Building Hope In the Classroom - PowerPoint Presentation

Slide1

Building Hope In the Classroom

Connie Flick-Hruska:

Connie.Flick-Hruska@mcckc.edu

(816) 604-2252

Jim McGraw:

Jim.McGraw@mcckc.edu

(816) 604-2313

MCC-Longview April 10, 2015

Regional Assessment ConferenceSlide2

Agenda

Overview Hope theory and research

Was anyone present last year at our presentation? If so, did you do any Hope interventions at your campus?

Summary of Hope interventions

Student results

Quantitative

Qualitative

Instructor comments/feedback

Next steps

Summary and ClosingSlide3

Hope is...

Goal-directed thinking in which people perceive that they can produce routes to desired goals (pathways thinking) and the requisite motivation to use those routes (agency thinking) (Snyder, 1995).Slide4

The Core Beliefs of Hope

1. The future will be better than the present

2. You have the power to make it so

3. There are many paths to your goals

4. None of the paths are free from obstacles

Slide5

Hope and College Success

To prepare for

further discussion

on “Hope

”,

please

think about something

you

repeatedly do on the job to foster student Hope and discuss with a person nearby. Slide6

Research shows….

Hope predicts GPA and retention in college, and hope scores are more robust predictors of college success than high school GPA, SAT, and ACT scores.

From Hope, Academic Success, and the Gallup Student Poll by Shane J. Lopez 2009.Slide7

Additional research shows that hope:

Leads to a 12% gain in academic performance; a 14% bump in workplace outcomes; and a 10% boost in happiness

Propels you toward well-being and success

U

nderlies purpose-driven action

Is positively linked with health and longevity

Is NOT linked to income or IQ

CAN be learned and shared with others

Slide8

Pathways Score

: Ability to produce routes or pathways to desired goals

I can think of many ways to get out of a jam.

There are lots of ways around any problem.

I can think of many ways to get the things in life that are most important to me.

Even when others get discouraged, I knew I can find a way to solve the problem

Agency Score

: Motivation to use these routes or pathways

I energetically pursue my goals.

My past experiences have prepared me well for my future.

I’ve been pretty successful in life.

I meet the goals that I set for myself

Pathways score + Agency score = Total Hope Score

Hope Scale: 12 questions- 8 point Likert ScaleSlide9

MCC- Hope Pilot Intervention Spring 2014

14

faculty

volunteers

doing

a series of four interventions in some of their classes (a total of

24

class sections)

in disciplines such as Biology, College Orientation,

C

omputer

S

cience, Engineering, English, Math, Developmental Reading, Physics, Psychology) These brief in-class interventions intend to build hope in students to increase their persistence and raise their grade in the class.Pre and post assessments of Hope, and some longitudinal follow-up will assess impact of interventions Slide10

The interventions

were

timed to be at critical points in the

semester

three weeks into the semester,

midterm

or sooner at the discretion of the instructor,

the

last day to withdraw without academic assessment and

the

last week of classes.

The interventions involve goal setting, personal reflection, self monitoring, class interaction, instructor involvement, …..Slide11

Student- Key Quantitative Findings

Pre- Hope Assessment- About week 3 in the semester

Post-Hope Assessment- About week 15

N = 383

A broad cross section of classes and students from diverse populationsSlide12

Pre (week 3) and Post (week 15) differences (statistically significant!)

Mean Scores Pre- Intervention

Pathway = 25.76

(using resources)

Agency = 25.35

(self efficacy/confidence)

Hope = 51.12

(sum of Pathways and Agency)

Mean Scores: Post-Intervention

Pathways = 26.36

Agency = 26.01

Hope = 52.37Slide13

Correlations

Significant correlations

Positive relationship among 3 pre scores.

Positive relationship among 3 post scores.

Post Hope and grade in COLL 100

Positive relationship b/w Spring GPA & post Hope

Post agency and post Hope with credits earned*

No Significant Correlations between Hope and:

Gender

Campus

Ethnicity

Pell eligibility

Course

Age

Post pathway and credits earnedCredits completed* (seems contradictory?)Slide14

Student Comments: Agency(motivation)

When I started to get good grades that pushed me to keep getting good grades.

Told myself just one step closer!

Teachers

My grade was my motivation. I was nervous about how my grades would work and after seeing them, it proved to me that I can do this.

Acceptance of personal accountability forced me to understand the responsibility I have for my own successes, and placed appropriate pressure on me to keep my head above water.

Knowing that my attitude and hope actually affects how I do I’ve been focused on staying calm and trying harder than I did my first semester. And my grades

really

showed thisSlide15

Agency student comments cont’d

I found the motivation to stick with this class from my family and friends. I also took a mental picture of my life and examined what I want and want I need to do to reach my goals.Slide16

Student Comments: Pathways (tools and resources)

Used my book to get through homework obstacles and I used the girl sitting next to me for help

Talking to fellow classmates and teacher.

Asking

when I had a question. Doing all projects and using practice quizzes.

I overcame obstacles in this class by being persistent. The ability to keep trying and never giving up is key to success in the real world.

Library, teachers, and counselors.

A scheduler calendar!

Maturing and inventive study habits and understanding and acceptance of personal accountability helped me do well and overcome obstacles.Slide17

Pathways comments cont’d

Websites, tutoring center, textbook and my favorite instructor who taught me what to expect and helped me develop plans and was a source of encouragement and help.

I’m the first one in my family to make it in college so that really keeps me going.

I used the help of my peers in this class to help.

Read then interpret then come to class with at least 3 questions. Slide18

Student Comments: Overall Hope

In future classes I will look ahead at my assignments and try to make at least one friend in each class for help.

Don’t give up just because of one bad grade. Stick with it and learn how you can adjust yourself to the exams and projects.

Procrastination is a very bad thing. And college requires more effort. Basically, I learned two key elements in succeeding in college!

Keep adapting and changing in accordance to the random changes of life, while maintaining the idea that we are in control of what we make of the mess.

The more professors on campus understand HOPE, the more they can help students develop pathways tailored to their specific class.Slide19

Student Comments: HOPE cont’d

Other teachers don’t seem to care about how well a student is doing. Maybe if more teachers got involved and asked for feedback instead of lecturing and assigning and never offering help or hope for the student I could be more successful in future classes.Slide20

Instructor- Qualitative feedback

Instructors have been touched by the interventions and feel they are teaching in a different environment. One stated that “due

to what

has

been a high touch approach there is an increase in the

connectedness of

the class and because the students know that I

care

how they are doing and

want

to

keep

them there they seem to be trying harder. One student even wrote in a comment that she comes

to class

because she knows that it matters to me”.  A faculty member shared that this pilot has started her thinking “how do I change what I do to help my students? I am going to quit punishing them for the skills they don’t have and teach them how to do it”  Another said “the students do not know what to do. We expect them to know but they don’t”. Faculty said they are now thinking about how to create pathways for students.Slide21

Instructor Qualitative Feedback

The faculty agreed they are creating moments that students will remember and that the students resonate with what they are sharing.

“My

class is at a different level now and

I sense

that

my

students want to work hard so that I

will be proud of them. T

he

interventions made

me

a real person to

my students”.Another said “we accomplish so much more when we become real people to them and not just instructors”.“The hope project gave me the opportunity to make connections with students and to know more about what they needed and how to make the class more productive for them. You have to help them find pathways—put it right out there for them so that they think about it and talk about it”.Slide22

Instructor Qualitative Feedback

“In

the past I

saw lots of students with problems but felt like I

had nothing to offer

them.

N

ow

with hope theory I

can help them to take ownership and take control and

help

them to find resources and ways to overcome problems and succeed. There is more I could give to students. I could teach them to set goals and take control over their life and overcome obstacles.”The hope pilot “allows the student to own their performance. They are writing down what they will do” As we talked about what each of them was doing it was noted that “students will have a unique and meaningful experience in each class because of what that faculty member does with the intervention. Each faculty member will tap into their own strengths to make the interventions unique and meaningful. Each faculty person has found a way to be authentic with the same content”. All of the faculty are using their expertise in their content area to help students create/use pathways in their specific class.Slide23

Future Plans

The HOPE project continued for the Fall 2014 semester with 6 faculty returning from Spring 2014 and 7 new faculty participating. This data is being analyzed now

.

The Hope project continues this Spring 2015 semester with 10 Faculty using it in 21 sections with 497 students

We plan to use StrengthsQuest terminology in the Fall 2015 Hope interventions

We will explore embedding the Hope project into all Coll 100’s. It was a part of our Focus grant Coll 100’s in Fall 2014 and we will be looking at their data.Slide24

Closing thoughts

Please take a few movements with people nearby and discuss how you could use Hope Theory in your own work setting?

We will stay around after the session and brainstorm with anyone who has questions, reactions, or suggestions.

We will share, via email, all of our intervention handouts and associated materials we have createdSlide25

Primary Resources

Making Hope Happen: Creating the Future You Want for Yourself and Others

, 2013,

Shane J. Lopez, Ph.D.

Hope, Academic Success, and the Gallup Student Poll

, 2009, Shane J. Lopez, Ph.D.