant."

Team player 6,26 "...I have come from being unsure of myself in group work and sharing my ideas to being a real team asset, participant, and even leader..."

Collaborative 6, 11, 14,15, 21, 36,39

"Example of teamwork that I have displayed is, when my partners/team didn’t understand I brought us together to evaluate and do the process of elimination when you can’t defi ne exactly what something is. This strength is a well deserve ability and whoever possesses it can one day be a team leader and a team player."

Communicator 17,26 "Communication and coming out of my comfort zone was a little hard for me. I became more involved into working with them but also communicating with them. By me making a decision to talk to people without knowing them has really made me come all the way out of my shell."

Speaks Publicly 1 "At the beginning of this camp I was one girl who was not confi dent in herself and afraid to speak around others. By the end of this camp I have improved my learning skills by 70% in my opinion and I am now ready to take on any challenge that school or life throws at me."

Assertive 4 "At one point our team felt like giving up but I pushed them through it. They called me the motor of the team because of my strength I have to lead. I always thought I was a natural born leader but this camp brought it out of me in the best way possible."

Being Responsible

6,17, 22, 26, 39

"learn how to take full responsibility over life and your destiny."

Summary

Process Education looks at learner growth from three perspectives: 1) Th e Classifi cation of Learning Skills, 2) Self-Growth, and 3) Learning-to-Learn. Th e Classifi cation of Learning Skills, developed empirically over 2 decades ago, encompasses over 250 learning skills, one important aspect of the PQCL model. In the paper, “What is Self-Growth,” Jain’s (2015), ten self-growth components are also ten success factors in the PQCL. Th is paper has provided scholarly evidence that at least 50 of the learner characteristics described in the Profi le of Quality Collegiate Learner have substantial impact on collegiate and life success.



Th at there are 50 factors that facilitate success can be daunting to learner and instructor alike – “Where to start? How to teach and learn them all?” However a strong Process Education environment, as can is found in a Learning-to-Learn Camp (Apple 2015), provides a reproducible context in which each can be practiced, assessed, and grown. Importantly, decades of experience have shown just how malleable these learner characteristics are.

Th at they can be grown, and that capability and success grow as a result, are profoundly at odds from the historical belief in a fi xed “intelligence quotient” (IQ) defi ning a student’s permanent capacity to learn. Research in human cognition over the last 30 years demonstrated the limitations of the “IQ” concept.

Today we must redefi ne what constitutes so-called “intelligence” and the capacity to learn: It is an interplay between personal cognitive and non-cognitive factors, the environment and socio-cultural processes – and it can be changed. Th is gives us a superior target for a collegiate education (PQCL) and the means to attain it through a pedagogy of Learning-to-Learn and Self-Growth. Our challenge now is to convince every institution of higher education that implementing a Learning-to-Learn Program will ensure that they are able to produce the collegiate learners and college graduates they desire.

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hers

pro

vide

a c

oupl

e of

cha

lleng

ing

test

pr

oble

ms

to id

entif

y th

e "A

" stu

dent

s •

Teac

hers

lim

it cl

ass

time

to w

ork

on o

pen-

ende

d pr

oble

ms

beca

use

too

muc

h co

nten

t

"It is

unf

air t

o pu

t pr

oble

ms

on te

sts

that

w

ere

not p

rese

nted

in

clas

s, o

n ho

mew

ork

assi

gnm

ents

, or c

over

ed

in re

view

ses

sion

s"

Unc

halle

nged

Con

trol

Teac

her

Cen

tere

d - E

xert

Aut

horit

y

"I kn

ow w

hat I

wan

t st

uden

ts to

lear

n an

d I

exer

t my

will

on

them

in

that

dire

ctio

n"

•Te

ache

rs w

ill n

ot c

hang

e da

tes

for e

xam

s or

pr

ovid

e m

ake

up e

xam

s in

any

situ

atio

n•

Teac

hers

dec

ide

wha

t is

impo

rtant

to le

arn

and

whe

n an

d ho

w it

will

be

grad

ed

•T e

ache

rs m

ake

deci

sion

s in

the

clas

s be

caus

e th

ey k

now

bes

t wha

t will

hel

p th

e st

uden

ts

"Sin

ce f

acul

ty h

ave

all

the

cont

rol a

nd d

eman

d re

spec

t, ju

st g

ive

them

ex

actly

wha

t the

y w

ant i

n th

e w

ay th

ey w

ant i

t"

Def

eren

tial


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Com

mon

Val

ues,

Atti

tude

s, a

nd P

ract

ices

Stud

ent M

inds

etR

isk

Fact

or

Elev

ated

Con

trol

Teac

her

Cen

tere

d -

Defi

nes

the

rule

s

"I w

ant s

tude

nts

to

follo

w m

y ru

les

and

do w

hat I

ask

so

they

w

ill b

e su

cces

sful

"

•Te

ache

rs d

efi n

e w

hat i

t mea

ns to

atte

nd c

lass

an

d pa

rtici

pate

•

Teac

hers

wan

t to

see

wor

k pr

oduc

ts d

one

in

a sp

ecifi

c w

ay (f

orm

at)

•Te

ache

rs w

ill h

ave

a se

t of c

lass

con

vent

ions

th

at m

ust b

e fo

llow

ed e

lse

ther

e w

ill b

e co

nseq

uenc

es

"I do

n't r

eally

car

e w

hat

happ

ens

with

my

grad

e if

I can

't do

wha

t I w

ant

to d

o or

do

in th

e w

ay I

wan

t to

do it

."

Irres

pons

ible

Del

iver

yP

rese

ntat

ion

- sha

re

expe

rtise

"I sh

are

my

exte

nsiv

e di

scip

linar

y ex

perti

se

with

the

stud

ents

"

•Te

ache

rs te

ll st

uden

ts w

hat t

hey

will

teac

h th

em, t

each

them

, and

tell

them

wha

t the

y ha

ve b

een

taug

ht

•Te

ache

rs e

xpla

in c

ompl

ex id

eas

so s

tude

nts

can

unde

rsta

nd th

em•

Teac

hers

cre

ate

Pow

erP

oint

slid

es a

s a

key

reso

urce

for t

he s

tude

nts

durin

g cl

ass

and

for

revi

ew la

ter w

hen

stud

ying

"I m

ust c

aptu

re a

ll of

this

in

form

atio

n be

caus

e th

is

is w

hat w

ill b

e on

the

test

"

Tran

scrib

ers

Del

iver

yP

rese

ntat

ion

- mon

itor t

hat

lear

ning

is

occu

rrin

g

"I lo

ok a

t stu

dent

s'

body

lang

uage

an

d lis

ten

to th

eir

resp

onse

s to

see

if

they

are

cap

turin

g w

hat I

am

say

ing"

•Te

ache

rs u

se q

uest

ions

like

- D

id y

ou

unde

rsta

nd?

or D

id th

at m

ake

sens

e? o

r O

kay?

to d

eter

min

e if

stud

ents

are

lear

ning

•Te

ache

rs a

sk q

uest

ions

that

stu

dent

s ca

n an

swer

to s

how

they

hav

e be

en li

sten

ing

•Te

ache

rs g

ive

shor

t qui

zzes

to m

ake

sure

st

uden

ts a

re p

ayin

g at

tent

ion

"I ne

ed to

let t

he

inst

ruct

or k

now

that

I am

pay

ing

atte

ntio

n by

sm

iling

, nod

ding

oc

casi

onal

ly a

nd

answ

erin

g an

occ

asio

nal

ques

tion

whe

n I a

m s

ure"

Hea

d-no

dder

s

Des

ign

Rig

id -

Reu

se p

ast

cour

ses

"I kn

ow w

hat n

eeds

to

be

cove

red

beca

use

of m

y ye

ars

of e

xper

ienc

e in

te

achi

ng th

is c

ours

e."

•Te

ache

rs u

se h

isto

rical

lect

ure

note

s w

hich

ha

ve w

orke

d in

the

past

•Te

ache

rs a

nd d

epar

tmen

ts c

olle

ct b

ack

grad

ed e

xam

s fro

m s

tude

nts

so th

ey c

an b

e re

used

in fu

ture

cou

rses

•

The

depa

rtmen

t syl

labu

s is

reus

ed te

rm a

fter

term

for c

onsi

sten

cy a

nd re

liabi

lity

"Wai

t till

a re

view

ses

sion

to

fi nd

out

wha

t will

be

on

the

test

and

ask

stu

dent

s fo

r pre

viou

s te

sts

to

dete

rmin

e w

hat n

eeds

to

be s

tudi

ed"

Cra

mm

ing

Des

ign

Rig

id -

teac

h to

the

test

"I w

ill p

rovi

de a

ll ex

ampl

es o

f how

to

do

the

type

s of

pr

oble

ms

befo

re th

ey

take

the

exam

s."

•T e

ache

rs p

rovi

de s

ampl

e ex

am p

robl

ems

in le

ctur

e an

d re

view

ses

sion

s th

at c

lose

ly

mat

ch th

e ex

am p

robl

ems

•Te

ache

rs a

ssig

n a

lot o

f pra

ctic

e pr

oble

ms

for

hom

ewor

k•

Teac

hers

and

col

lege

s fi n

d it

unfa

ir to

hav

e st

uden

ts tr

y to

sol

ve e

xam

pro

blem

s in

a n

ew

cont

ext

"I ne

ed to

rem

embe

r ex

actly

how

to s

olve

ea

ch o

f the

type

s of

pr

oble

ms

show

n an

d pr

actic

ed"

Lack

of

tran

sfer

abili

ty



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Com

mon

Val

ues,

Atti

tude

s, a

nd P

ract

ices

Stud

ent M

inds

etR

isk

Fact

or

Elev

ated

Effi

cacy

Dou

bt –

of S

elf

"I w

ill b

e ab

le to

he

lp s

tude

nts

be

succ

essf

ul w

ho a

re

capa

ble,

wor

k ha

rd

and

do a

ll th

e w

ork"

•Te

ache

rs li

ke s

ayin

g - l

ook

to le

ft, lo

ok to

the

right

, sha

ke h

ands

now

bec

ause

1/3

of y

ou

will

be

gone

afte

r mid

-term

s - l

ow c

ompl

etio

n ra

tes

impl

y hi

gh s

tand

ards

and

rigo

r•

Teac

hers

con

stan

tly s

ay to

thei

r stu

dent

s -

just

wor

k ha

rder

, you

will

be

succ

essf

ul•

Teac

hers

requ

ests

to a

dmin

istra

tion

and

adm

issi

ons

- ple

ase

recr

uit a

nd a

dmit

bette

r st

uden

ts w

ho c

an b

e su

cces

sful

"I do

n't t

hink

I am

the

calib

er o

f the

stu

dent

s w

ill b

e su

cces

sful

but

I am

"

Self-

doub

ters

Effi

cacy

Dou

bt -

of

Ach

ieve

men

t "I

know

that

I ca

n im

prov

e w

ith n

ew

teac

hing

/lear

ning

pr

actic

es, b

ut I

thin

k I

will

wai

t till

I ge

t mor

e ef

fect

ive"

•Te

ache

rs h

ave

tried

it o

nce

befo

re a

nd it

di

dn't

wor

k th

us th

ey n

o lo

nger

trus

t tha

t pr

actic

e•

Man

y te

ache

rs w

ill w

ait t

ill o

ther

s be

com

e su

cces

sful

at i

mpl

emen

ting

that

pra

ctic

e•

Teac

hers

kno

w th

at if

they

suc

ceed

, no

one

real

ly c

ares

, but

if th

ey fa

il, th

ey a

re li

kely

to

be a

dmon

ishe

d

"If I

hide

in c

lass

so

as n

ot to

exp

ose

my

wea

knes

ses,

then

the

teac

hers

will

pas

s m

e be

caus

e th

ey w

ill n

ot

thin

k th

at I

am s

tupi

d"

Non

-ris

k-ta

kers

Feed

back

Eva

luat

ion

- of w

ork

prod

ucts

"I do

n't l

ike

to

eval

uate

, but

I m

ust

grad

e st

uden

ts' w

ork

to m

otiv

ate

and

rew

ard

good

stu

dent

s'

wor

k"

•C

olle

ges

prov

ide

cour

ses

for h

onor

stu

dent

s w

ho c

an e

xcel

and

"Mic

key

Mou

se c

ours

es"

for t

hose

who

can

't (

e.g.

- M

ath

for P

oets

)•

Teac

hers

obs

erve

d th

at s

tude

nts

will

enr

oll

in s

ectio

ns th

at a

re e

asie

r (ev

en g

o to

th

e co

mm

unity

col

lege

to ta

ke th

e di

ffi cu

lt st

atis

tics

cour

se)

•C

olle

ge p

reve

nt g

rade

infl a

tion

by

enco

urag

ing

teac

hers

to n

orm

thei

r gra

des

"I m

ust c

aref

ully

pi

ck c

ours

es (r

evie

w

Rat

emyP

rofe

ssor

) to fi n

d th

e ea

sy c

ours

es a

nd

easy

gra

ders

"

Fear

of f

ailu

re

Feed

back

Eva

luat

ion

- of

peo

ple

"I m

ust c

onst

antly

po

int o

ut w

here

st

uden

ts a

re w

eak

so

they

can

get

bet

ter"

•M

ark

up h

omew

ork

and

quiz

zes

to s

how

st

uden

ts' d

efi c

ienc

ies

that

nee

d w

ork

•P

lace

com

men

ts o

n es

says

of w

hat n

eeds

to

be fi

xed

in th

eir t

hink

ing

and

com

mun

icat

ion

skill

s•

Gra

de d

own

base

d on

mis

take

s, e

rror

s, a

nd

mis

sing

the

poin

t on

exam

s

"I co

nsta

ntly

wor

ry a

bout

ho

w w

ell I

hav

e do

ne,

wha

t tea

cher

s th

ink

of

me,

if a

m I

doin

g go

od,

and

shou

ld I

be w

orrie

d ab

out t

he fu

ture

"

Self-

eval

uato

rs

Mea

sure

men

tS

ubje

ctiv

e - u

ncle

ar

expe

ctat

ions

"My

sylla

bus

give

s a

list o

f cou

rse

cont

ent,

the

requ

ired

wor

k pr

oduc

ts, a

nd m

y gr

adin

g gu

idel

ines

”

•Fa

culty

use

cla

ss ti

me

to e

xpla

in th

e re

quire

men

ts fo

r wor

k pr

oduc

ts•

Gra

des

are

just

ifi ed

with

ext

ensi

ve c

omm

ents

•Fa

culty

ass

ign

inte

rest

ing

addi

tiona

l wor

k th

at

isn’

t gra

ded

"I pl

ay th

e gr

ade

gam

e to

fi n

d th

e m

inim

um a

mou

nt

of w

ork

need

ed fo

r pe

rson

al s

ucce

ss”

Min

imal

ist


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Com

mon

Val

ues,

Atti

tude

s, a

nd P

ract

ices

Stud

ent M

inds

etR

isk

Fact

or

Elev

ated

Mea

sure

men

tS

ubje

ctiv

e - l

ack

of

perfo

rman

ce

crite

ria

"I kn

ow q

ualit

y w

hen

I se

e it"

•W

ork

in p

rogr

ess

is c

ritiq

ued

publ

icly

to fi

nd

out w

hat i

s fi x

able

•G

radi

ng w

ork

prod

ucts

is d

one

from

the

pers

pect

ive

of fa

culty

exp

ertis

e•

Stu

dent

s ar

e of

ten

allo

wed

to re

subm

it w

ork

for r

e-gr

adin

g af

ter fi

xin

g pr

oble

ms

"I w

ork

hard

and

giv

e th

e te

ache

r wha

t the

y w

ant."

Teac

her P

leas

er

Ow

ners

hip

Dire

cted

– te

ll ho

w-to

-do

it"In

a ti

mel

y fa

shio

n,

I tel

l the

stu

dent

s ho

w th

ey c

an b

e su

cces

sful

."

•Fa

culty

mem

ber p

rovi

des

daily

mes

sagi

ng

abou

t rea

ding

ass

ignm

ents

and

hom

ewor

k,

alon

g w

ith d

ue d

ates

•Fa

culty

mem

ber r

ecom

men

ds c

hang

es in

the

way

that

pro

ject

team

s is

func

tioni

ng•

Whe

n st

uden

ts ru

n in

to c

ours

e di

ffi cu

lties

, the

fa

culty

mem

ber s

olve

s th

e pr

oble

m fo

r the

m

"I w

ant t

he te

ache

r to

tell

me

exac

tly w

hat t

o do

(a

nd h

ow)."

Und

isci

plin

ed

Ow

ners

hip

Dire

cted

– te

ll w

hat t

o do

“Mos

t of m

y st

uden

ts

don’

t rea

lly c

are

abou

t w

hat I

am

sha

ring

with

them

in m

y co

urse

.”

•Fa

culty

mem

ber d

eter

min

es b

oth

the

dept

h an

d br

eadt

h of

eac

h ar

ea c

ours

e co

nten

t•

Facu

lty m

embe

r defi

nes

wor

k pr

oduc

t sp

ecifi

catio

ns a

s w

ell a

s pe

rform

ance

crit

eria

•

Facu

lty m

embe

r use

s ev

alua

tion

of

hom

ewor

k, q

uizz

es a

nd p

artic

ipat

ion

to g

et

stud

ents

to p

ut fo

rth e

ffort

"I’m

taki

ng th

is c

ours

e be

caus

e it

is re

quire

d fo

r m

y de

gree

."

Unm

otiv

ated

Sel

f-Aw

aren

ess

In th

e m

omen

t –

doin

g

“As

I can

get

the

stud

ent t

o w

ork

hard

er, I

can

m

ake

them

mor

e su

cces

sful

.”

•Fa

culty

ass

igns

lots

of h

omew

ork

prac

tice

prob

lem

s•

Hav

ing

stud

ents

writ

e lo

ts o

f aca

dem

ic

pape

rs to

illu

stra

te k

now

ledg

e •

Facu

lty ta

kes

atte

ndan

ce

“If I

go to

cla

ss, d

o th

e ho

mew

ork,

and

giv

e th

e fa

culty

wha

t the

y w

ant o

n pa

pers

and

test

s, I

will

ge

t my

degr

ee."

Aim

less

Sel

f-Aw

aren

ess

In th

e m

omen

t – li

ve

for t

oday

“Stu

dent

s ne

ed to

be

ent

erta

ined

and

ne

ed im

med

iate

gr

atifi

catio

n in

w

hate

ver t

hey

do.”

•Fa

culty

giv

e bo

nus

poin

ts to

mot

ivat

e st

uden

ts•

Facu

lty u

se fl

ashy

tech

nolo

gy to

ent

erta

in•

Facu

lty g

rade

all

wor

k to

mot

ivat

e st

uden

ts

“Max

imiz

e m

y gr

ade

with

m

inim

um e

ffort.

”Fi

xed

Min

dset

Rel

atio

nshi

pE

mot

iona

lly

Res

erve

d –

not m

y re

spon

sibi

lity

“I’m

her

e to

teac

h le

arne

rs a

nd n

ot b

e a

pare

nt.”

•To

be

fair,

I sh

ould

trea

t all

stud

ents

the

sam

e an

d no

t pro

vide

spe

cial

ize

atte

ntio

n•

If st

uden

ts w

ant e

xtra

hel

p, th

ey s

houl

d se

e m

e du

ring

offi c

e ho

urs

•A

cade

mic

ski

lls c

ente

r is

ther

e

“No

one

real

ly h

ow I

am d

oing

, my

leve

l of

succ

ess,

or i

f I re

ally

sta

y he

re.”

Lack

s su

ppor

t sy

stem



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Com

mon

Val

ues,

Atti

tude

s, a

nd P

ract

ices

Stud

ent M

inds

etR

isk

Fact

or

Elev

ated

Rel

atio

nshi

pE

mot

iona

lly

Res

erve

d –

not i

nter

este

d in

men

torin

g

"I am

an

educ

ator

, w

hile

stu

dent

ser

vice

s ar

e se

t up

to w

ork

with

stu

dent

"

•I a

m n

ot tr

aine

d to

do

psyc

holo

gica

l co

unse

ling

or d

eal w

ith s

tude

nts'

per

sona

l pr

oble

ms

•W

hen

pers

onal

issu

es a

rise,

I re

fer

stud

ents

to

stu

dent

ser

vice

s fo

r cou

nsel

ing

•W

hen

stud

ents

ask

for a

dvic

e, I

tell

them

w

hat I

thin

k th

ey s

houl

d do

if q

ualifi

ed

"I do

n't w

ant t

o im

pose

on

the

teac

her,

beca

use

they

are

ver

y bu

sy, n

ot

acce

ssib

le, a

nd n

ot

impo

rtant

."

Lack

s m

ento

r

Sco

pe o

f Le

arni

ngS

ituat

iona

l - p

erso

nal

expe

rienc

es

"I sh

are

my

expe

rienc

e w

hen

I ha

ve e

xtra

tim

e, b

ut

only

in a

reas

whe

re I

have

exp

ertis

e"

•Te

ache

rs p

rovi

de d

etai

l ins

truct

ions

of t

he

best

way

to d

o so

met

hing

•Te

ache

rs a

re n

ot e

xper

ts in

all

disc

iplin

es s

o th

ey d

emon

stra

te u

se o

f kno

wle

dge

only

in

thei

r are

as o

f exp

ertis

e•

Teac

hers

are

lim

ited

in e

xplo

ring

the

dept

h an

d br

eadt

h of

kno

wle

dge

beca

use

of ti

me

"I ju

st n

eed

to d

o it

the

way

the

teac

her t

old

me

to d

o it

in th

e ar

eas

the

teac

her s

how

ed m

e"

Lack

s m

eta-

cogn

ition

Sco

pe o

f Le

arni

ngS

ituat

iona

l -co

ntex

t "I

give

stro

ng re

al-

wor

ld e

xam

ples

from

m

y di

scip

line"

•Te

ache

rs b

elie

ve th

at th

e us

e of

real

-wor

ld

exam

ples

take

s a

lot o

f cla

ssro

om ti

me

•Te

ache

rs u

se c

onte

xts

whe

re th

ey a

re th

e ex

perts

•

Teac

hers

rare

ly u

se c

ompl

ex in

terd

isci

plin

ary

proj

ects

sin

ce s

tude

nts

lack

an

inte

rdis

icip

linar

y m

inds

et

"I ju

st n

eed

to fo

cus

on

the

area

the

teac

her

wan

ts m

e to

focu

s on

an

d no

t was

te ti

me

expl

orin

g ot

her o

ptio

ns"

Non

-inte

rdis

ci-

plin

ary

Soc

ial

Orie

ntat

ion

Indi

vidu

al -

Isol

ate

the

stud

ent

"Wha

t stu

dent

s do

ou

tsid

e of

cla

ss to

en

gage

in c

ampu

s ac

tiviti

es is

not

my

resp

onsi

bilit

y"

•S

tude

nt c

lubs

are

sep

arat

e fro

m fa

culty

ac

tiviti

es•

Teac

hers

eng

age

with

stu

dent

s ra

rely

in

even

ts o

utsi

de o

f the

cou

rse

•C

olle

ges

rare

ly s

et e

xpec

tatio

ns fo

r stu

dent

s to

eng

age

in c

ampu

s ac

tiviti

es

"I m

ust g

ive

100%

of

my

time

to p

erfo

rmin

g in

my

cour

ses

and

any

dist

ract

ions

will

impa

ct

my

grad

es"

Not

con

nect

ed

Soc

ial

Orie

ntat

ion

Indi

vidu

al -

Wor

kal

one

"Stu

dent

s do

n't w

ork

effe

ctiv

ely

toge

ther

an

d on

ly a

few

of t

he

stud

ents

do

all t

he

wor

k"

•T e

ache

rs u

se o

ccas

iona

l gro

up w

ork

with

out

stru

ctur

e (d

esig

n an

d te

am ro

les)

•Te

ache

rs b

elie

ve th

at m

any

stud

ents

don

't le

arn

wel

l in

team

s be

caus

e on

ly a

few

of t

he

team

mem

bers

do

all t

he w

ork

•Te

ache

rs fi

nd th

at g

roup

wor

k ta

kes

too

muc

h tim

e to

be

used

ver

y of

ten

"I do

n't l

ike

grou

p w

ork,

be

caus

e it

is in

effe

ctiv

e an

d I a

lway

s ge

t let

dow

n by

the

peop

le I

wor

k w

ith, t

hus

I rat

her d

o th

e w

ork

by m

ysel

f"

Non

team

pl

ayer


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Com

mon

Val

ues,

Atti

tude

s, a

nd P

ract

ices

Stud

ent M

inds

etR

isk

Fact

or

Elev

ated

Soc

ial

Orie

ntat

ion

Indi

vidu

al -

Kee

p id

eas

to

self

" It i

s ve

ry h

ard

to g

et

stud

ents

to s

peak

up

and

say

som

ethi

ng

new

, diff

eren

t, or

in

sigh

tful.”

•Te

ache

rs c

all o

n st

uden

ts th

at s

how

co

nfi d

ence

•Te

ache

rs o

ften

corr

ect w

hat s

tude

nts

say

wro

ng to

cor

rect

wha

t oth

er s

tude

nts

thin

k•

Teac

hers

ans

wer

que

stio

ns th

ey h

ave

aske

d if

no s

tude

nt v

olun

teer

s an

ans

wer

with

in 1

0 se

cond

s

“I w

ill e

mba

rras

s m

ysel

f if

I offe

r my

idea

s be

caus

e I d

on't

know

if th

ey a

re

corr

ect"

Inse

cure

pub

lic

spea

ker

Tran

spar

ency

Priv

ate

– w

hat o

ther

s ar

e th

inki

ng

“I en

joy

my

acad

emic

fre

edom

to b

e ab

le

to te

ach

and

grad

e th

e co

urse

in th

e w

ay

I wis

h to

teac

h an

d gr

ade

the

cour

se.”

•Te

ache

rs h

ave

the

right

to te

ach

in th

eir o

wn

way

.•

Teac

hers

nor

m g

rade

s to

pre

vent

gra

de

infl a

tion

and

whe

n ev

eryo

ne d

oes

poor

ly•

Teac

hers

con

stan

tly m

easu

re w

hat s

tude

nts

don’

t kno

w ra

ther

than

wha

t the

y do

kno

w

“How

wel

l am

I re

ally

do

ing

and

wha

t do

my

peer

s an

d te

ache

r thi

nk

of m

e?”

Seek

s affi r

mat

ion

Tran

spar

ency

Priv

ate

– ar

e th

ey g

ood

enou

gh

“I am

a b

ette

r te

ache

r tha

n m

ost

of m

y co

lleag

ues

and

defi n

itely

bet

ter

lear

ner t

han

my

stud

ents

.”

•Te

ache

rs c

onsi

sten

tly c

ritiq

ue le

arne

rs o

n th

eir f

aults

•Te

ache

rs re

quire

pee

r eva

luat

ion

on

spee

ches

, con

tribu

tions

to p

roje

cts

and

writ

ing

assi

gnm

ents

•Te

ache

rs u

se in

form

al g

roup

wor

k, b

ut a

re

not v

ery

happ

y w

ith it

“I am

a b

ette

r stu

dent

th

an m

ost o

f my

peer

s be

caus

e I a

m m

otiv

ated

, re

spon

sibl

e, q

ualit

y or

ient

ed a

nd h

ard

wor

king

.”

Judg

men

tal



Cultu

ral A

naly

sis o

f the

Fut

ure C

lass

room

Usin

g the

Tra

nsfo

rmat

ion

of E

duca

tion

Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Cha

lleng

e

Em

pow

erin

g - R

espe

ct

Em

otio

nal

Inte

llige

nce

"Stu

dent

s ar

e in

here

ntly

stro

ng, t

hey

bend

but

do

not b

reak

"

•M

ento

rs le

t stu

dent

s ex

pres

s ho

w th

ey a

re

real

ly fe

elin

g •

Faci

litat

ors

let s

tude

nts

take

tim

e ou

t to

fi gur

e ou

t wha

t is

goin

g on

em

otio

nally

"I am

muc

h st

rong

er th

an

I tho

ught

I w

as a

nd w

hat

othe

rs th

ink

I am

cap

able

of

atte

mpt

ing"

Man

ages

Fr

ustr

atio

n

Cha

lleng

eE

mpo

wer

ing

- P

rovi

de R

ich

Res

ourc

e S

et

"Pro

vide

stu

dent

s w

ith

rich

reso

urce

s an

d op

portu

nitie

s to

mee

t th

eir l

earn

ing

need

s an

d ch

alle

nges

"

•D

esig

ners

pro

vide

a w

ide

set o

f op

portu

nitie

s ou

tsid

e th

e co

urse

to s

uppo

rt st

uden

t lea

rnin

g ex

perie

nces

- se

rvic

e le

arni

ng, fi

eld

trip

s, p

roje

cts,

com

mun

ity

activ

ities

, and

rese

arch

act

iviti

es•

Teac

hers

col

labo

rate

with

aca

dem

ic

skill

s ce

nter

s, c

ouns

elin

g, fa

culty

pee

rs,

othe

r dis

cipl

ines

, and

onl

ine

tech

nolo

gies

to

pro

vide

stu

dent

s w

ith m

any

supp

ort

stru

ctur

es fo

r suc

cess

"It is

up

to m

e to

use

the

oppo

rtuni

ties

prov

ided

m

e to

leve

rage

my

effo

rts

by u

sing

reso

urce

s ef

fect

ivel

y in

side

and

ou

tsid

e th

e co

urse

to

achi

eve

succ

ess

in m

y ow

n w

ay"

Use

s R

esou

rces

Ef

fect

ivel

y

Cha

lleng

eE

mpo

wer

ing

- A

cqui

re

Info

rmat

ion

"Pro

vide

stu

dent

s w

ith a

var

iety

of o

pen-

ende

d ch

alle

nges

th

at re

quire

them

to

use

real

-wor

ld d

ata

and

info

rmat

iona

l re

sour

ces"

•Fa

cilit

ator

s pr

ovid

e st

uden

ts w

ith li

brar

y ch

alle

nges

that

requ

ire th

em to

pre

sent

on

a ne

w to

pic

or p

rovi

de a

lite

ratu

re s

earc

h of

cu

rren

t res

earc

h•

Des

igne

rs a

ssem

ble

a ra

nge

of o

ptio

nal

reso

urce

s th

at s

tude

nts

can

revi

ew a

nd

mak

e us

e of

dur

ing

the

cour

se

"I ne

ed to

det

erm

ine

wha

t inf

orm

atio

n is

re

leva

nt, t

rust

wor

thy,

and

va

luab

le fo

r my

curr

ent

chal

leng

e in

lear

ning

or

prob

lem

sol

ving

"

Info

rmat

ion

Proc

esso

r

Cha

lleng

eE

mpo

wer

ing

- P

ush

Out

side

of

Com

fort

Zone

"Pro

vide

cha

lleng

es

that

exc

eeds

stu

dent

s’

curr

ent c

apab

ilitie

s"

•A

t the

beg

inni

ng o

f a n

ew p

roce

ss,

faci

litat

ors

set h

igh

expe

ctat

ions

whi

ch a

re

muc

h gr

eate

r tha

n th

e le

arne

rs' c

urre

nt

capa

citie

s •

Faci

litat

ors

cons

tant

ly c

halle

nge

lear

ners

us

ing

the

acce

lera

tor m

odel

to p

ush

lear

ners

ou

tsid

e th

eir c

urre

nt c

omfo

rt zo

ne

"The

onl

y w

ay I

am

goin

g to

get

bet

ter i

s to

risk

tryi

ng th

ings

I do

n't a

lread

y kn

ow I

can

succ

eed

at"

Ris

k-ta

ker

Com

plex

ityP

robl

em S

olvi

ng

– E

xplo

re"I

wan

t stu

dent

s to

sol

ve th

eir o

wn

prob

lem

s w

ith fu

ll kn

owle

dge,

thus

I ch

alle

nge

them

to

lear

n ne

w th

ings

on

thei

r ow

n"

•Fa

cilit

ator

s as

k st

uden

ts to

a q

uick

read

, and

fo

rmul

ate

a se

t of i

nqui

ry q

uest

ioni

ng fo

r a

com

preh

ensi

ve re

ad•

Faci

litat

ors

use

prob

lem

bas

ed le

arni

ng,

whe

re s

tude

nts

mus

t ide

ntify

wha

t the

y do

n't

know

in th

e pr

oces

s of

sol

ving

a c

halle

ngin

g pr

oble

m

" I a

lway

s w

ant t

o kn

ow e

very

thin

g ab

out

ever

ythi

ng; w

hen

it w

ill

be u

sefu

l in

lear

ning

new

th

ings

or s

olvi

ng c

ompl

ex

prob

lem

s"

Inqu

isiti

ve


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Com

plex

ityP

robl

em S

olvi

ng

- Thi

nk"I

know

that

stu

dent

s ar

e ca

pabl

e th

inke

rs

and

mus

t be

chal

leng

ed to

do

the

thin

king

that

impr

ove

thin

king

"

•Fa

cilit

ator

s co

nsis

tent

ly a

nsw

er q

uest

ions

w

ith a

dditi

onal

que

stio

ns to

hel

p ad

vanc

e th

e va

luin

g of

thin

king

thro

ugh

inqu

iry

•Fa

cilit

ator

s us

e gu

ided

inqu

iry a

ctiv

ities

that

ha

ve c

ritic

al th

inki

ng q

uest

ions

"I ne

ed to

kno

w ‘t

he

why

it is

true

’ beh

ind

som

ethi

ng s

o I c

an te

ach

it to

oth

ers"

Crit

ical

Th

inke

r

Com

plex

ityP

robl

em S

olvi

ng

– C

onst

ruct

"I

requ

ire s

tude

nts

to u

se th

e Le

arni

ng

Pro

cess

Met

hodo

logy

(L

PM

) to

cons

truct

kn

owle

dge

thro

ugh

its

leve

ls o

f lea

rnin

g"

•Fa

cilit

ator

s us

e of

the

LPM

to m

odel

lear

ning

ac

tiviti

es s

o th

e st

uden

ts s

ee th

e le

arni

ng

proc

ess

mod

eled

con

tinuo

usly

•A

t the

end

of e

ach

lear

ning

cyc

le, a

sses

sors

as

k st

uden

ts t

o cr

eate

the

hard

est p

robl

em

they

can

so

stud

ents

kno

w th

ey c

an s

olve

an

y ne

w ty

pe o

f pro

blem

in a

n ex

am

"I w

ant t

o im

prov

e m

y le

arni

ng p

erfo

rman

ce b

y be

com

ing

mor

e ef

fect

ive

in in

tegr

atin

g th

e st

eps

of

the

LPM

"

Mas

ter

Lear

ner

Com

plex

ityP

robl

em S

olvi

ng

- Sys

tem

atiz

e

"I kn

ow s

tude

nts

lear

n to

sol

ve p

robl

ems

mor

e ef

fect

ivel

y w

hen

they

are

sys

tem

atic

an

d w

rite

thei

r ide

as

clea

rly"

•Fa

cilit

ator

s re

quire

stu

dent

s to

doc

umen

t th

eir p

robl

em s

olvi

ng p

roce

ss u

sing

the

prob

lem

sol

ving

met

hodo

logy

ste

p by

ste

p •

Faci

litat

ors

requ

ire s

tude

nts

to ta

ke ti

me

to

thin

k ho

w c

an th

ey c

an re

use

this

pro

blem

so

lutio

n in

futu

re p

robl

ems

by d

oing

a lo

t of

‘wha

t if’

ques

tioni

ng

"I us

e w

ritin

g to

cla

rify

my

thin

king

whe

n I a

m in

th

e pr

oces

s of

lear

ning

or

pro

blem

sol

ving

"

Prob

lem

So

lver

Con

trol

Lear

ner

Cen

tere

d -

Defi

ne

Goa

ls

"I be

lieve

that

I m

ust h

elp

stud

ents

pe

rson

aliz

e a

lear

ning

ex

perie

nce

by h

avin

g th

em th

ink

abou

t wha

t th

ey re

ally

wan

t"

•Fa

cilit

ator

s ha

ve le

arne

rs s

et th

eir l

earn

ing

and

grow

th g

oals

at t

he s

tart

of e

ach

cour

se•

Des

igne

rs b

uild

in m

any

alte

rnat

e pa

ths

to a

llow

the

stud

ents

to m

ake

deci

sion

s on

wha

t the

y w

ant t

o ac

com

plis

h fro

m th

e co

urse

"I ne

ed to

det

erm

ine

why

I a

m in

this

cla

ss a

nd

wha

t I re

ally

wan

t out

of

this

cla

ss fo

r me"

Goa

l Set

ter

Con

trol

Lear

ner

Cen

tere

d -

Sel

f-affi

rm

"For

stu

dent

s to

real

ly

lear

n, th

ey m

ust k

now

th

at th

ey k

now

"

•Fa

cilit

ator

s le

t stu

dent

s de

cide

wha

t the

y w

ant t

o in

corp

orat

e in

to th

eir L

earn

ing

Jour

nal

•E

valu

ator

s re

quire

stu

dent

s to

val

idat

e th

eir

solu

tions

to g

et fu

ll cr

edit

"I m

ust r

ely

on m

ysel

f "

Valid

ates

Con

trol

Lear

ner

Cen

tere

d -

Rea

d to

Lea

rn

"I ex

pect

that

the

stud

ents

com

e in

cl

ass

with

a h

igh

leve

l of

com

preh

ensi

on to

en

gage

in e

ven

high

er

leve

l lea

rnin

g ac

tiviti

es"

•Fa

cilit

ator

s re

quire

the

stud

ents

to le

arn

how

to

read

effe

ctiv

ely

by h

avin

g th

e st

uden

ts

use

the

read

ing

met

hodo

logy

•Fa

cilit

ator

s re

quire

stu

dent

s to

com

e to

cla

ss

with

com

plet

ed re

adin

g lo

gs to

eng

age

in

clas

s le

arni

ng

"I en

joy

read

ing

book

s to

pro

duce

mea

ning

and

un

ders

tand

ing

for m

ysel

f as

I ex

plor

e po

ssib

ilitie

s th

roug

h pe

rson

al in

quiry

"

Rea

der



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Con

trol

Lear

ner

Cen

tere

d -

Mak

e C

hoic

es

"Stu

dent

s ar

e in

the

best

pos

ition

to d

ecid

e w

hat p

roce

sses

wor

k be

st fo

r the

m"

•D

esig

ners

allo

w fo

r an

open

syl

labu

s w

here

st

uden

ts p

rovi

de in

put

on h

ow to

wei

ght

each

com

pone

nt o

f the

eva

luat

ion

syst

em•

Ass

esso

rs u

se o

f mid

-term

ass

essm

ent a

nd

mak

e at

leas

t thr

ee p

ublic

cha

nges

bas

ed

upon

stu

dent

feed

back

"I fe

el a

s if

I con

trol t

he

oper

atio

ns o

f the

cou

rse

and

thus

nee

d to

exc

el

base

d up

on th

is c

ontro

l"

Dec

isio

n M

aker

Del

iver

yA

ctiv

e Le

arni

ng -

Defi

ne

Stru

ctur

e"G

ive

a se

t of

expe

ctat

ions

and

re

quire

men

ts th

at

requ

ire a

full

team

co

ntrib

utio

n"

•D

esig

ners

use

mul

tiple

leve

ls o

f diffi

cul

ty in

an

act

ivity

to p

rovi

de ri

chne

ss a

nd s

timul

ate

indi

vidu

al in

tere

st•

Faci

litat

ors

prov

ide

5 m

inut

es fo

r tea

ms

to a

naly

ze th

e ac

tivity

bef

ore

a te

am is

re

leas

ed to

do

the

activ

ity

"We

mus

t kno

w w

hat w

e ne

ed to

do

and

how

we

are

goin

g to

do

it, b

efor

e w

e st

art d

oing

it"

Org

aniz

er

Del

iver

y A

ctiv

e Le

arni

ng -

Atte

ntiv

e"I

wan

t stu

dent

team

s to

hav

e ow

ners

hip

of

wha

t the

y ar

e do

ing

for

ever

y m

omen

t of t

he

activ

ity"

•Fa

cilit

ator

s en

cour

age

stud

ents

to d

o m

any

thin

gs a

t the

sam

e tim

e by

par

alle

l pr

oces

sing

- pl

ayin

g th

eir r

ole

and

bein

g an

ac

tive

lear

ner w

ithin

the

team

•Fa

cilit

ator

s in

terv

ene

with

the

team

cap

tain

to

ask

the

team

cap

tain

- di

d yo

u fi n

d th

e la

st 5

min

utes

hel

ped

your

team

to m

eet t

he

expe

ctat

ions

of t

his

activ

ity

"I m

ust g

ive

100%

of

mys

elf t

o m

y se

t of

resp

onsi

bilit

ies

whi

le

at th

e sa

me

time

help

ot

hers

pro

duce

our

team

ou

tcom

es fo

r the

cou

rse

and

the

spec

ifi c

activ

ity"

Focu

sed

Del

iver

yA

ctiv

e Le

arni

ng -

Writ

e to

Lea

rn"I

know

stu

dent

s le

arn

mor

e ef

fect

ivel

y w

hen

they

writ

e th

eir i

deas

cl

early

"

•D

esig

ners

cre

ate

stru

ctur

ed le

arni

ng

activ

ities

to h

elp

stud

ents

lear

n fro

m e

ach

othe

r thr

ough

intro

spec

tion,

intra

-gro

up

proc

essi

ng, a

nd in

ter-

grou

p re

porti

ng•

Ass

esso

rs u

se o

ne m

inut

e pa

pers

to h

elp

stud

ents

arti

cula

te d

isco

verie

s, s

ynth

esiz

e ne

w k

now

ledg

e, a

nd u

ncov

er m

uddi

est

poin

ts

"I us

e w

ritin

g to

cla

rify

my

thin

king

whe

n I a

m in

th

e pr

oces

s of

lear

ning

or

pro

blem

sol

ving

"

Writ

er

Del

iver

y A

ctiv

e Le

arni

ng -

Effo

rt E

xerte

d"I

enco

urag

e st

uden

ts

to tr

y to

do

mor

e ev

ery

min

ute

by fi

ndin

g op

portu

nitie

s to

add

m

ore

to th

eir p

late

"

•Fa

cilit

ator

s co

nsta

ntly

use

tim

e pr

essu

red

lear

ning

to in

crea

se th

e am

ount

of l

earn

ing

per u

nit o

f tim

e •

Faci

litat

or p

rovi

des

man

y ch

oice

s to

lear

ners

in

wha

t the

y ca

n ex

plor

e

"I m

ust c

onst

antly

use

ev

ery

min

ute

to p

rodu

ce

wha

t I n

eed

to d

o as

w

ell a

s he

lpin

g ou

r tea

m

prod

uce

resu

lts a

t a h

igh

leve

l of q

ualit

y"

Wor

ks H

ard


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Des

ign

Res

pons

ive

- D

iver

se

Exp

erie

nces

"I be

lieve

stu

dent

s ca

n pe

rform

the

disc

iplin

e in

my

cour

se a

nd a

s su

ch w

ill h

ave

them

fo

cus

on a

t lea

st 5

to

7 ar

eas

of d

isci

plin

ary

perfo

rman

ce"

•D

esig

ners

inte

grat

e a

set o

f 15

spec

ifi c

Lear

ning

Ski

lls, a

ligne

d ac

tivity

by

activ

ity,

with

in s

pecifi c

con

tent

are

as (

3 sk

ills

at a

tim

e)•

Ass

esso

rs s

elec

t and

cre

ate

perfo

rman

ce

task

s th

at a

re a

s au

then

tic a

s po

ssib

le

"The

re is

a lo

t to

this

co

urse

and

I m

ust d

ecid

e w

hat i

s im

porta

nt in

this

co

urse

for m

y fu

ture

an

d m

eetin

g ev

eryo

ne's

ex

pect

atio

ns"

Prio

ritiz

ing

Des

ign

Res

pons

ive

Eng

agin

g E

xper

ienc

es

"I w

ant t

o pr

ovid

e ric

h ex

perie

nces

that

ch

alle

nge

stud

ents

to

per

form

in th

e di

scip

line"

•D

esig

ners

fram

e le

vel 4

pro

blem

s th

at

requ

ire w

orki

ng e

xper

tise

to s

olve

•D

esig

ners

env

isio

n lo

ng-te

rm b

ehav

iors

that

ar

e su

ppor

ted

with

com

pelli

ng th

emes

and

th

at b

uild

dis

cipl

inar

y w

ays

of b

eing

"The

onl

y w

ay th

at I

will

su

ccee

d in

my

care

er

choi

ce is

to le

arn

how

to

perfo

rm th

e di

scip

linar

y ch

alle

nges

"

Enga

ged

Des

ign

Res

pons

ive

-E

xplic

it S

ylla

bus

"I de

sign

ed th

e co

urse

ba

sed

upon

a s

et o

f pe

rform

ance

crit

eria

an

d pe

rform

ance

ta

sks

mea

surin

g tra

nsfo

rmat

iona

l le

arni

ng"

•A

sses

sors

spe

cify

a c

lear

set

of

perfo

rman

ce c

riter

ia fo

r the

cou

rse

that

ar

e al

igne

d w

ith c

ours

e le

arni

ng o

utco

mes

do

cum

ente

d in

the

sylla

bus

•D

esig

ners

sel

ect p

erfo

rman

ce ta

sks

that

al

ign

perfo

rman

ce c

riter

ia w

ith s

uppo

rting

gr

adin

g ru

bric

s de

scrib

ing

qual

ity

"I ne

ed to

ana

lyze

the

sylla

bus

fully

, det

erm

ine

wha

t nee

ds to

be

done

by

whe

n an

d at

wha

t qu

ality

"

Cla

rifi e

s Ex

pect

atio

ns

Des

ign

Res

pons

ive

- P

re-a

ctiv

ities

"Stu

dent

s ar

e re

spon

si-

ble

for l

evel

1 a

nd le

vel

3 kn

owle

dge

outs

ide

of

clas

s so

we

can

do c

riti-

cal t

hink

ing

and

prob

-le

m s

olvi

ng in

cla

ss"

•Fa

cilit

ator

s us

e re

adin

g as

sign

men

ts,

read

ings

logs

, and

read

ing

quiz

zes

so

stud

ents

are

read

y fo

r lea

rnin

g ac

tiviti

es•

Faci

litat

ors

prov

ide

inqu

iry q

uest

ions

and

so

lutio

ns to

pro

blem

s to

pro

mot

e di

scus

sion

"I ne

ed to

do

my

wor

k ou

tsid

e cl

ass

time

in o

rder

to

do

wel

l dur

ing

clas

s on

di

scus

sion

s, q

uizz

es, a

nd

clas

sroo

m p

robl

em s

olv-

ing

situ

atio

ns"

Bei

ng

Prep

ared

Effi

cacy

Con

vict

ion-

I B

elie

ve in

You

"S

tude

nts

have

un

limite

d po

tent

ial

and

I mak

e su

re th

ey

know

I be

lieve

in th

eir

pote

ntia

l"

•M

ento

rs b

elie

ve th

at y

ou s

houl

dn't

do

som

ethi

ng fo

r stu

dent

s th

at s

tude

nts

can

lear

n to

do

them

selv

es•

Stu

dent

s ke

ep a

refl e

ctiv

e jo

urna

l tha

t re

peat

s th

e do

cum

enta

tion

of p

erfo

rman

ce

so th

e gr

owth

in th

e pe

rform

ance

is v

iew

ed

by th

e pe

rform

er

"I be

lieve

I w

ill b

e su

cces

sful

bec

ause

of

the

incr

ease

d qu

ality

of

wor

k pr

oduc

ed n

ow

know

ing

that

I ca

n pe

rform

to th

e hi

ghes

t ex

pect

atio

ns"

Self-

effi c

acy

Effi

cacy

Con

vict

ion-

Take

Car

e of

Yo

urse

lf

"I ne

ed to

hel

p st

uden

ts m

aint

ain

bala

nce

in th

eir

colle

giat

e lif

e by

ch

ecki

ng in

on

them

to

see

how

it is

goi

ng"

•S

prea

d th

e w

ork

so s

tude

nts

can

com

plet

e th

eir w

ork

outs

ide

of c

runc

h tim

e pe

riods

•H

ave

them

do

up a

pla

n fo

r you

r cou

rse

and

inte

grat

e th

eir o

ther

cou

rses

into

thei

r pla

n

"I ne

ed to

take

car

e of

mys

elf w

ith s

leep

, he

alth

y di

ets,

exe

rcis

e,

soci

al e

ngag

emen

ts, a

nd

rene

wal

with

in m

y w

eekl

y ch

alle

nges

of c

olle

ge"

Wel

lnes

s



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Effi

cacy

Con

vict

ion-

You

Can

Do

It "I

cons

iste

ntly

sen

d th

e m

essa

ge th

at th

e le

arne

rs c

an s

ucce

ed

by s

tayi

ng o

n to

p of

the

proc

ess"

•P

rovi

de ti

mel

y m

ilest

ones

with

ass

essm

ent

to e

ncou

rage

stu

dent

s st

ayin

g ah

ead

of th

e ga

me

and

on to

p of

long

-term

pro

ject

s•

Pro

vide

stu

dent

s w

ith th

e P

erso

nal

Dev

elop

men

t Met

hodo

logy

so

they

can

sel

f-im

prov

e an

y gr

owth

are

a on

thei

r ow

n

"I w

ant t

o ge

t goi

ng

as s

oon

as p

ossi

ble

beca

use

ther

e ar

e so

m

any

thin

gs I

wan

t to

do a

nd a

reas

in w

hich

I w

ant t

o gr

ow"

Self-

star

ter

Effi

cacy

Con

vict

ion-

Let

S

tude

nts

Do

Thin

gs F

or

Them

selv

es

"I kn

ow th

at s

tude

nts

are

capa

ble

and

mus

t le

t the

m le

arn

how

to

do th

ings

them

selv

es"

•Le

arne

r con

tract

that

ask

s th

e st

uden

ts

for t

heir

com

mitm

ent o

f wha

t the

y w

ant t

o pr

oduc

e fro

m th

e co

urse

•

Men

tors

cha

lleng

e st

uden

ts b

y ho

ldin

g th

em

acco

unta

ble

for t

heir

com

mitm

ents

"I do

n't w

ant t

o le

t my

men

tor o

r mys

elf d

own

thus

nee

d to

acc

ompl

ish

the

goal

no

mat

ter w

hat"

Com

mitt

ed to

Su

cces

s

Feed

back

Ass

essm

ent -

P

rovi

de M

eans

fo

r Rec

over

y

"I m

ust g

rade

stu

dent

s'

wor

k fa

irly

to m

otiv

ate

and

then

rew

ard

the

stud

ents

who

pro

duce

go

od w

ork"

•Fa

cilit

ator

s le

t stu

dent

s fa

il in

ord

er fo

r st

uden

ts to

real

ly s

ucce

ed•

Faci

litat

ors

have

stu

dent

s an

alyz

e te

sts

to

impr

ove

perfo

rman

ce o

n fu

ture

test

s

"I kn

ow th

at fa

ilure

s ar

e ju

st te

mpo

rary

set

back

s th

at le

ad to

my

grea

test

gr

owth

spu

rts"

Leve

rage

Fa

ilure

s

Feed

back

Ass

essm

ent -

C

reat

e a

Cul

ture

"The

shi

ft in

feed

back

fro

m e

valu

atio

n to

as

sess

men

t inc

reas

es

stud

ents

’ per

form

ance

du

ring

prac

tice"

•M

ento

rs c

halle

nge

stud

ents

whe

n th

ey a

re

up, r

aisi

ng th

e ba

r, an

d w

hen

stud

ents

are

do

wn,

pro

vide

sig

nifi c

ant i

nter

vent

ion

•A

sses

sors

teac

h th

e as

sess

men

t m

etho

dolo

gy in

ord

er to

diff

eren

tiate

as

sess

men

t fro

m e

valu

atio

n

"Afte

r eac

h pe

rform

ance

, as

k fo

r fee

dbac

k to

see

ho

w p

erfo

rman

ce c

an b

e im

prov

ed"

Seek

s an

d A

ccep

ts

Feed

back

Feed

back

Ass

essm

ent -

Va

luat

ion

"I kn

ow th

at s

tude

nts'

ov

eral

l per

form

ance

is

high

ly d

epen

dent

upo

n th

eir s

elf-a

sses

smen

t pe

rform

ance

"

•H

avin

g st

uden

ts s

elf-a

sses

s w

eekl

y fo

cuse

d on

a c

ritic

al p

erfo

rman

ce in

the

cour

se•

Ass

essi

ng th

e st

uden

ts' s

elf-a

sses

smen

ts to

im

prov

e th

eir s

elf-a

sses

smen

ts

"As

I inc

reas

e m

y se

lf-as

sess

men

t ski

lls, m

y ab

ility

to im

prov

e m

y ow

n pe

rform

ance

con

tinue

s to

incr

ease

"

Self-

asse

ssor

Feed

back

Ass

essm

ent –

B

e In

tera

ctiv

e"I

see

asse

ssm

ent a

s th

e m

eans

to m

ento

r st

uden

ts, b

uild

rapp

ort,

and

help

them

to

stre

ngth

en h

ow th

ey

liste

n to

wha

t peo

ple

are

real

ly s

ayin

g"

•M

ento

rs p

rovi

de o

ppor

tuni

ties

to p

rovi

de o

ral

feed

back

that

lead

s to

rich

dis

cuss

ions

and

m

ento

ring

oppo

rtuni

ties

•A

sses

sors

use

pee

r ass

essm

ent s

o th

at

stud

ents

can

hel

p ea

ch o

ther

impr

ove

futu

re

perfo

rman

ce

"In o

rder

to im

prov

e I

mus

t lis

ten

to fe

edba

ck

to s

ee h

ow I

real

ly c

an

impr

ove

perfo

rman

ce"

List

ens

Act

ivel

y


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Mea

sure

men

tO

bjec

tive

-Ele

vate

P

erfo

rman

ce

Targ

ets

"I ha

ve a

ligne

d a

set o

f pu

blis

hed

perfo

rman

ce

mea

sure

s re

late

d to

co

urse

wor

k pr

oduc

ts

so th

e st

uden

ts k

now

ho

w to

impr

ove

thei

r pe

rform

ance

”

•D

esig

ners

pro

vide

a s

et o

f per

form

ance

m

easu

res

that

det

ail t

he le

vels

of

perfo

rman

ce a

nd h

ow fu

ture

per

form

ance

ca

n be

impr

oved

•M

ento

rs s

et in

itial

hig

h ex

pect

atio

ns a

nd

thro

ugh

the

expe

rienc

e en

cour

age

lear

ners

to

set

thei

r ow

n hi

gh e

xpec

tatio

ns

"I co

nsta

ntly

revi

ew th

e m

easu

res

to d

eter

min

e w

hat I

can

do

to fu

rther

m

y pe

rform

ance

”

Self-

chal

leng

ing

Mea

sure

men

tO

bjec

tive

--

Gat

her D

ata

'As

a m

ento

r of

stud

ents

I ch

eck

in to

de

term

ine

how

they

ar

e do

ing

over

all,

incl

udin

g fi n

anci

ally

"

•Fa

cilit

ator

s pr

ovid

e re

al-li

fe c

onte

xts

whe

re li

fe p

erfo

rman

ces

are

inte

grat

ed a

s pr

oble

ms

to s

olve

in th

e co

urse

•M

ento

rs ta

ke o

ppor

tuni

ties

to h

ave

men

tees

re

view

big

pic

ture

sta

tus

of h

ow th

ings

are

go

ing,

incl

udin

g fi n

anci

ally

"I m

ust c

onst

antly

mak

e de

cisi

ons

to m

anag

e cu

rren

t situ

atio

ns to

pr

ovid

e m

eans

to

acco

mpl

ish

my

goal

s"

Fina

ncia

l M

anag

er

Mea

sure

men

tO

bjec

tive

- Mea

sure

P

rogr

ess

"I w

ant t

o pr

ovid

e st

uden

ts w

ith a

pos

itive

ev

alua

tion

syst

em

that

enc

oura

ges

and

rew

ards

per

form

ance

"

•D

esig

ners

cre

ate

a p

oint

sys

tem

alig

ned

with

per

form

ance

crit

eria

to a

llow

stu

dent

s m

ultip

le w

ays

of d

emon

stra

ting

lear

ning

and

pe

rform

ance

•

Faci

litat

ors

prov

ide

chec

kpoi

nts

in a

cou

rse

to h

ave

stud

ents

ana

lyze

whe

re th

ey a

re

and

wha

t the

y w

ant t

o do

to re

ach

thei

r go

als

"I co

nsta

ntly

revi

ew

my

sylla

bus,

my

grow

th g

oals

, and

my

curr

ent p

erfo

rman

ce to

de

term

ine

whe

re to

put

m

y ef

forts

to m

axim

ize

my

acco

mpl

ishm

ents

"

Self-

mot

ivat

ed

Mea

sure

men

tO

bjec

tive

– C

eleb

rate

Im

prov

emen

t

"I w

ant s

tude

nts

to s

ee

whe

re th

ey a

re, w

here

th

ey w

ere

and

whe

re

they

wan

t to

go"

•E

valu

ator

s pr

ovid

e pu

blic

sco

re s

heet

s to

cl

arify

how

wor

k pr

oduc

ts a

re a

ctua

lly b

eing

ev

alua

ted

•D

esig

ners

pro

vide

ana

lytic

al ru

bric

s w

ith

spec

ifi c

deta

ils in

the

leve

ls o

f per

form

ance

th

at g

ive

idea

s of

how

to im

prov

e fu

ture

pe

rform

ance

"I ha

ve im

prov

ed fr

om

past

per

form

ance

s an

d ca

n se

e w

ays

in w

hich

I ca

n co

ntin

ue to

impr

ove"

Self-

confi

den

t

Ow

ners

hip

Sel

f-dire

cted

–

Inte

rnal

izat

ion

"I w

ill re

leas

e co

ntro

l so

that

stu

dent

s ca

n ta

ke o

wne

rshi

p”

•Fa

cilit

ator

s In

terv

ene

on p

roce

ss ra

ther

than

on

con

tent

•D

esig

ners

leav

e si

gnifi

cant

com

pone

nts

in

proj

ects

whe

re th

e le

arne

r get

s to

defi

ne

its

spec

ifi ca

tions

"I ha

ve le

arne

d th

at

I mus

t con

stru

ct

know

ledg

e an

d ef

fect

ivel

y us

e ev

ery

step

of

the

LPM

effe

ctiv

ely"

Lear

ner

Ow

ners

hip



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Ow

ners

hip

Sel

f-dire

cted

–

Exe

rcis

e se

lf-C

ontro

l

"I w

ill c

onst

antly

put

ch

alle

nges

up

in fr

ont

of s

tude

nts

with

fi rm

de

adlin

es a

nd h

old

them

acc

ount

able

"

•Fa

cilit

ator

s pr

ovid

e m

any

mile

ston

es w

ith

fi rm

dea

dlin

es th

at re

quire

stu

dent

s w

ith a

se

t of r

espo

nsib

ilitie

s•

Faci

litat

ors

will

pro

vide

ben

efi ts

to

stud

ents

who

con

sist

ently

mee

t dea

dlin

es

by p

rovi

ding

pee

r ass

essm

ent,

extra

op

portu

nitie

s, a

nd re

fere

nces

for g

radu

ate

scho

ol a

nd jo

bs

"I w

ill d

o th

e th

ings

I m

ust d

o in

favo

r of t

hing

s I w

ould

like

to d

o in

ord

er

to s

ucce

ed"

Self-

disc

iplin

ed

Ow

ners

hip

Sel

f-dire

cted

–

Sel

ect M

etho

ds

“I w

ill s

et u

p th

e ch

alle

nges

for t

he

stud

ents

but

let t

hem

fi g

ure

out h

ow th

ey w

ill

acco

mpl

ish

them

”

•Fa

cilit

ator

s w

ill p

rovi

de s

peci

al c

lass

room

tim

e pe

riod

for t

eam

s an

d in

divi

dual

s to

put

to

geth

er a

pro

ject

pla

n•

Men

tors

pro

vide

stu

dent

s w

ith th

e pl

an

met

hodo

logy

to h

elp

them

thin

k th

roug

h ef

fect

ivel

y th

e pl

anni

ng p

roce

ss

"I w

ill ta

ke ti

me

to th

ink

abou

t wha

t I w

ant t

o ac

com

plis

h, h

ow w

ill I

acco

mpl

ish

them

, and

w

hen

I hav

e to

hav

e th

em d

one

by"

Plan

ner

Ow

ners

hip

Sel

f-dire

cted

- U

se T

ime

Wis

ely

“I w

ill re

quire

and

ex

pect

stu

dent

s to

pe

rform

mor

e le

arni

ng

with

less

tim

e”

•D

esig

ners

bui

ld c

ours

es th

at re

quire

muc

h m

ore

than

the

stud

ents

can

do

durin

g th

e co

urse

, dur

ing

any

wee

k in

the

cour

se a

nd

durin

g an

y cl

ass

perio

d th

us th

ey m

ust m

ake

mor

e ef

fect

ive

use

of ti

me

•Fa

cilit

ator

s fre

quen

tly a

sk s

tude

nts

to

asse

ss a

dded

val

ue in

the

last

tim

e pe

riod

in

orde

r to

elim

inat

e so

urce

s of

was

te

"I w

ant t

o m

ake

each

day

of

eac

h w

eek

the

mos

t pr

oduc

tive

by d

ecid

ing

how

to u

se ti

me

and

then

us

ing

it pr

oduc

tivel

y"

Tim

e M

anag

emen

t

Sel

f-Aw

aren

ess

Sel

f-gro

wth

–

Dire

ctio

n"I

cons

tant

ly w

ant t

o kn

ow w

hat s

tude

nts

wan

t fro

m li

fe, c

olle

ge,

and

my

cour

se"

•R

equi

red

the

stud

ents

to c

ontri

bute

to a

life

vi

sion

por

tfolio

thro

ugh

natu

ral a

ctiv

ity o

f the

co

urse

•D

esig

ners

pro

vide

a w

ide

set o

f op

portu

nitie

s ou

tsid

e th

e co

urse

to s

uppo

rt st

uden

t lea

rnin

g ex

perie

nces

- se

rvic

e le

arni

ng, fi

eld

trip

s, p

roje

cts,

com

mun

ity

activ

ities

, and

rese

arch

act

iviti

es

"I en

joy

thin

king

abo

ut

my

futu

re a

nd w

ho I

am s

o th

at I

can

mak

e th

e m

ost o

f eac

h ne

w

expe

rienc

e as

it li

nks

with

my

futu

re"

Life

Vis

ion

Sel

f-Aw

aren

ess

Sel

f-gro

wth

–

Min

dset

"I w

ant t

o he

lp s

tude

nts

beco

me

stro

nger

sel

f-gr

ower

s by

mod

elin

g an

d ch

alle

ngin

g se

lf-gr

owth

"

•Fa

cilit

ator

s re

quire

a refl e

ctor

's ro

le in

eac

h le

arni

ng a

ctiv

ity w

here

the

lear

ners

pra

ctic

e se

lf-as

sess

men

t fro

m th

e pe

rspe

ctiv

e of

the

team

•Fa

cilit

ator

s se

t tim

e as

ide

for s

elf-

asse

ssm

ent a

nd th

e as

sess

men

t of s

elf-

asse

ssm

ent

"I ca

n gr

ow a

nd w

ant t

o bu

ild g

reat

er c

apac

ity

in fa

cilit

atin

g th

is s

elf-

grow

th"

Self-

grow

er


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Sel

f-Aw

aren

ess

Sel

f-gro

wth

–

Mea

ns"I

mod

el m

y pr

oces

s kn

owle

dge

with

m

etho

dolo

gies

that

pr

ovid

e st

uden

ts

an a

bstra

ct

gene

raliz

atio

n"

•D

esig

ners

pro

vide

con

cret

e m

etho

dolo

gies

fo

r eac

h m

ajor

dis

cipl

inar

y pr

oces

s so

the

stud

ents

can

ana

lyze

and

und

erst

and

•Fa

cilit

ator

s ha

ve s

tude

nts

peer

ass

ess

the

docu

men

ted

use

of th

e m

etho

dolo

gy b

y ot

her s

tude

nts

to h

elp

them

impr

ove

thei

r pe

rform

ance

"I re

gula

te m

y us

e of

a p

roce

ss b

y co

nsis

tent

ly d

ocum

entin

g an

d as

sess

ing

my

perfo

rman

ce a

gain

st a

m

etho

dolo

gy"

Met

hodo

logy

U

ser

Sel

f-Aw

aren

ess

Sel

f-gro

wth

- S

tepp

ing

Bac

k"I

real

ized

that

le

arne

rs n

eed

plan

ned

refl e

ctio

n tim

e an

d m

eans

to p

roce

ss

expe

rienc

es to

brin

g m

eani

ng to

them

"

•D

esig

ner i

nteg

rate

s a

set o

f refl

ect

ion

tool

s ,

such

as

the

Stu

dent

Suc

cess

Too

lbox

•D

esig

ners

pro

vide

a ri

ch s

et o

f act

iviti

es a

nd

expe

rienc

es, l

ike

serv

ice

lear

ning

, and

the

n

have

the

stud

ents

refl e

ct o

n th

eir e

xper

ienc

e to

pro

duce

lear

ning

and

gro

wth

"Eve

ry ti

me

thin

gs a

re

not c

lear

, I ta

ke ti

me

to

step

bac

k an

d fi g

ure

it ou

t so

I can

put

mea

ning

to

the

expe

rienc

e"

Refl

ect

ion

Rel

atio

nshi

p

Em

otio

nally

In

vest

ed -

Bel

ief i

n

"I w

ant s

tude

nts

to

real

ize

how

spe

cial

th

ey a

re a

nd th

e co

ntrib

utio

ns th

at th

ey

can

mak

e"

•U

se o

f tea

m c

ompe

titio

n on

a re

gula

r bas

is

that

focu

ses

on d

iffer

ent s

treng

ths

so th

at

ever

yone

has

a c

hanc

e to

sta

r onl

y if

they

st

ep u

p•

Hig

hlig

htin

g ex

ampl

es o

f stu

dent

pe

rform

ance

s th

at a

re c

ompl

eted

with

ex

empl

ar q

ualit

y

"I am

obl

igat

ed to

ste

p up

and

hel

p ot

hers

so

that

my

cont

ribut

ion

incr

ease

s th

e su

cces

s of

al

l inv

olve

d"

Ass

ertiv

e

Rel

atio

nshi

p

Em

otio

nally

In

vest

ed -

Car

e fo

r Oth

ers

"I va

lue

my

stud

ents

an

d w

ant t

hem

to b

e pa

rt of

our

col

lege

co

mm

unity

"

•M

ento

rs a

re a

vaila

ble

at c

ritic

al ti

mes

whe

n st

uden

ts a

re m

ost l

ikel

y go

ing

to s

trugg

le

and

fail

•Fa

culty

reac

h ou

t to

stud

ent g

roup

s to

agr

ee

to b

e a

facu

lty a

dvis

or to

thes

e ac

tiviti

es

"I re

ally

car

e w

hat

happ

ens

in m

y cl

asse

s an

d in

the

colle

ge a

nd I

can

help

it b

ecom

e be

tter

ever

y da

y by

pro

vidi

ng

inpu

t int

o ho

w th

ings

are

do

ne"

Con

nect

ed

Rel

atio

nshi

p

Em

otio

nally

In

vest

ed -

Invo

lve

Oth

ers

"I w

ant t

o m

ake

sure

th

at s

tude

nts

know

th

ey c

an c

ount

on

me

if th

ey h

ave

diffi

culti

es"

•Fa

cilit

ator

s us

e st

oryt

ellin

g ill

ustra

ting

the

num

erou

s tim

es th

ey h

ave

help

ed o

ther

st

uden

ts b

ecom

e su

cces

sful

in s

imila

r si

tuat

ions

•

Men

tors

adv

ocat

e w

hen

thei

r stu

dent

s ar

e be

ing

treat

ed u

nfai

rly w

ithin

the

syst

em

"Whe

n th

ings

get

di

ffi cu

lt I m

ust r

each

ou

t to

othe

rs in

stea

d of

w

ithdr

awin

g an

d hi

ding

fro

m e

very

one"

Ask

ing

for

Hel

p



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Rel

atio

nshi

p

Em

otio

nally

In

vest

ed -

Not

Let

Oth

ers

Dow

n

"I am

com

mitt

ed

to e

very

stu

dent

’s

succ

ess

by d

oing

ev

ery

reas

onab

le

actio

n th

at w

ill im

prov

e th

eir l

ikel

ihoo

d of

su

cces

s"

•D

esig

ning

sup

porti

ve le

arni

ng c

omm

uniti

es

that

hel

p st

uden

ts in

crea

se th

e su

ppor

t of

dea

ling

with

per

sona

l fac

tors

(inc

ludi

ng

coho

rt le

arni

ng)

•M

ento

rs c

halle

nge

stud

ents

with

co

nstru

ctiv

e in

terv

entio

n at

thos

e sp

ecifi

c tim

es w

hen

the

stud

ents

are

goi

ng to

qui

t (s

omet

imes

loca

ting

them

)

"I w

ant t

o liv

e up

to m

y ex

pect

atio

ns, t

hose

w

ho c

are

abou

t me,

th

ose

depe

ndin

g on

me

and

ever

yone

who

has

he

lped

me

get t

o w

here

I am

toda

y"

Pers

istin

g

Sco

pe o

f Le

arni

ngIn

terd

isci

plin

ary

- Val

ues

and

Cul

ture

s

"I w

ant s

tude

nts

to s

ee

how

kno

wle

dge

in o

ur

disc

iplin

e ca

n su

ppor

t an

d be

con

nect

ed to

ot

her d

isci

plin

es"

•Fa

cilit

ator

s us

e st

uden

ts' d

esire

to g

o on

sh

ort

tang

ents

to h

elp

each

oth

er p

rodu

ce

grea

ter c

larit

y an

d co

nnec

tions

of d

iver

se

pers

pect

ives

•D

esig

n in

terd

isci

plin

ary

team

s an

d try

to

max

imiz

e di

vers

ity w

ithin

thes

e te

ams

"I va

lue

how

diff

eren

t di

scip

lines

thin

k an

d ca

n he

lp in

sol

ving

larg

e sc

ale

prob

lem

s"

Seek

s D

iver

sity

Sco

pe o

f Le

arni

ngIn

terd

isci

plin

ary

- Way

s of

Kno

w-

ing

"I w

ant s

tude

nts

to b

e ab

le to

trul

y un

ders

tand

the

way

s of

be

ing

and

know

ing

of

the

disc

iplin

e"

•Fa

cilit

ator

s ha

ve s

tude

nts

stop

and

fi gu

re

out t

he w

hat a

nd w

hy b

ehin

d di

scip

linar

y pr

actic

es- h

ow th

ey ju

st d

id w

hat t

hey

did

•M

ento

rs e

ncou

rage

and

cha

lleng

e m

ajor

s on

th

e be

st p

ract

ices

of t

he d

isci

plin

es to

kno

w

why

they

are

the

best

pra

ctic

es

"I w

ant t

o un

ders

tand

ho

w I

do w

hat I

do

so I

can

impr

ove

how

I do

it

and

mak

e su

re e

ach

deci

sion

alig

ns w

ith m

y va

lues

"

Met

a-co

gniti

on

Sco

pe o

f Le

arni

ngIn

terd

isci

plin

ary

- L

angu

age

and

Met

hods

"I w

ant s

tude

nts

do b

e ab

le to

per

form

with

di

ffere

nt d

isci

plin

es

and

in d

iffer

ent

cultu

res"

•W

hen

impr

ovin

g up

on a

spe

cifi c

lear

ning

sk

ill, h

ave

the

stud

ents

see

the

impa

ct o

f us

e of

ski

ll in

a n

ew d

isci

plin

ary

cont

ext

•G

ive

prob

lem

s an

d si

tuat

ions

from

diff

eren

t di

scip

lines

and

cul

ture

s th

at re

quire

stu

dent

s to

take

on

new

role

s an

d pe

rspe

ctiv

es

"Sin

ce th

ings

cha

nge

all t

he ti

me,

I m

ust b

e ab

le to

per

form

in a

ny

situ

atio

n or

cha

lleng

e th

at I

conf

ront

"

Ada

ptin

g

Sco

pe o

f Le

arni

ngIn

terd

isci

plin

ary

- I

deas

acr

oss

Dis

cipl

ines

"I ex

pect

the

stud

ents

be

abl

e to

sol

ve a

ny

give

n pr

oble

m o

r su

cces

sful

ly a

rgue

any

po

sitio

n gi

ven

them

"

•M

ento

rs h

elp

stud

ents

impr

ove

upon

a

spec

ifi c

lear

ning

ski

ll by

hav

ing

the

stud

ents

se

e th

e im

pact

of u

se o

f ski

ll in

a n

ew

disc

iplin

ary

cont

ext

•A

t the

beg

inni

ng o

f new

lear

ning

cha

lleng

es,

requ

ire le

arne

rs to

inve

ntor

y w

hat t

hey

alre

ady

know

that

wou

ld b

e us

eful

in th

e cu

rren

t lea

rnin

g

"I ne

ed to

be

able

to

appl

y th

is k

now

ledg

e in

any

app

ropr

iate

an

d va

luab

le s

ituat

ion

succ

essf

ully

"

Gen

eral

izes


Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Soc

ial

Orie

ntat

ion

Com

mun

ity –

Te

ams

"I kn

ow fr

om th

e re

sear

ch a

nd fi

rst-

hand

exp

erie

nce

that

co

oper

ativ

e le

arni

ng

incr

ease

s le

arne

r pr

oduc

tivity

and

pr

ofes

sion

al g

row

th"

•A

ssig

n an

d ro

tate

team

role

s af

ter e

ach

lear

ning

act

ivity

•

Use

the

team

wor

k m

etho

dolo

gy fo

r he

lpin

g te

ams

build

and

stre

ngth

en th

eir

perfo

rman

ce

"I ca

n he

lp o

ther

s be

com

e m

ore

effe

ctiv

e an

d as

a re

sult

I gai

n as

muc

h as

I gi

ve to

the

team

"

Team

Pla

yer

Soc

ial

Orie

ntat

ion

Com

mun

ity –

S

poke

sper

son

"I ex

pect

all

stud

ents

to

play

spo

kesp

erso

n on

a

rota

ting

basi

s"

•Fa

cilit

ator

s ha

ve s

poke

sper

sons

sha

re th

e te

am's

lear

ning

and

dia

log

betw

een

the

team

s•

Whe

n st

uden

ts a

re s

harin

g th

eir

disc

over

ies

from

lear

ning

exp

erie

nces

, the

sp

okes

pers

ons

mus

t be

able

to re

phra

se th

e di

scov

ery

in a

new

con

text

of u

se

"I ca

n vo

ice

my

idea

s in

pu

blic

and

repr

esen

t all

pers

pect

ives

"

Publ

ic

Spea

ker

Soc

ial

Orie

ntat

ion

Com

mun

ity -

Coo

pera

tive

Lear

ning

Rol

es

"I ch

alle

nge

lear

ners

to

act

ivel

y qu

estio

n,

liste

n, a

rticu

late

, and

re

phra

se e

ach

othe

r an

d in

clud

ing

mys

elf?

”

•Fa

cilit

ator

s us

e a

publ

ic re

cord

er th

at is

re

spon

sibl

e to

cap

ture

all

the

keys

idea

s th

at

are

shar

ed d

urin

g a

dial

og•

Hav

e th

e sp

okes

pers

on re

ad a

nd p

rese

nt

from

the

reco

rder

's jo

urna

l

"In o

rder

for m

e to

w

ork

with

oth

ers

and

to

perfo

rm in

org

aniz

atio

n I

need

to k

eep

impr

ovin

g m

y co

mm

unic

atio

n sk

ills"

Com

mun

ica-

tor

Soc

ial

Orie

ntat

ion

Com

mun

ity –

S

ocia

l Lea

rnin

g"I

wan

t stu

dent

s to

th

ink,

lear

n, a

nd s

olve

pr

oble

ms

with

oth

er

stud

ents

"

•Im

plem

ent t

he u

se o

f coo

pera

tive

lear

ning

pr

inci

ples

in th

e fa

cilit

atio

n of

act

ive

lear

ning

•S

et th

e ex

pect

atio

ns a

nd c

halle

nges

of t

he

team

at a

hig

her l

evel

than

any

indi

vidu

al

can

perfo

rm b

y th

emse

lves

"With

stro

ng te

am w

ork

skill

s I c

an im

prov

e up

on

lear

ning

and

pro

blem

so

lvin

g"

Col

labo

rativ

e

Tran

spar

ency

Pub

lic -

Per

form

ance

in

Fron

t of O

ther

s

“I en

joy

my

acad

emic

fre

edom

to b

e ab

le

to te

ach

and

grad

e th

e co

urse

in th

e w

ay

I wis

h to

teac

h an

d gr

ade

the

cour

se”

•H

ave

stud

ents

iden

tify

the

best

pra

ctic

es o

f ot

her s

tude

nts

once

eve

ry fi

ve w

eeks

•S

hare

pub

lic refl e

ctor

s’ re

ports

so

stud

ents

le

arni

ng fr

om e

ach

othe

r abo

ut p

roce

ss

“I ca

n le

arn

from

oth

ers,

try

out

new

idea

s,

prac

tices

, stra

tegi

es,

and

sche

mas

that

w

ill im

prov

e m

y pe

rform

ance

”

Ope

n M

inde

d

Tran

spar

ency

P

ublic

– T

eam

ing

“I ha

ve s

tude

nts

com

petin

g in

team

s to

out

perfo

rm e

ach

othe

r in

the

lean

ing

chal

leng

es”

•M

ento

rs c

halle

nge

stud

ents

by

hold

ing

them

ac

coun

tabl

e fo

r the

ir co

mm

itmen

ts•

Hav

e th

e st

uden

ts te

ach

each

oth

er a

t the

en

d of

act

iviti

es b

y sh

arin

g th

eir i

nsig

hts

“I am

a b

ette

r stu

dent

th

an m

ost o

f my

peer

s be

caus

e I a

m m

otiv

ated

, re

spon

sibl

e, q

ualit

y or

ient

ed a

nd h

ard-

w

orki

ng”

Res

pons

ible



Asp

ect

Des

crip

tor

and

Focu

sFa

culty

Min

dset

Prac

tices

, Too

ls, T

echn

ique

s an

d St

rate

gies

Stud

ent M

inds

et

Succ

ess

Fact

or

Elev

ated

Tran

spar

ency

P

ublic

- S

eein

g an

d E

xper

ienc

e G

row

th C

ultu

re

“An

envi

ronm

ent

of a

sses

sing

and

m

ento

ring

prod

uces

gr

eat o

ppor

tuni

ties

for t

rans

form

atio

nal

lear

ning

"

•C

reat

e an

ope

n cl

assr

oom

- fre

edom

of

mov

emen

t, ch

oice

of a

ctiv

ity, a

nd a

set

of

pow

erfu

l soc

ial c

onve

ntio

ns•

Impl

emen

t pee

r-as

sess

men

t whe

re p

eopl

e ar

e he

lpin

g ot

her p

eopl

e ge

t bet

ter

“I am

a b

ette

r stu

dent

th

an m

ost o

f my

peer

s be

caus

e I a

m m

otiv

ated

, re

spon

sibl

e, q

ualit

y or

ient

ed a

nd h

ard-

w

orki

ng”

Posi

tive

Tran

spar

ency

Pub

lic -

Valu

ing

Oth

ers

"A le

arni

ng c

omm

unity

of

eve

ryon

e w

orki

ng

toge

ther

to p

rodu

ce

qual

ity p

roce

sses

pr

oduc

es g

reat

resu

lts"

•Im

plem

ent a

pee

r men

torin

g pr

ogra

m w

here

st

uden

ts a

re fo

rmal

ly m

ento

ring

othe

r st

uden

ts•

Pro

vide

a p

ortfo

lio p

roje

ct w

here

all

the

stud

ents

pre

sent

a c

ase

of h

ow th

ey h

ave

impr

ove

prof

essi

onal

ly in

the

disc

iplin

e

"I w

ant o

ther

s to

kno

w

that

I ha

ve g

iven

all

that

I c

an to

hel

p th

em, t

he

proj

ect,

and

the

qual

ity

of re

sults

by

hold

ing

up

my

end"

Prof

essi

onal

key learner characteristics that produce academic success

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