1. T TAKING OWNERSHIP in a “Keyless” Society
Taking Ownership is a hot topic in education today. Why? Students don’t know how to take ownership? Why? They haven’t been taught! Everything is too easy. Many of us don’t even have to turn a key to start our car. I have a confession to make at this point. I have a car that is keyless entry and keyless ignition so when I have to drive my husband’s Toyota pick up truck and actually look for my key and put it in the ignition, I get really annoyed. We are all used to immediate access to knowledge on the web, to other people with our cell phones and to getting work done quickly due to technology.
Also, it is easier to treat things as if we are just renting instead of owning. So, how do people treat things differently if they are renting versus owning? Here is an activity you can do with your students to help them see the difference. If you picked up a card that says “For Sale”, find someone who has one that says “For Rent.” Rentors/Owners I’ll give you about 5 minutes to try to either “sell” or “rent” your house to the other person. Ok, did any of you “make a sale?” Will someone be willing to share their sales pitch as to how they convinced the person to “take ownership?” Now, if you bought a house, how do you feel about your purchase? What are some of the decisions you need to make about taking care of your house?
Once you get the house and move in- you have to maintain it, make additions and improvements to add value and because you take pride in what you have purchased. Think about the feeling of accomplishment if you ever do actually get to pay if off and “own it!” Relate to renting- you aren’t as concerned because it’s not your responsibility- the landlord has to take care of things. Of course our students can’t relate to purchasing a house- but they can relate to owning a cell phone.- their prize possession !!!!!!! We need to help our students understand that “purchasing an education” is much more valuable than purchasing a cell phone.

2. Are your students ever “Stuck on an Escalator?”
Have you ever had students that were “stuck on an escalator?” They are just not motivated to get off the escalator and “take ownership”!

3. Encourage your students to become OWNERS!!!
We need to encourage our students from the very beginning to invest as an OWNER not simply a RENTOR!

4. How do we teach students to “take ownership?”
Make them aware of their purchase and its value.
Encourage them to take responsibility.
Put students in charge of their learning.

5. = An Expensive Purchase Big Bucks
Our students are making a VERY EXPENSIVE PURCHASE !!!!!!!!!! Probably the most expensive purchase they will ever make, next to a house someday.
What's the Price Tag for a College Education?
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Tuition is only one part of the cost of going to college. Other expenses range from meals to housing to bus passes. Learn how all these expenses add up to a college's "sticker price."
In its most recent survey of college pricing, the College Board reports that a "moderate" college budget for an in-state public college for the 2013–2014 academic year averaged $22,826. A moderate budget at a private college averaged $44,750. The average cost for one year at a community college is $ Of course, financial aid might help cover some costs, but it is good to know how they add up to a total "cost of attendance" figure provided by the college
How can they add value to their education throughout their 4 years?
Compare to a student’s education. Maintenance- grades, references or connections, Additions- extra-curricular, minors, etc. Theft Protection- guard against time stealers- friends, video games, facebook, twitter, etc.
4 Year College($91,304-in-state public)($179,000- private college)
2 years of Community College ($6,262)………College Board

6. Taking Care of Their Purchase
Maintenance
Additions
Protection

7. What is Responsibility?
Responsibility definition, the state or fact of being responsible, answerable, or accountable for something within one's power, control, or management

8. Encourage Responsibility through . . .
Effective Planning
Study Strategies
Critical Thinking
Accountability
Now, how can we help students take OWNERSHIP of this expensive purchase?
Ownership = Taking Responsibility through planning, using study strategies, critical thinking and being accountable

9. As a teacher, do you ever feel like this?
Let me throw out a rhetorical question. Have you ever had an irresponsible student? What are some of their excuses?
On the back of your card, write-down two or three excuses you have heard from your students over the years that has shown a lack of responsibility. We know many of you could write a book about them. But just write down 2 or 3, maybe the best you’ve ever heard. Share them with the person sitting next to you.
Tell them as soon as I ask the question, “Does this sound familiar?” On the count of ALL of you shout out at least one excuse.
Do you often feel like you are being bombarded by excuses like we just heard?
Now, let’s hear some of your best ones??????? Share
One of my best over the years was one of my students missed class and when I asked them why they said
“My boyfriends’ best friend’s girlfriend sprayed hairspray in his best friend’s eye and he had to go to the eye doctor, so I was the only one who could take him to the eye doctor that day and it was really bothering him a lot.
So what’s your response? When you hear all these excuses?
Talk to your neighbor about how you usually react?
Now, what can we do to teach them to plan effectively and make better choices.
Many have never been taught to take responsibility and think through their decisions. (Tim Elmore’s Generation iY)
How do you respond?

10. Effective Planning
Skills for effective planning: Organization, ability to think long term, time management.
Foundational Principles to support effective planning: Need discipline, proactivity, balance
Tim Elmore in his book called Artificial Maturity-Helping Kids Meet the Challenge of Becoming Authentic Adults, suggests that we “Enable them to take control of their lives, to BOSS their calendars. Allow them to set priorities and warn them that they will live with the consequences of their decisions. Help them become drivers, not passengers in life. Balance schedules and allow young people to ease into challenges that are beyond a parent’s ability to shelter them. Allow them to grow into adult responsibility and learn in safe places.
Now let’s think about what specific skills we need to teach for our students to become effective planners.
Turn to the person next to you and share one way you have or could encourage/promote organization, ability to think long term, and time
management within your class.
Then share ways we do it in the Bruckner Learning Center.
“Enable them to take control of their lives, to BOSS their calendars.” Tim Elmore

11. Skills for Effective Planning
Organization
Long-term
Thinking
Time Management
Let’s share some of your ideas. Ask a few to share from each group.

12. Time Management
Set priorities. Make appropriate choices. Maintain the proper perspective.
In the Bruckner Learning Center, we stress Time Management, through the use of planners- whether paper or electronic. Most students want to use their phones and that is fine. Whatever works!
But the most important points we stress are (1) Set priorities(2) Make appropriate choices. (For these two we hand out different scenarios and divide into groups and ask them what choices they would make based on what tasks they need to get done- then each group has to justify their choices. NEXT SLIDE
(3) Maintain the proper perspective.
In one of our classes, we show them this funny video clip about “priorities and perspective”.

13. It is Wednesday evening at 6pm and you have to make some choices.
Finish History Paper Due Thursday at 12:25pm
Go to dinner with friends
Season premiere of favorite television show at 9 PM
Study for Biology exam (Thursday 7:40am)
Call Home
Go to church service at 7 PM
Watch TV
Work on huge Government project that is due next Monday.
Get shopping done at Walmart
Update pictures on Facebook

14. Changing their Perspective
It is our job as educators to try to change their perspective on the value of an education and what their priorities should be while in college.

15. Active Listening Productive Reading Continuous Review Study Strategies
Some of the Skills for effective Study Strategies: Active Listening, Productive Reading, Continuous Review
On Handout: Active Listening- Make them aware that listening is a voluntary choice! Sit in the T-zone, take notes, make eye contact, ask questions.
Productive Reading- Encourage them to read text, take notes (compare book to lecture), how to study/read for your particular class.
Continuous Review- Actively review your notes within 24 hours after class. - Make, complete and/or use study guides.

16. Does this look familiar?
How interested do they look in this lecture? Do you see any missing study strategies?
Another way we can help our students take ownership is to introduce some study strategies.

17. Does this sound familiar?
“My Dad always said that a woman should never be President of the United States, so I guess I agree.”
“I don’t know why I believe in God, I’ve just always gone to church, so I do.”
“I’m voting for …… because my parents or friends are.”
Cutting roast because mom did – when someone asked why- she said I don’t know- Mom always does- so few days later she asked her mom- mom said because my pan was too small
This is where Critical Thinking comes in………………………………………

18. Critical Thinking Questioning and actively searching for answers
Analyzing information
Evaluating to draw conclusions or make decisions
Skills for effective Critical Thinking: Questioning and actively searching for answers, analyzing information, evaluating to draw conclusions or make decisions.
Activity: Turn to your neighbor and share one activity you do to promote critical thinking in your classes.
Ask several to share with the class.
We actually teach a lesson on Critical Thinking and put them in groups with topics to discuss and present to the class how they reached their conclusions.

19. Accountability Two are better than one. . .
Ecclesiastes 4:9-10
Two are better than one, because they have a good return for their labor: 10 If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up.
We actually have two classes that encourage accountability, a new class called Mentoring for first-time freshman which will be encouraging “accountability partners” and CLST 105 for upper classmen etc.
Ecclesiastes 4:9-10 Two are better than one, because they have a good return for their labor: 10 If either of them falls down, one can help the other up. But pity anyone who falls and has no one to help them up.

20. Accountability in the Classroom
Knowing what is expected - Syllabus
Creating a positive support system – Mentor/Tutor/Peer
Following through with commitments
Skills for effective Accountability:
Knowing what is expected,-follow their syllabus
creating a positive support system- as a professor, we can offer support- but we need to encourage students to go for tutoring, etc.,
**Ask for examples of their positive support system
following through with commitments- encourage students to finish what they start
Foundational Principles to support effective Accountability: Self-awareness, effective communication, self-advocacy

21. Put Students in Charge of Learning
Inspiring
Exploring

22. SatC
Dante, a senior at Dayton (Ohio) Early College Academy, agrees "One of the things they tell you here is to do what you love and love what you do," he says. "Having choices helps make that happen, even if it's just choosing the side you'll take in a classroom debate.“
This statement was made by a student at a school profiled recently for Students at the Center (SatC), an initiative of Jobs for the Future.
Putting Students at the Center February 28, 2013 | Volume 8 | Issue 11
The last tip we have for promoting ownership is to “put students in charge of their learning”. In a February 2013 article entitled Putting Students in Charge of their Learning teachers at specific schools were highlighted in the SatC project, which stands for Putting Students at the Center. This project encouraged initiative by building student choice into the school day. These teachers believe that students who have a say in their own learning are more invested in it. They also believe that more choices create more initiative.
All of these teachers had one thing in common- They put students in charge of their learning. Many of you probably do this, but specifically in the Bruckner Learning Center, one of the ways we try to do this by asking our students to make a personal Ownership Plan which outlines what specific steps they will follow to “take charge of their learning!”
We will be doing our students a HUGE favor if we teach them to take ownership of their education !!!!

23. Ownership Plan Questions
How will I get organized and keep up with my assignments? 
How will I make sure I wake up on time and go to class regularly?
How will I manage my time while I am in college? 
How will I be proactive, anticipate problems and plan ahead?
How will I balance school and social activities? 
What choices can I make in order to get the most out of my Liberty experience- academically, socially, and spiritually?

24. Preparing them to “Take Ownership” in the Real World

25. Collectively, one of the most important things we can teach our students is to . . . . . . . .
Take Ownership !!