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issues noncognitive issues Cautionary Notes We need to recognize our lack of expertise in this area. We need to insure students do not think we are experts. We need to find the right balance between compassion and tough love. Addressing Non-Cognitive Issues Encouraging Productive Persistence Introducing Students to College Culture Helping Students Feel They Belong in College

Helping Students Cope with Life Issues Encouraging Productive Persistence Have students watch Carol Dwecks presentation on fixed and growth mindsets: https://www.youtube.com/watch?v=ICILzbB1Obg Have students, working in groups write a oneparagraph summary of Dwecks argument. Encouraging Productive Persistence Faculty praise effort not ability. Encouraging Productive Persistence Short Writing Assignment In a short essay, a page or less, explain why it is that at this point in your life you are in a developmental writing class.

I rushed through the test. I had a hard time paying attention. I didnt work very hard in high school I didnt like all the reading I didnt know some words I had somewhere to go. I was tired. I was bored. I took all three tests in a half hour. I've been out of school a long time I didn't take high school seriously I'm a horrible writer.

I rushed through the test. I had a hard time paying attention. I didnt work very hard in high school I didnt like all the reading I didnt know some words I had somewhere to go. I was tired. I was bored. I took all three tests in a half hour. I've been out of school a long time I didn't take high school seriously My high school was terrible I was sick a lot during high

school My parents are not educated I lived in six foster homes when I was growing up Classes in my high school had more than 50 students My parents and friends used terrible grammar We were homeless and it was hard to study My mother never wanted me to go to college I was never asked to write in high school I rushed through the test. I had a hard time paying attention. I didnt work very hard in

high school I didnt like all the reading I didnt know some words I had somewhere to go. I was tired. I was bored. I took all three tests in a half hour. I've been out of school a long time I didn't take high school seriously My high school was terrible I was sick a lot during high school My parents are not educated I lived in six foster homes when I was growing up

classes in my high school had more than 50 students My parents and friends used terrible grammar We were homeless and it was hard to study My mother never wanted me to go to college I was never asked to write in high school Encouraging Productive Persistence Dealing with Unfamiliar Words Form students into groups of four or so. Ask each group to make a list of possible strategies when they are reading for dealing with unfamiliar words. After they report out, make sure they realize that looking up every unfamiliar word in a dictionary is an example of persistence that is usually not

productive. Earnings and Unemployment Rates by Educational Attainment Unemployment rate in 2013 (%) 3.4 4.0 5.4 7.0 7.5 11.0 2.2 doctoral degree 2.3

professional degree Median weekly earnings in 2013 ($) 1623 1714 masters degree 1329 bachelors degree 1108 associates degree

777 some college, no degree high school diploma less than diploma 727 651 472 Source: US Bureau of Labor Statistics, Current Population Survey Group Activity Ask students, working in groups of four,

to brainstorm a list of benefits of a college education that are not related to jobs or income. Compare the lists from the groups. Students persist productively Results of Group Activity: help my kids with their homework avoid feeling dumb around my husband's parents win money on Jeopardy

understand what I read in the paper avoid grammar mistakes be able to vote intelligently in elections be able to win arguments with my co-workers enjoy reading book Students master college behavior Students attend class, complete assigned readings, and turn in written assignments on time. Many of the ALP faculty are now using a point system to encourage successful college behavior. Students master college behavior Ask students to read pages 21-42 from Rebecca Coxs The College Fear Factor. Working in groups, ask them to write three paragraphs: 1. Summarizing Coxs points that they most agreed with.

2. Summarizing Coxs points that they dont agree with. 3. Describing several times when they have experienced fear similar to that Cox describes. Students master college behavior Students join the conversation. Faculty make frequent use of active learning. Students master college behavior Students join the conversation. Faculty make use of online resources such as chat rooms, discussion boards, and blogs. Students master college behavior Students join the conversation. Faculty give out two talking tokens to each student. Students master college behavior

Students join the conversation. Students learn to be active readers. Students master college behavior Students who need help are the least likely to seek it. Sometimes faculty can contrive an opportunity for a conversation. Students master college behavior Phone a Friend Students master college behavior Faculty development for ALP faculty should include familiarizing everyone with campus

resources. A roster of campus resources is a great idea. Students master college behavior syllabus withdrawal bursar office hours registration transfer major program school department dean appeal GPA incomplete

plagiarism FAFSA incomplete books on reserve probation pre-requisite certificate AA degree tutoring writing center composition essay paper WebCT Students feel they belong in college The structure of ALP contributes greatly to this goal. 1. Students are in a college course. 2. Backward curriculum design helps avoid a

classroom experience that replicates sixth grade. 3. The physical set-up of the room can help. Students feel they belong in college Faculty design the class to encourage students to get to know each other. 1. The small class size promotes this. 2. Students can be asked to interview each other. 3. Asking students to work in groups facilitates this. Students successfully cope with life problems 14. Students avoid being derailed by life issues Faculty strive to create a classroom atmosphere in which students feel comfortable talking about issues they are experiencing. Sometimes these discussions with the entire class are what a student feels most comfortable with. Sometimes a one-on-one discussion with a student is the preferable format for discussing

these issues. Students successfully cope with life problems Rapid interventions will sometimes be necessary to prevent students from giving up. Students successfully cope with life problems Plan B Students successfully cope with life problems Mini-Research Paper on Personal Finances Choose one of the following topics. Search the web for information about one of the following topics. After youve gathered some information, think about the topic until you arrive at a point you could argue to your classmates about the topic. Write a one-pager in which you attempt to convince your

classmates to agree with you. Possible topics: the new Pell Grant rules the pros and cons of taking out a student loan the pros and cons of taking out a payday loan the pros and cons of getting a credit card is making a budget worth the time it takes? any other topic dealing with personal finance Why We Use Reading/Writing Projects in ALP Assisting students as readers. Assisting students as writers. Assisting students as thinkers. Assisting students as active learners. Addressing non-cognitive issues. The Marshmallow Project

Activity 1 The Marshmallow Video Watch the following video, which is a re-enactment of a famous experiment conducted by Walter Mischel at Stanford University back in the early 1970s. http://www.youtube.com/watch?v=Yo4WF3cSd9Q Reading/Writing Projects 1. The Marshmallow Test 6. The American Dream 2. Choosing a Career 7. Between the World and Me (Ta-Nehisi Coates) 3. Grit

8. Who Should Go to College? 4. Mindsets 9. What is Art? 5. Education and Equity 10. The Immortal Life of Henrietta Lacks [email protected] ty m n a r u g o o C e

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