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Have accurate knowledge about succeeding in the course and navigating the institution. Have the know-how and self-discipline to set and prioritize long and short-term goals over short-term desires and distractions Use learning strategies that are appropriate for the academic challenge they are facing. Have strategies for regulating anxiety. See that math isn’t just a set of algorithms to be memorized but a connected set of concepts that can be understood and applied.!
Initial Change Ideas (interventions)
Informative syllabus provided and productive classroom norms established in the ﬁrst 3 weeks.1 Students write about a goal and a potential obstacle to it and then pre-decide on an action to take when it arises.2!
Students have skills, habits and know-how to succeed in college setting.
Short, intermediate and long-term goal setting incorporated directly into the course.3! Incorporate self-regulated learning into the classroom.4! Students write about their worries before an exam.5! Train students to interpret arousal as a challenge.6! Curriculum materials emphasize conceptual understanding and connections between concepts.7! Students complete growth mindset writing exercise.8,9! Faculty emphasize effort and strategies rather than luck or lack of ability as explanations for success or failure.10! ! Students hear from similar peers who struggled in math but overcame that struggle and became better at math.11,12 ! At beginning and throughout course explain to students how the course leads to degree/certiﬁcate completion. ! Faculty emphasize the importance of connecting course objectives to personal and social goals.13,14,15! ! Ask students to generate personal reasons for mastering a course objective rather than telling them a rationale.16 Have routines for noticing attendance and participation. ! Implement a course contract early in the term. Create expectations and opportunities for classroom collaboration that is productive and involves all students. 17,18! Accompany criticism or low scores with a reminder of the course’s high standards and an assurance of the student’s potential to reach those standards.20,21! Show students that initial social difﬁculties are common, temporary, and do not signal an inability to belong.22! Present the rationale and evidence for the importance and malleability of PP drivers.23,24! Train faculty to embed learning strategies in curriculum! Train faculty in how to reinforce that productive struggle and effort can produce deeper math understanding.!
Aim: Students continue to put forth effort during challenges and when they do so they use effective strategies.! Course dropout rate (after census) is less than 10%. At least 70% of students pass the ﬁrst term.! At least 65% of students enroll in the second term. Possible measures: Attendance Time on task Strategy use Help-seeking Revising work Challenge-seeking
Students believe they are capable of learning math.
Believe they can actively grow their math ability with effort, help, and good strategies. View math success as something “people like them” do, and not something “other people” do. Students see how completion of this course is relevant to goals for degree/certiﬁcate completion.!
Students believe the course has value.!
Students believe the knowledge from the course is relevant to a personal or socially-valued goal. Students feel as though they are completing academic tasks for personal reasons. Students feel that the professor cares that they, personally, succeed in the course and in college.
Students feel socially tied to peers, faculty, and the course.
Students feel they are a necessary and important part of the classroom community. Students feel comfortable asking questions Students do not feel stigmatized due to membership in a negatively stereotyped group.19! Students do not question whether they belong. Faculty believe students can succeed if they develop more productive skills and mindsets.! ! Faculty know how to promote productive skills and mindsets.! Faculty see helping their students to productively persist as part their role as an instructor.! Faculty integrate PP principles in how they talk to students and in the curriculum they assign. !
Faculty and college support students’ skills and mindsets.!
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*Requires access to online journals