Establishing the Learning Center as the Nucleus in

Establishing the Learning Center as the Nucleus in

Establishing the Learning Center as the Nucleus in a Learner Centered Institution Saundra Yancy McGuire, Ph.D. Director Emerita, Center for Academic Success Retired Asst. Vice Chancellor & Professor of Chemistry NCLCA Certified Learning Center Professional - Level 4 Elected Fellow of CLADEA, ACS, AAAS Center for Academic Success 2004 National College Learning Center Association Frank L. Christ Outstanding Learning Center Award Center for Academic

Desired Outcomes We will be able to identify the departments, administrative units and individuals that will be allies in making the learning center the nucleus We will be able to describe the local and national initiatives mandating the importance of the learning

center We will be able to identify specific strategies that will successfully move the learning center to a more central position on campus We will be able to describe the first steps in an action plan that we can begin implementing immediately to move our learning center to a position of prominence Reflection Questions What is a major driver for making the learning center the nucleus of your institution? What is a major barrier to making the learning center the nucleus of your institution?

Learning Support Center Potential Partners Faculty Student Organizations Departments Colleges University Centers Others?

Reflection Question What are some important characteristics of departments that are highly regarded at your institution? The Role of Learning Support Centers in Academic Improvement Provide faculty and TAs with information on the learning process, characteristics of their students, and learning strategies they can teach students Assist faculty in advising students about effective learning strategies (Absent Professor Program)

Help students identify the problem with their performance (e.g. memorizing vs understanding) Help the institution improve retention and graduation rates (through graduate and professional programs!) Scientific and Theoretical Bases Supporting the Learning Center Programs Cognitive/Brain Science Principles Constructivist Learning Theory Metacognition Metacognition The ability to: think about your own thinking

be consciously aware of yourself as a problem solver monitor, plan, and control your mental processing (e.g. Am I understanding this material, or just memorizing it?) accurately judge your level of learning know what you know and what you dont know Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum Reflection Questions Whats the difference, if any, between studying and learning? For which task would you work harder? A. Make an A on the test

B. Teach the material to the class Power of Teaching to Master Learning Clints Story: Baby Groot and the Licensure Exam Guardians of the Galaxy First encounter on October 29, 2015 at EKU Email on January 18, 2016 Msg on April 14, 2016 Msg on June 11, 2016

https://www.youtube.com/watch?v=BEPbXYzE5_Y Blooms Taxonomy Making judgments based on criteria and standards through checking and critiquing. This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above. Creating

Evaluatin g Analyzing Carrying out or using a procedure through executing, or implementing. Applying Understanding Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure . Constructing meaning from

oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Rememberin g http://www.odu.edu/educ/llschult/blooms_taxonomy.htm The Study Cycle The Story of Two Students

Travis, junior psychology student 47, 52, 82, 86 B in course Dana, first year physics student 80, 54, 91, 97, 90 (final) A in course A Reading Strategy that Works: SQ5R Survey (look at intro, summary, bold print, italicized words, etc.) Question (devise questions survey that you think the reading will answer) Read (one paragraph at a time)

Recite (summarize in your own words) Record or wRite (annotate in margins) Review (summarize the information in your words) Reflect (other views, remaining questions) A Homework System That Can Be Taught Study information before looking at the problems/questions Work example problems (without looking at the solutions) until you get to the answer Check to see if answer is correct If answer is not correct, figure out where mistake was made, without consulting solution Work homework problems/answer questions

as if taking a test Why Can Students Make Fast and Dramatic Increases in Performance? Its all about the strategies, and getting them to engage their brains! Finding Numbers in Sequential Order How many can you find in 15 seconds? Center for Academic

Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. How Can Learning Centers Significantly Impact Retention and Graduation Rates? Bridge Programs Tutoring Supplemental Instruction Faculty Workshops 60%

Comparison of DFW versus FW Rates for SI Fall 2008 Louisiana State University 60% 50% 47% 43% 42% 40%

40% 37% 32% 31% 31% 30% 30% 27%

27% 23% 22% 23% 22% 20% 20% 15% 15%

10% 5% 0% BIOL 1201 CHEM 1201 CHEM 1202 CHEM 2261 CHEM 2262

DFW-SI DFW-NON SI FW-SI FW-NON SI Spring 2013 Statistics

42 SI Sections in: Biology Chemistry Physics History Geography Psychology Accounting Economics Geology Kinesiology

SI Non-SI Participation 42% 58% Rates (3475) (4762) Average Grade 2.66 2.24

DFW Rate 18% 30% What happens when we teach metacognitive learning strategies, Blooms Taxonomy, and the Study Cycle to an entire class, not just individuals? Performance in Gen Chem I in 2011 Based on One Learning Strategies Session* Exam 1 Avg: Exam 2 Avg:

Final course Avg*: Final Course Grade: Attended 71.65% 77.18% 81.60% Absent 70.45% 68.90% 70.43% B

C The one 50-min presentation on study and learning strategies was followed by an improvement of one full letter grade *Cook, E.; Kennedy, E.; McGuire, S. Y. J. Chem. Educ., 2013, 90 (8), 961967 Performance in Gen Chem 1202 Sp 2013 Based on One Learning Strategies Session Exam 1 Avg: Homework Total: Final course Avg*: Attended

71.33% 169.8 82.36% Final Course Grade: B Absent 69.27% 119.1 67.71% D The 50-min presentation on study and learning strategies was followed by an improvement of two letter grades

Performance in Gen Chem 1202 Sp 2015 Based on One Learning Strategies Session Exam 1, 2, 3 Avg: Exam 4 Avg: Final Exam Avg: Final course Avg*: Final Course Grade: Attended 68.14% 83.45% 80.98% 84.90%

B Absent 69.67% 75.91% 75.24% 78.83% C The 50-min presentation on study and learning strategies after exam 3 was followed by an improvement of one letter grade Metacognition: An Effective Tool to Promote Success

in College Science Learning* Ningfeng Zhao1, Jeffrey Wardeska1, Saundra McGuire2, Elzbieta Cook2 1 Department of Chemistry, East Tennessee State University 2 Department of Chemistry, Louisiana State University *March/April 2014 issue of JCST, Vol. 43, No. 4, pages 48-54 Professor Ningfeng Zhaos Exam Averages Intervention: One fifty minute learning strategies session after Exam 1 Zhao, N., Wardeska, J. G., McGuire, S. Y., & Cook, E. (2014). Metacognition: An effective tool to promote success in college science learning. Journal of College Science Teaching, 43(4), 4854.

Five Barriers to LC Recognition 1. Mindset that it is only for remedial students 2. Teaching and Learning Centers that focus only on faculty development 3. Attitude that any good, student friendly faculty or student can effectively tutor 4. Learning centers that are not connected to the community of scholars in this field 5. The absence of a clear academic pathway to a career in this area 6. Location, location, location! Ten Habits of Highly Effective LC

Professionals Martha Maxwell Frank L Christ Claire Ellen Weinstein How many have you adopted? 1. Present workshops at accreditation body meetings (SACS, WASC, NEASC)

2. Publish in learning center and discipline specific journals (with faculty) 3. Obtain NCLCA leadership certification; certify tutors; apply the CAS standards; etc. 4. Present center work at meetings outside of the learning center community (POD, NISOD, discipline specific meetings) 5. Offer to help the daughter, son, or other relative of an influential administrator 6. Develop a message that is NOT threatening to faculty, and present faculty development workshops 7. Get recognition for learning center professionals and learning centers

8. Work with all students first year through graduate school, Greeks, Honor Societies, etc. 9. Partner with other units on campus to secure funding (e.g. Student Success & Retention, Research faculty) 10.Become active in national organizations such as NCLCA (nclca.org) and CRLA (crla.net) www.lsche.net an invaluable resource LSCHE Founders Frank L. Christ

LRNASST-L Archives A Rich Source of Information! https://lists.ufl.edu/archives/lrnasst-l.html Thanks to Winnie Cooke for hosting LRNASST-L! Great Reference found on LSCHE website Questions to Answer What are the characteristics of your institution and learning center (or services) Who will be involved in moving to the center? What actions need to be taken? What human and financial resources will

be needed? How will you go about getting them? What will success look like? We can significantly increase the influence of the learning center! Our institutions must value what LSCs do for ALL students LSCs must partner with other units LSCs must continue to be data informed, and present the data to others LSCs must continue to improve services LSCs must increase their presence on the national stage and pursue national and international recognition

LSU Center for Academic Success Recognitions 2015 NCLCA Learning Center of Excellence 2015 Division of SLE Innovation Award

2015 Division of SLE Assessment Award 2013 NASPA Promising Practices between Academic and Student Affairs Award 2012 International SI Leader Award 2012 Division of SLE Model Collaboration Award for Academic Intervention Team 2011 Division of SLE Model Collaboration Award for Success Quest 2010 NASPA Program Excellence Award for IMPACT 2004 Frank Christ Outstanding Learning Center Award 2000 Learning Support Centers in Higher Education (LSCHE) Outstanding Web Portal Additional Useful Websites www.howtostudy.org

www.drearlbloch.com www.cas.lsu.edu www.oncourseworkshop.com www.khanacademy.org Other learning support center sites References Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press. Burns, James MacGregor, 1978. Leadership. New York: Harper and Row. Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. Christ, F. L., 1997. Seven Steps to Better Management of

Your Study Time*. Clearwater, FL: H & H Publishing Doyle, Terry, Zakrajsek, Todd. 2013. The New Science of Learning: How to Learn in Harmony With Your Brain. Sterling, VA: Stylus Ellis, David, 2014. Becoming a Master Student. Boston: Cengage Learning References continued Halpern, D.F and Hakel, M.D. (Eds.), 2002. Applying the Science of Learning to University Teaching and Beyond. New York, NY: John Wiley and Sons, Inc. Medina, John. 2008. Brain Rules. Seattle, WA: Pear Press. Nilson, Linda, 2004. Teaching at Its Best: A ResearchBased Resource for College Instructors. Bolton, MA: Anker Publishing Company.

Taylor, S. (1999). Better learning through better thinking: Developing students metacognitive abilities. Journal of College Reading and Learning, 30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index ASAP. Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing. A New Reference 2016 CRLA One Book One Conference Selection Available at 2016 NCLCA Conference Bookstore (https://squareup.com/store/nclca) McGuire, S.Y. & McGuire, S.N. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and

Motivation. Sterling, VA: Stylus Acknowledgements Colleagues at LSU, especially the Center for Academic Success, the Division of Student Life and Enrollment, and the Department of Chemistry Sarah Baird, former CAS learning strategist National College Learning Center Association (NCLCA) College Reading and Learning Association (CRLA) Dr. Frank Christ The Professional and Organizational Development Network (POD) The many students who have proven to us that metacognitive strategies really do work!

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