1. Understanding the Developmental Education Student Developed by J. F. Agnich, Associate Professor of Mathematics Dean of the Natural & Applied Sciences Division NOVA, Loudoun The information about the CASP model of affective behavior was presented by Hunter Boylan Director of the National Center for Developmental Education, Appalachian State University, Boone, North Carolina

2. Hunter Boylan on Student Achievement  Students fail to do well in college for a variety of reasons, and only one of them is lack of academic preparedness.  Factors such as personal autonomy, self-confidence, ability, to deal with racism, study behaviors, or social competence have as much or more to do with grades, retention, and graduation than how well a student writes or how competent a student is in mathematics (Astin, 1977: Chickering. 1969; Higher Education Extension Service, 1992: Sedlacek, 1987).

3. Understanding the Developmental Education Student  Why do some students succeed while others struggle?  How can faculty best help those who struggle?  A growing body of research shows that student behaviors and habits make the difference between success and failure.  This research will be covered, and practical suggestions for faculty will be provided.

4. Who Are Developmental Students?  Those who are placed into remedial courses?  Those who take remedial courses?  Those who barely pass the placement test and go on to struggle in college credit courses?  Those who successfully complete a remedial course and move on to college credit courses?  Those who are not ready for college in some manner?

5. From “Academically Adrift” by Richard Arum and Josipa Roksa “Many students come to college not only poorly prepared by prior schooling for highly demanding academic tasks..., but— more troubling still—they enter college with attitudes, norms, values, and behaviors that are often at odds with academic commitment.” (page 3)

6. Bloom’s Affective Domain  Receiving: Listens to others  Responding: Participates, asks questions  Valuing: Sensitive to the needs of others  Organization: Recognizes the need for balancing competing demands  Internalizing Values (aka Characterization): Self-reliant, responsible, ethical, self-control, discipline, aware of one’s impact on others

7. Behaviors That Drive Us Crazy (from NVCC Math Faculty Survey)  Being late to class (the single most often mentioned item)  Being inconsiderate of others (talking, cellphones, noisy, no-shows for meetings,...)  Poor planning and organizing (unprepared, messy, ineffective work habits,...)  Not paying attention in class  No understanding of effort -> results -> reward

8. Focus on Affective Skills: The CASP Model  The CASP Model: C ompetence – A utonomy – S elf- Efficacy – P urpose  Six Facets:  Academic Competence  Operational Competence  Personal Autonomy  Instrumental Autonomy  Self-Efficacy  Purpose

9. The CASP Model  Academic Competence: The skills necessary to address academic tasks.  Attitude (13 th grade, entitlement,...)  Active classroom participation  Study skills (reading a textbook, study time management, test-taking,...)  Operational Competence: The skills necessary to address everyday tasks.  How to find the campus (or classroom, or...)  Where to go to register (or see a counselor, or...)  How to be punctual, to show up on time

10. The CASP Model  Personal Autonomy: The belief that there is a relationship between effort and outcomes.  Many students don’t believe there’s a connection.  They believe it’s out of their control (“Learned Helplessness”).  Instrumental Autonomy: The ability to make plans for reaching goals.  Look for teachable moments (e.g. “I’m late because it was raining and the traffic was bad.”)  Emphasize practice (sports, video games, music)  “What might you do differently next time?”

11. The CASP Model Self-Efficacy: The belief that one can perform required tasks at a level necessary for success.  Lack of role models  If self-efficacy is low, students will avoid responding, won’t try, will quit.  Here’s where the Instructor can make a big difference:  Take an interest in student as a person  Give them opportunities to succeed  Give specific and useful suggestions to improve  Praise effort, praise effort, praise effort,...  … but never neglect achievement (success = effort + achievement)

12. The CASP Model Purpose: A set of reasons and goals to be in college and to attain a credential or degree.  Help them see a connection between education and some desired future  This “connection” leads to higher persistence rates, and higher success rates

13. So, What Can We Do About It?  We have to teach the students we have (not the ones we wish we had)  Early and continued engagement is key  Spend some time going over basic expected behaviors – attendance, how to study, interaction with others, grit (stick-to-it-iveness)  Model, and reiterate, the behaviors you want to see in your students  Praise effort and achievement

14. NCDE Findings: Teach Learning Strategies  Back to affective behaviors: Many students don’t know how to learn.  Reinforce what they are taught in their SDV class. Emphasize self-monitoring, time management, resources that are available at the college, and productive behaviors.

15. Final Thoughts You make a difference. Your attitude toward your students and the things you do in class matter most. Get out of your comfort zone (rut?) and use a variety of ways to teach. Help your students learn productive behaviors in addition to the course material. Share your successes with your peers (and ask others to do the same).