Enhancing Self- Management and Motivation Among Struggling Students GEE, I WISH I COULD, BUT I DON’T WANT TO! Karen M. Cole and Margaret L. Mahlin UNC Asheville

 NC’s Designated Public Liberal Arts University  Approximately 3700 students  Moderately selective entrance requirements  OneStop model/faculty advising UNC ASHEVILLE

 Funding model (retention and graduation); NC success initiatives  Institutional retention challenges  Emotional Intelligence concerns THE COURSES: WHY?

STUDENTS: WHY?

 Cumulative gpa <1.85 or  Semester gpa <1.75 and cum gpa <2.0  Had all Fs, Us, and/or Ws in their prior semester of enrollment  Returning from suspension or dismissal  SAP Appeal Status COURSE CONTEXT: CRITERIA FOR REQUIRED PARTICIPATION

 return to Good Academic Standing.  communicate effectively and regularly with faculty.  utilize available support and assistance.  hone self-awareness and self- management skills. COURSE GOALS: STUDENTS WILL…

WHAT WE TELL STUDENTS

Connecting Is Key HEARING THEIR STORIES

 1 Credit Hour  Graded S/U  Attendance  Syllabus snapshot sheets  Interim point deadlines COURSE DESIGN: COMMON ELEMENTS

 Two Models:  GPA-based  Classification-Based  Course Meetings  16 week term, 1x meeting per week  8 week term, 2x meeting per week (followed by coaching) COURSE DELIVERY

 Organization and Success-Related Behaviors  Course success meetings with faculty and advisors  Google Calendar creation and maintenance  Utilizing on-campus academic resources  Peer tutoring  Math Lab  Writing Center  Utilizing non-academic supports  Health and Counseling  Career Center  Negotiating other appropriate point-earning opportunities MAKING IT PERSONALIZED IS CRITICAL

 Relating choices (or failure to choose) to outcomes  Grit and resilience  Overcoming procrastination/avoidance  Benefits of optimism/positive thinking  Managing time/prioritizing commitments  Keeping perspective/managing strong emotions  Using evidence-based thinking  Normalizing error/need for help  Support people/lives to emulate COURSE TOPICS: EI FOCUS

 Communication strategies and body language  Conflict resolution strategies  Goal-setting/action steps  Relevant academic policies  GPA calculation and forecasting  Major selection/career planning  Deep reading/marking of text  Test-taking strategies/managing test anxiety  Developing effective sleep patterns MORE COURSE TOPICS

 Course Format Varies with Topic  Self-Awareness Inventories  Relevant TED talks and research-based short videos  Presentations by guest speakers  Health and Counseling  Career Center  Registrar’s Office  Active learning tasks  Brainstorming carousel  Text marking exercise  Evidence-based thinking exercise  Conflict resolution activities CURRICULUM DELIVERY

Class #TopicClass #Topic 1Syllabus and Policies8Bozos on the Bus/Locus of Control 2Schedule Evaluation and Google Calendar 9Deep Reading of Text/Marking the text 3Grit and Resilience10Test-Taking Strategies/Test Anxiety/Study Hacks 4Managing Ourselves in Relation to Time 11Stress Management and Self- Regulation 5Positivity/Happiness; 10 Things Making Life Harder 12Relationship Management (The Bridge) 6Personal Presidential Panel/Character Traits 13Sleep Hygiene 7Body Language/Fake It/ Confirmation Bias 14Academic Coach Visits/Closing SAMPLE CALENDAR: AMP

Class #TopicClass #Topic 1Syllabus and Course Policies8 Grit and Resilience 2Academic Policies and Procedures 9Group Dynamics 3Body Language10Tuition Surcharge, Calculating GPA, Preparing for Advising 4Google Calendar/Back- calendaring assignments 11Dealing with Anxiety and Stress 5Procrastination12Career Center Presentation 6Intro to Emotional Intelligence13Conflict Resolution 7Goal Setting/Graduation Checksheets 14Final Meeting SAMPLE CALENDAR: MAP

A QUICK PEEK AT RESOURCES

 Shawn Achor: The Happy Secret to Better Work  Elizabeth Lesser: Bozos on the Bus  Amy Cuddy: Your Body Language Shapes Who You Are  Angela Duckworth: The Key to Success? Grit  Dan Gilbert: The Surprising Science of Happiness SOME VIDEO RESOURCES

STUDENT TEXTS AND GUIDES

SYLLABUS SNAPSHOTS: VERSION ONE

SYLLABUS SNAPSHOT: VERSION TWO

COURSE SUCCESS SHEET: VERSION ONE

COURSE SUCCESS SHEET: VERSION TWO

% Successfully Completing Course Average Prior Semester GPA Average ARP Sem. GPA Sem. GPA Difference from Prior Term Retention to Next Sem. (S Grades only) GPA Change Sem. Following ARP AMP (FR/SO) 69.79% (201/284  ) % (100  ) MAP (JR/SR) (171/240  ) % (130  ) Tier % (136  ) OUTCOMES OVERVIEW: FALL 2013 ON

Course /GradeNStudents Enrolled Next Semester AMP (A-C, S) % AMP (D, F, U)5827.6% MAP (A-C, S) % MAP (D, F, U)5721.1% COURSE SUCCESS AND RETENTION

Group% Retained and earning >=2.0 No Intervention38.3% Tier 1 (periodic check-ins, no course)47.0% AMP (Fr/So and/or closer to GS)53.2% MAP (Jr/Sr and/or further from GS)65.8% MORE COMPELLING…

 “I enjoyed it; it's kind of like AA for college students who are struggling with course load, study skills, etc.”  “I like this class because it is a constant reminder to stay on top of things - to keep working hard and not give up.”  “It has helped me identify ways that I could improve myself. I had been wondering why things seemed so easy for others, but I realized, from this class, ways that I could take more responsibility for my actions.”  “Loved it. I really felt like I needed a kick in the butt and it was given with loving support.”  “I enjoyed our class discussions; they helped me become more honest with myself.” STUDENT FEEDBACK ABOUT THE COURSE

STUDENT VOICES

 Relationships first; course material second  Humor and humility  Focus on looking forward  Huge time investment  Huge emotional investment  Honest about our own struggles  Constant honing, tweaking, reflection  Organizational challenges INSTRUCTOR INSIGHTS

 Karen Cole, Director of Advising and Learning Support   Margaret Mahlin, OneStop Advisor  QUESTIONS?