business research methods fourth edition alan bryman & emma bell
Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.
-
Upload
abigayle-houston -
Category
Documents
-
view
217 -
download
3
Transcript of Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.
![Page 1: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/1.jpg)
TEACHER THE TEACHERLouis Cabuhat, Dean of EducationBryman College
Student Engagement – Unit Two
![Page 2: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/2.jpg)
“If you don’t know where you are going, any road will get you there”
- Richard S. Sagor
Connecting Your Actions to the TargetIMPROVED OUTCOMES
![Page 3: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/3.jpg)
• 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)
![Page 4: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/4.jpg)
• Unit One dealt with motivation
• Motivation is driven by emotion
• 60 minute face-to-face session (followed by)
• Online discussion forum
Recap
![Page 5: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/5.jpg)
Discussion ReCap of Motivation
Participants were asked; How can you tell if a student is motivated? These are some of the responses offered:
…[the student has a] smile on face – Meryl Harlow
…[the student is] active in the activities – Anthony Cervantes
…[the student accepts that] communication is the KEY to success – Ms. Lee
…student is on time and prepared - Alex Esparcia
…[the student makes] time to study – Rosemary Bautista
…[I turn to] attitudes, behavior and classroom performance with attendance and grades – Avic Magsaysay
![Page 6: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/6.jpg)
Drafting a Scale: MotivationWorst Needs Improvement As expected Above Expectations Best
` 1 2 3 4 5
Directions:Working in your groups, take a few minutes to discuss what an "as expected" rating (on a scale of 1 - 5) looks like. Remember to anchor your
discussion to our dynamic case: Susan. For example, if Susan were to meet your expectations on motivation, what would that look like to you? Using
this worksheet, draft one word adjectives or small sentences to explain what a 'motivated' Susan might look like. Think - Best case scenario!
Rating
Motivation
![Page 7: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/7.jpg)
Unit Two – Student Engagement
• Learners will be able to:
List at least one definition of student engagement
Weigh the benefits of student engagement on persistence
Adjust teacher responses to support student engagement
![Page 8: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/8.jpg)
Defining Student Engagement
• Many Descriptors such as:
• Involved
• Interested
• Connected
• A professor at Oklahoma City University, in helping to shed light on the topic of engagement, suggests “…that engagement implies there is something more; that it means going beyond what can be seen in the classroom” (Garrett, 2011, p. 3).
![Page 9: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/9.jpg)
↓ Engagement = ↑ Dropout Rate
• Ask yourself these questions: - Does a happy student involve themselves in
learning?
- Is a distracted student less interested in learning?
- Is a disengaged student less likely to connect with you?
If you answer ‘YES’ to any of these questions, be aware!
![Page 10: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/10.jpg)
The Influence of Emotions
Students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation
• Involved
• Interested
• Connected
If you are successful at assisting learners to manage their emotions, persistence is more likely.
Teachers create activities that allow for engagement!
![Page 11: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/11.jpg)
How do you lay the groundwork for engagement?
• Engagement improvement programs do work!
• Remember that a process of improvement is required – you lead the challenge!
• You’re not alone:
• Introduce a “Success Coach” into your class
• Seek assistance from student affairs
• Rely on the benefits of peer-support circles
![Page 12: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/12.jpg)
Reread Susan’s CaseSusan 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.
![Page 13: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/13.jpg)
Return to EduOs.net to continue addressing
Susan’s case anchoring your ideas to ENGAGEMENT
![Page 14: Louis Cabuhat, Dean of Education Bryman College Student Engagement – Unit Two.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e4c5503460f94b422ba/html5/thumbnails/14.jpg)
Reference ListAxelson, R. D., & Flick, A. (2011, January-February).Defining student engagement. Retrieved from http://www.changemag.org/Archives/Back Issues/2011/January-February 2011/student-engagement-abstract.html
Allen, I. H., & Lester, S. M. (2012). The impact of a college survival skills course and a success coach on retention and academic performance. Journal of career and technical education, 27(1), 8-14. Retrieved from http://www.eric.ed.gov/PDFS/EJ974495.pdf
Garrett, C. (2011, November). Defining, detecting, and promoting student engagement in college learning environments. Retrieved from http://kwantlen.ca/TD/TD.5.2/TD.5.2.5.Garrett_Student_Engagement.pdf
Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin.
Sparkman, L., Maulding, W. S., & Roberts, J. G. (2012). Non-cognitive predictors of student success in college. College student journal, 46(3), 642-652. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=5&hid=12