QUALITY ENHANCEMENT PLANSACSCOC Reaffirmation Requirement

ESSENTIAL CHARACTERISTICS• Focus on improving student learning• New initiative; not something we’re already doing• Potential to make broad impact or be “transformational”• Financially sustainable• Yield measurable results (“assessable”)

QEP 2013: QEP 2013: Topic DevelopmentTopic Development

from from Learning to Learn Learning to Learn to to Developing Learning PowerDeveloping Learning Power

1. Gather input from the college Fall 2010

2. Research topics & courses of action

Winter 2011

3. Share results & select topic Spring 2011

4. Develop a topic focus Fall 2011

5. Prepare for implementation of plan Spring 2012

6. Pilot the plan Fall 2012

QEP DEVELOPMENT PROCESSQEP DEVELOPMENT PROCESS

QEP 2013QEP 2013

Topic Topic Development Development

TeamsTeams

TOPIC DEVELOPMENT TEAMS

FOCUS TEAMFOCUS TEAM

Gary Duke

Gabe Edgar

Carol Kent

Patrick Moore

Clive Siegle

Becki Williams

RESOURCE TEAMRESOURCE TEAM

Zarina Blankenbaker

Mary Jo Dondlinger

Mary Frances Gibbons

Janet James

Carole Johnson

Fonda Vera

What is LEARNING TO LEARN?

Guiding question:Guiding question:What do we want to see in What do we want to see in our students that we aren’t our students that we aren’t

seeing enough of now?seeing enough of now?

FALL 2010 SURVEY RESULTSFALL 2010 SURVEY RESULTS

Which area of student learning Which area of student learning might Richland improve?might Richland improve?

using self-direction, responsible risk-taking, adaptability, and lifelong

learning to effectively manage one's life skills,

including time and money

Which area of student learning Which area of student learning might Richland improve?might Richland improve?

Open-ended ResponsesOpen-ended Responses

Which area of student learning might Richland improve?

Open-ended ResponsesOpen-ended Responses

“Many students need to have a better idea of what their goals are and what it takes to achieve them, in order to figure out a strategy or plan and follow through with it.”

Personal Responsibility

Many students “think they’re still at a high school level and therefore they come with terrible habits into

their college career.They are not learning. They are

just ‘passing’ their courses.”

~ Richland student

“I know that we want to expect more of our students and motivate them to achieve and succeed at

the highest level possible. However, if you carefully examine

the majority of our student population, personal responsibility

and self-motivation are lacking. Let’s find a way to teach these to

them.”

“More disciplining of students in class. I am here to learn, not hear other students talking, texting, on

the cell phone.”

~ Richland student

“If students can become more self aware and realize their potential and what they can accomplish,

this might also help with retention.”

Which area of student learning might Richland improve?

Open-ended ResponsesOpen-ended Responses

“Student Engagement/Self-directed Learning:

Students and faculty need to interact, discuss the theory for

example, as opposed to passively listening to the instructor pointing

out facts and working out problems.”

Better Teaching

“I think that students don’t really learn very well when they are simply lectured at for hours a week, and that some kind of

interactive learning would greatly benefit the majority of students.”

“Allowing the students to take part in discussions relevant to the class and their own lives puts the lesson in perspective and makes it more

interesting.”

“Evaluate how classes are taught and the effectiveness of teaching

methods. Ask questions like

‘why are we teaching this?’, ‘why are we teaching this way?’, and ‘how can we teach this better?’.”

“Some teachers are not good. They talk to the board all day

long.”

FROM TOPICFROM TOPIC

TO FOCUSTO FOCUS

What is Learning to Learn?

Learning:

acquiring new or modifying existing

knowledge, behaviors, skills, values

Learning:

acquiring new or modifying existing

knowledge, behaviors, skills, values

Learning to learn:

developing the dispositions or habits of mind that enable

learning

Learning to learn:

developing the dispositions or habits of mind that enable

learning

•Learning Competence•Learning Power•Intellectual Character•Learning Ethos

•Learning Competence•Learning Power•Intellectual Character•Learning Ethos

•Learning Competence•Learning Power•Intellectual Character•Learning Ethos

•Learning Competence•Learning Power•Intellectual Character•Learning Ethos

But what is that?

PAIR READ ACTIVITYPAIR READ ACTIVITY

Capture in one sentence Capture in one sentence

how the trait might contribute how the trait might contribute

to student learningto student learning

a sense of oneself as a sense of oneself as someone who learns someone who learns

and changes over time; and changes over time; the opposite is being the opposite is being

“stuck and static”“stuck and static”

a sense of oneself as a sense of oneself as someone who learns someone who learns

and changes over time; and changes over time; the opposite is being the opposite is being

“stuck and static”“stuck and static”

the disposition to want to the disposition to want to “get beneath the surface”; “get beneath the surface”;

the opposite is being the opposite is being “passive”“passive”

the disposition to want to the disposition to want to “get beneath the surface”; “get beneath the surface”;

the opposite is being the opposite is being “passive”“passive”

making connections and making connections and seeing that learning seeing that learning

“matters to me”; “matters to me”; the opposite is simply the opposite is simply

“accumulating “accumulating information”information”

making connections and making connections and seeing that learning seeing that learning

“matters to me”; “matters to me”; the opposite is simply the opposite is simply

“accumulating “accumulating information”information”

risk-taking, playfulness, risk-taking, playfulness, imagination, and intuition; imagination, and intuition;

the opposite is being the opposite is being ““rule-bound” or “rigid”rule-bound” or “rigid”

risk-taking, playfulness, risk-taking, playfulness, imagination, and intuition; imagination, and intuition;

the opposite is being the opposite is being ““rule-bound” or “rigid”rule-bound” or “rigid”

learning with and from learning with and from others and also being others and also being able to learn alone; able to learn alone; the opposite is being the opposite is being

either “isolated” or “over-either “isolated” or “over-dependent”dependent”

learning with and from learning with and from others and also being others and also being able to learn alone; able to learn alone; the opposite is being the opposite is being

either “isolated” or “over-either “isolated” or “over-dependent”dependent”

Dispositions of Learning PowerDispositions of Learning Power

changing & learningchanging & learning

critical curiositycritical curiosity

meaning makingmeaning making

creativitycreativity

learning relationships learning relationships oror interdependence interdependence

strategic awarenessstrategic awareness

resilienceresilience

being aware of one’s being aware of one’s thoughts, feelings, and thoughts, feelings, and

actions as a learner and actions as a learner and using that awareness to using that awareness to

plan and manage plan and manage learning processes; learning processes; the opposite is being the opposite is being

“robotic”“robotic”

being aware of one’s being aware of one’s thoughts, feelings, and thoughts, feelings, and

actions as a learner and actions as a learner and using that awareness to using that awareness to

plan and manage plan and manage learning processes; learning processes; the opposite is being the opposite is being

“robotic”“robotic”

the orientation to the orientation to persevere in the persevere in the

development of one’s development of one’s own learning and to own learning and to

relish challenge; relish challenge; the opposite is being the opposite is being

“fragile” and “dependent”“fragile” and “dependent”

the orientation to the orientation to persevere in the persevere in the

development of one’s development of one’s own learning and to own learning and to

relish challenge; relish challenge; the opposite is being the opposite is being

“fragile” and “dependent”“fragile” and “dependent”

DevelopingDeveloping LEARNING POWER LEARNING POWER

How does it work in How does it work in PRACTICEPRACTICE??

Are there small things we can do

that will make a big difference?

PRACTICESPRACTICES for Developing Learning Powerfor Developing Learning Power

Question Formulation Technique

Creating a Culture of Thinking

Making Learning Visible Teach students to ask

their own questionsTeach students to ask

their own questions

Change the way we talk about learning

---------------

“Learning is a consequence of thinking”

Change the way we talk about learning

---------------

“Learning is a consequence of thinking”

Eportfolio learning---------------

Establish thinking routines

Eportfolio learning---------------

Establish thinking routines

DevelopingDeveloping LEARNING POWER LEARNING POWER

World wide World wide successessuccesses

DevelopingDeveloping LEARNING POWER LEARNING POWER

What happens next?What happens next?

QEP 2013: Developing Learning Power

Who will be involved?

QEP 2013: Developing Learning Power

What will be involved?

QEP 2013: Developing Learning Power

What can I do now?

MORE TO COME IN SPRING 2012MORE TO COME IN SPRING 2012Stay Tuned:

DEVELOPING LEARNING POWERDEVELOPING LEARNING POWER