1. David MCCONNELL, North Carolina State University With contributions from: David Budd, University of Colorado at Boulder; Ann Bykerk-Kauffman, California State University, Chico; Lisa Gilbert, Williams College; Megan Jones, North Hennepin Community College; Catharine Knight, University of Akron; Katrien Kraft, Mesa Community College; Matthew Nyman, University of New Mexico; Dexter Perkins, Jaakko Putkonen, and Ronald Matheney, University of North Dakota; Jennifer Stempien, Washington and Lee University; Tatiana Vislova, SUNY Oneonta; Karl Wirth, Macalester College Designing your course and assignments to drive student motivation and learning This material is based upon work supported by the National Science Foundation under grants 0914404 and 1022917.

2. GARNET: Geoscience Affective Research Network Educational psychology research reveals that student adoption of cognitive strategies may be influenced by affective factors such as motivation, attitudes, feelings and emotions. Students leaving STEM fields often cite affective factors such as loss of motivation or interest in topic or development of interest in another field 2. 1 Ormond, J., 2006, Essentials of Educational Psychology; 2 Seymour & Hewitt, 1997, Talking about leaving: Why undergraduates leave the sciences. Cognitive Domain Addresses inaccurate student conceptions and learning skills. Typically addressed through a variety of pedagogical interventions. Affective Domain The feelings, emotions, and general moods a learner brings to a task or that are generated in response to a task 1.

3. GARNET: Geoscience Affective Research Network Principal reason students leave STEM disciplines 1 : Students became unmotivated as they lost the feeling that STEM disciplines were interesting or enticing; Students became more interested in other majors. Student Affect Student Performance and the Affective Domain 2,3 : Student adoption of effective cognitive strategies is either limited or promoted by affective factors Student performance in introductory science courses was strongly correlated to self-efficacy 1 Seymour and Hewitt (1997); 2 Vanderstoep et al. (1996); 3 Zusho et al. (2003)

4. GARNET: Geoscience Affective Research Network Hypotheses: The affective domain is a major control on student learning. What we do in our classrooms can significantly change students’ affective behavior. GARNET Project First data of its kind to compare a diverse array of student values, beliefs, and learning strategies across multiple general education geoscience courses. Goals: To use a common instrument (MSLQ) to investigate how aspects of the affective domain vary for students in physical geology courses at multiple institutions. Identify if and how those aspects vary with instructor, learning

5. GARNET: Geoscience Affective Research Network Participating Institutions

6. GARNET: Geoscience Affective Research Network Motivated Strategies for Learning Questionnaire CategoriesSubcategoriesSubscales (# of questions) Motivation Scales Value Intrinsic goal orientation (4) Extrinsic goal orientation (4) Task value (6) Expectancy Control of learning beliefs (4) Self-efficacy (8) AffectTest anxiety (5) Cognitive Scales Cognitive strategies Rehearsal (4) Elaboration (6) Organization (4) Critical thinking (5) Metacognitive strategiesMetacognition (12) Resource Management Time/study management (8) Effort regulation (4) Peer learning (3) Help seeking (4) 3 Pintrich, P.R., Smith, D.A.F., Garcia, T., and McKeachie, W.J., 1991, NCRIPTL Report 91-B-004 Motivated Strategies for Learning Questionnaire 3 (MSLQ) used to investigate how aspects of the affective domain varied for students. MSLQ Instrument

7. GARNET: Geoscience Affective Research Network For each subscale, students are asked to rate the subscale statements on a 7-point scale where 1 = Not at all true of me to 7 = Very true of me. The example below is the Intrinsic Goal Orientation subscale (= student’s perception of why he/she is engaging in a task). Higher scores indicate an approach to learning with emphasis on challenge, curiosity, and mastery. MSLQ Instrument In a class like this, I prefer course material that really challenges me so I can learn new things. 1 2 3 4 5 6 7 In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn. 1 2 3 4 5 6 7 The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible. 1 2 3 4 5 6 7 When I have the opportunity in this class, I choose course assignments that I can learn from even if the don’t guarantee a good grade. 1 2 3 4 5 6 7

8. GARNET: Geoscience Affective Research Network Key Finding 1 Overall trends are similar across institutions, especially institutions of similar type Shift in student motivations and learning strategies over a single semester. Determined by paired t-test for each institution. Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01.

9. GARNET: Geoscience Affective Research Network Key Finding 1 Overall trends are similar across institutions, especially institutions of similar type Shift in student motivations and learning strategies over a single semester. Determined by paired t-test for each institution. Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01. No change or decline in eleven subscales, including all motivation scales. Consistent increases in only two subscales (rehearsal, peer learning). Results consistent with previous research on science courses.

10. GARNET: Geoscience Affective Research Network Key Finding 2 Differences occur between different instructors at the same institution Summary of the shift in student scores over a single semester, for individual instructors at research institutions. Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01. Direction of arrow indicate direction of shift in MSLQ score (down= decrease in score; up=increase in score)

11. GARNET: Geoscience Affective Research Network Key Finding 2 Differences occur between different instructors at the same institution Summary of the shift in student scores over a single semester, for individual instructors at research institutions. Black arrow indicate significant with alpha of 0.05, red arrows indicate strongly significant with alpha of 0.01. Direction of arrow indicate direction of shift in MSLQ score (down= decrease in score; up=increase in score) More student- centered classes have fewer declines

12. GARNET: Geoscience Affective Research Network Key Finding 3 Self-efficacy is the most important affective factor in determining grade Student performance is most strongly correlated with score on the self-efficacy for learning and performance subscale.

13. GARNET: Geoscience Affective Research Network Key Finding 3 Self-efficacy is the most important affective factor in determining grade Self-efficacy is a better predictor of performance than SAT, GPA, or GCI scores

14. IG EG TV CB SE TA RR EE OO CT MC TS ER PL HS Post-Course Correlations for MSLQ High >0.5 High >0.5 Medium 0.3- 0.5 Strong Correlation Weak Correlation GARNET: Geoscience Affective Research Network Self-Efficacy correlates strongly with Intrinsic Goal Orientation Task Value Control of Learning Beliefs

15. GARNET: Geoscience Affective Research Network Performance expectations on assigned tasks Judgment about ability & confidence to perform tasks Self-efficacy for Learning and Performance I believe I will receive an excellent grade in this class.1 2 3 4 5 6 7 I am confident I can understand basic concepts taught in this course.1 2 3 4 5 6 7 Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class. 1 2 3 4 5 6 7 I’m confident I can do an excellent job on the assignments and tests in this course. 1 2 3 4 5 6 7 Examples

16. GARNET: Geoscience Affective Research Network Performance expectations on assigned tasks Judgment about ability & confidence to perform tasks Self-efficacy for Learning and Performance I believe I will receive an excellent grade in this class.1 2 3 4 5 6 7 I am confident I can understand basic concepts taught in this course.1 2 3 4 5 6 7 Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class. 1 2 3 4 5 6 7 I’m confident I can do an excellent job on the assignments and tests in this course. 1 2 3 4 5 6 7 Examples Teaching Strategies: Use formative assessments to confirm student understanding. Promote mastery of challenging tasks through small-group activities. Use rubrics to define the quality of work expected from students. Provide feedback and multiple opportunities to complete assignments. Show students examples of successful peer models (e.g., as class tutors). Rewards should be greater for more challenging tasks, few penalties for errors.

17. GARNET: Geoscience Affective Research Network Outcomes are contingent on student effort Time and study strategies control performance Control of Learning Beliefs If I study in appropriate ways, then I will be able to learn the material for this course. 1 2 3 4 5 6 7 It is my own fault if I don’t learn the material for this course.1 2 3 4 5 6 7 If I try hard enough, then I will understand the course material.1 2 3 4 5 6 7 If I don’t understand the course material, it is because I didn’t try hard enough. 1 2 3 4 5 6 7 Examples

18. GARNET: Geoscience Affective Research Network Outcomes are contingent on student effort Time and study strategies control performance Control of Learning Beliefs If I study in appropriate ways, then I will be able to learn the material for this course. 1 2 3 4 5 6 7 It is my own fault if I don’t learn the material for this course.1 2 3 4 5 6 7 If I try hard enough, then I will understand the course material.1 2 3 4 5 6 7 If I don’t understand the course material, it is because I didn’t try hard enough. 1 2 3 4 5 6 7 Examples Teaching Strategies: Model effective learning strategies in class. Explain that effort often has greater impact on performance than prior ability. Solicit feedback on course practices (GIFT technique) and adjust accordingly. Provide students with opportunities to make choices about nature of assignments, classroom rules, due dates, character of grading rubric, etc. Show students examples of papers or projects earning high and low grades so that they can see what is valued.

19. GARNET: Geoscience Affective Research Network Student beliefs about usefulness and/or importance of course material Task Value I think I will be able to use what I learn in this course in other courses.1 2 3 4 5 6 7 I am very interested in the content area of this course.1 2 3 4 5 6 7 I think the course material in this class is useful for me to learn.1 2 3 4 5 6 7 Understanding the subject matter of this course is important to me.1 2 3 4 5 6 7 Examples

20. GARNET: Geoscience Affective Research Network Student beliefs about usefulness and/or importance of course material Task Value I think I will be able to use what I learn in this course in other courses.1 2 3 4 5 6 7 I am very interested in the content area of this course.1 2 3 4 5 6 7 I think the course material in this class is useful for me to learn.1 2 3 4 5 6 7 Understanding the subject matter of this course is important to me.1 2 3 4 5 6 7 Examples Teaching Strategies: Collect information on student interests and design activities related to those topics. Create assignments based around current events or emotionally charged events. Make explicit reference to relevance of learning tasks and skills for future professional or personal goals. Vary the character of tasks to match different student learning styles and sustain student interest. Provide sufficient and support to ensure students have a chance to complete the task successfully.

21. GARNET: Geoscience Affective Research Network Student’s perception of why she is engaging in a task. Learning driven by need for challenge, mastery. Intrinsic Goal Orientation Examples In a class like this, I prefer course material that really challenges me so I can learn new things. 1 2 3 4 5 6 7 In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn. 1 2 3 4 5 6 7 The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible. 1 2 3 4 5 6 7 When I have the opportunity in this class, I choose course assignments that I can learn from even if the don’t guarantee a good grade. 1 2 3 4 5 6 7

22. GARNET: Geoscience Affective Research Network Student’s perception of why she is engaging in a task. Learning driven by need for challenge, mastery. Intrinsic Goal Orientation Examples Teaching Strategies: Encourage students to set their own learning goals and rank your course goals. Emphasize understanding rather than memorization of material. Highlight situational interest by demonstrating enthusiasm, featuring novelty, variety, creativity, or controversy in lessons. Have students role play in context of a lesson. Assign grades on basis of clear criteria, not norm-referenced grading. In a class like this, I prefer course material that really challenges me so I can learn new things. 1 2 3 4 5 6 7 In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn. 1 2 3 4 5 6 7 The most satisfying thing for me in this course is trying to understand the content as thoroughly as possible. 1 2 3 4 5 6 7 When I have the opportunity in this class, I choose course assignments that I can learn from even if the don’t guarantee a good grade. 1 2 3 4 5 6 7

23. Summary Improving student motivation can enhance student performance Focus on adopting strategies that will increase student – Self-Efficacy for Learning and Performance – Task Value – Intrinsic Goal Orientation – Control of Learning Beliefs GARNET: Geoscience Affective Research Network