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The Road to Success

Prezi presented at NACADA conference June 2013
by

Melina De Dijn

on 28 October 2013

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Transcript of The Road to Success

The road to success
Study skills track
Individual discussion with student about his/her exam results obtained in the fall semester (= September - December) at the start of the spring semester (= January - June)
Invitation to fill out STUVA (= diagnostic test)
W1
W3
Individual discussion of diagnostic test with advisor
Information about study-skills sessions
First group session: time-management and concentration
W2
W4
W6
Second group session: Exploring courses and structuring texts
W5
Third group session: Analysis and making connections
Fourth group session: Memory
Individual assignment
W7
W8-9
Easter holiday: individual assignment
Fifth group session: exam strategy
W 10
W 11 - 15
Individual appointment with instructor
Individual counseling and peer support
"The Quality of Motivation Matters"
(Vansteenkiste et al., 2009)
"good quality motivation group" = "the most optimal learning pattern"
Good quality = wanting to do something (vs. feeling obligated)
"Enhancing student learning through separate
study skills courses is ineffective." (Wingate, 2006)
Program-specific sessions by experts in the field of study
"What [...] research suggests is that if we want students to develop abstract reasoning skills, they need to begin from concrete experience that makes sense in the world they already inhabit." (Cottrell, 2001)
Focus on the task at hand and hands-on approach
Peer support
Different forms of counseling
Task at hand
Program-specific track by experts in the field of study
Hands-on approach
How?
Study skills programme
Individual discussion with student about his/her exam results attained in the fall semester (= September - December) at the start of the spring semester (= January - June)
Invitation to fill out STUVA-test
W1
W3
Individual discussion of test-results with counselor and introduction of study-skills sessions
First group session: time-management and concentration
W2
W4
W6
Second group session: Orientation and structure
W5
Third group session: Analysis and linking
Fourth group session: Memory
Individual assignment
W7
W8-9
Easter holiday: individual assignment
Fifth group session: exam strategy
W 10
W 11 - 12 - 13
Individual counseling
Individual motivational session:

Focus on alterable problems, i.e. problems in process of studying vs. IQ

Student is invited to determine the problems with regard to his/her own study strategies
Peer support:
Students are asked to make a deal (e.g. a bet with a fellow student) about remaining attentive to skills of timemanagement and concentration throughout the semester
Hands-on + task at hand:
A piece of course material is used to practice structuring (using colors, symbols, etc.) a text.
Hands-on + task at hand
= Analyzing a chapter of a course in great detail
Hands-on + task at hand:
Using the table of contents to link up different chapters/paragraphs in a course
Analysis of the method for memorizing used by a fellow student + exploration of ways to optimize that process
Task at hand: Studying for a mock exam with focus on the study skills that were insufficiently used before.
Programme-specific:
Approach to different types of exams, e.g.:

1. Linguistics = application of methods of analysis
2. Literature = focus of memory work and linking up different authors/periods/etc.
3. Language = strategic vocabulary studying and analysis of FMM for grammar

Task at hand:
Analysis of a fellow students' exam essay + suggestions for improvement
Invitation = focus on wanting vs. obligation
Room to improve
"I use the skills that I learnt in the sessions". - 4.3
"I use the skills for courses that weren't specifically mentioned in the sessions." - 4.5
"I use the journal provided by the instructor." 50% never - 50% sometimes
"I learnt a lot from the checklists for self-assessment." - 3.9
Scores: 1 = totally do not agree - 6 = totally agree
Opportunities
+ drop-out (42 % of students)
Possible new lay-out of the track
Individual session with instructor to discuss exam results and invitation
W1
W3
Individual discussion of diagnostic test
Introduction of the study track
Intensive week: introduction of all relevant study skills
W2
Studying a specific course in group together with instructor + explicitation of study-skills used while studying
W4, 5, 6 and 7
Studying courses of students' own choice with instructor present
W 10, 11, 12 and 13
+ some study-skills are introduced too late
Week 8 & 9 Easter holiday
Transfer?
Track materials?
Melina De Dijn
Study advice center at Faculty of Arts (KULeuven)
Academic year 12-13: evaluation of the track
1. Satisfaction: e.g. overall satisfaction: 5 (1 totally do not agree - 6 totally agree)
2. Link with exam results: in September
References:
Cottrell, S. (2001) Teaching study skills and supporting learning, Basingstoke : Palgrave Macmillan.
Wingate, U. (2006) Doing away with study skills. Teaching in Higher Education, 11 (4), 457-469.
Vansteenkiste, M. et al. (2009) Motivational Profiles From a Self-Determination Perspective: The Quality of Motivation Matters. Journal of Educational Psychology, 101(3), 671–688.
http://www.selfdeterminationtheory.org/theory

Invitation = focus on wanting vs. obligation
Individual motivational session:

Focus on alterable problems, i.e. problems in process of studying vs. unalterable problems like IQ.
Peer support:
Students are asked to make a deal (e.g. a bet with a fellow student) about remaining attentive to skills of timemanagement and concentration throughout the semester
Task at hand: Studying for a mock exam with focus on the study skills that were insufficiently used before.
Program-specific:
Approach to different types of exams, e.g.:

1. Linguistics = application of methods of analysis
2. Literature = focus on memory work and linking up different authors/periods/etc.
3. Language = strategic vocabulary studying and analysis of FMM for grammar

Hands-on:
Analysis of a fellow students' exam essay + suggestions for improvement
(How) Can We Enhance Student Success by Improving Study Skills?
January - June
Journal and checklists
good quality motivation group
high quantity motivation group
poor quality motivation group
low quantity motivation group
Motivation groups
= high autonomous, low controlled
= high autonomous, high controlled
= low autonomous, high controlled
= low autonomous, low controlled
Full transcript