Louis Cabuhat, Dean of Education Bryman College Goal-setting – Unit Three

“If you don’t know where you are going, any road will get you there” - Richard S. Sagor Connecting Your Actions to the Target IMPROVED OUTCOMES

Performance Targets (INDIVIDUAL OUTCOMES) – Ask yourself, “What are students expected to gain from our ‘actions”? – Improved motivation √ – Improved engagement √ – Realistic goal-setting – Improved achievement Process Targets (TECHNIQUES or STRATEGIES) – Development of an Early Warning System Training Targets (Sagor, 2011)

Unit One dealt with Motivation is driven by emotion According to Chickering (2006), “motivation is the key to persistence, moving through successfully, and learning that lasts” (p. 13). Unit two dealt with Learners who are Involved, Interested and Connected are more likely to persist. Recap

Recap: Discussion Board “ How can you tell if Susan is Engaged?” “…did [Susan] enroll just because of her parents?” Ms. Lee “[I am going to pay particular attention to] eye contact” Alex Esparcia “I would ask her during her ‘private time’ with me, how she feels about the class” Meryl Harlow “I would arrange to set aside the last 30 minutes of the class to have all the students, including Susan partner up with a fellow student” J. Jeong “ I would use is group activities” Anthony Cervantes “Immediate Assessment” Avic Magsaysay (better known as formative assessment)

Drafting a Scale: Engagement

Our Early Warning System is taking shape!

Unit Three – Goal-setting and Introduction to Futuring Learners will be able to: Diagram steps that may be used to set realistic goals Define Futuring techniques Explain the benefits to Futuring

“Adults do not become adults in an instant – it is a developmental process” (Knowles, Holton III, & Swanson, 2005, p. 220). The primary purpose of a university is to assist a learner to develop competencies (Davis, 2012) “Learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program” Instrument Goals Goal-setting (what we know) Morrow & Ackermann (2012)

Cognitive = Thoughts –Lower level cognitive domain: cite, count, list, name, define –Higher level cognitive domain: select, compare, criticize, evaluate The impact of ‘thought processes’ on tangible goal- setting –Question: Do you always begin a class with the MOST challenging question possible? The impact of past experiences on goal-setting What does it take to set realistic goals? Where does Susan Fall?

Futuring is a systematic process for planning for the future Benefits: –Describe many different types of futures –Develop or change culture –Discover areas of opportunities (related to the mission statement) –Create a common language Create a scenario whereby success occurs Futuring (Yes; this is a word) Turn thisInto this

Reread Susan’s Case Susan is a new student who is attending classes at Bryman College – A for- profit organization. As a new enrollment to the school, Susan repeatedly misses assignment deadlines and submits work late. While in class, her instructor notices that Susan frequently avoids eye contact with others and she excludes herself from group discussions. Now, in her third week of a four week module, it doesn’t look good. Susan has failed her mid- term exam. And now, the teacher is concerned that some of Susan’s behavior is an early indication of what’s about to come – another drop for the college; another failed attempt. So, in an effort to address the problem, the teacher presents what she knows of Susan to colleagues at the college. And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. What’s even more unsettling – the College attrition rate for newly enrolled students is extremely high.

Return to EduOs.net to continue addressing Susan’s case anchoring your ideas to Goal-Setting and Futuring

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Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College student journal, 46(3), Retrieved from Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin. Sandeen, A., & Barr, M. J. (2007). Critical issues for student affairs: challenges and opportunities. San Francisco, California: Jossey-Bass. Reference List