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Subject:

Re: tutor training activity

From:

Frances Yockey <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Wed, 17 Sep 2003 15:10:57 -0700

Content-Type:

TEXT/PLAIN

Parts/Attachments:

Parts/Attachments

TEXT/PLAIN (163 lines)

Please reply to the whole list as this sounds like a wonderful object
lesson for tutors.

        "You can accomplish a lot if you don't care
         who gets credit for it."    Myles Horton

Frankie Craig-Yockey
Learning Skills Specialist/Tutor Coordinator
Commons, Room 310
Academic Assistance Programs
University of Idaho
Moscow, Idaho  83844-2537
(208)885-7641 or (208)885-6307
email:  [log in to unmask]

On Wed, 17 Sep 2003, Crockett, Anna wrote:

> Greetings,
>
> Last year I used a terrific activity for tutor training - I believe it was
> called "Say It Once."  It involved giving tutors a square of paper and
> reading a set of directions telling them what to do with it (fold at a
> specific point, etc.). The directions were very convoluted, and I could see
> the frustration building as tutors fell behind, got lost, etc.  Several just
> gave up entirely, and only one got it right!  Although I read the directions
> twice, tutors were not allowed to ask questions.  It provided a valuable
> springboard for discussing how students experiencing difficulty with course
> material feel, and what strategies are effective in helping students gain
> understanding.  Unfortunately, I can't find the instructions and would very
> much like to use this exercise again - help!
>
> Thanks,
> Anna
>
> Anna Crockett
> Director, Miller Academic Center
> 215 Carroll Hall
> Virginia Military Institute
> Lexington, VA  24450
> phone: 540-464-7769
> fax: 540-464-7798
>
>
> -----Original Message-----
> From: Ronald C. Williams [mailto:[log in to unmask]]
> Sent: Friday, September 12, 2003 11:00 AM
> To: [log in to unmask]
> Subject: Resources on College Student Motivation
>
>
> Dear Colleagues,
>
> I did not receive a great deal of feedback from my question regarding
> resources on motivation but here is what I have for those of you who asked
> me to post it.
>
> Ron
>
>
> ....................................................................
> Ron,
>
> As you know the reasons for low student motivation are manifold. But one
> reason for low achievement is that many students suffer from "learned
> helplessness" -- they have "learned" that their efforts to learn are
> nonproductive and therefore do not practice the learning behaviors that
> successful students employ.  But if unmotivated students can be shown the
> clear evidence that certain grade getting practices will work for them,
> they can be motivated to  become more adept learners.  Please see
> the  Bliss/Mueller paper at www.sbi4windows.com
>
> Regards,
>
> Gene Kerstiens
> Andragogy Associates
> 310. 326-5819
>
> .......................................................................
> My colleague, Dr. Carmy Carranza, has done extensive work with the
> topics of developmental students and motivation, including a text:
> "Listen to What Students Say" by Kendall-Hunt Publishers, 2000. Here's
> her contact information:
> [log in to unmask]
> Learning Enhancement Center
> 202 Pratt Hall
> Indiana University of PA
> Indiana, PA  15705
>
> .......................................................
> In response to the message you posted --
>
> There's not much doubt that low motivation plays a crucial role in college
> success.  A recent study by the General Accounting Office found that simple
> things - like joining campus clubs/organizations - plays a significant role
> in determining student success.
>
> I've done some research on this topic, as well.  I found that when you
> introduce motivational measures into the set of incoming student
> characteristics (above and beyond measures such as test scores and High
> School grades), you increase your accuracy in terms of predicting who will
> persist and who won't.  The accuracy, measured by a multiple R coefficient
> doubles when you go from a "simple" standard test score to a motivational
> assessment.
>
> The question becomes - what do you do about it?
>
> A Dissertation submitted to Purdue by Darrell Coursert, THE EFFECTS OF A
> MENTORING INTERVENTION PROGRAM ON RETENTION OF STUDENTS IN A COMMUNITY
> COLLEGE, describes an interesting effort, which found a "significant effect
> on grades for those students who received mentoring."   The study suggests
> that mentoring would be a good approach.
>
> Since you used the phrase "low performing students," I'm assuming that you
> don't have much of an a-priori means of collecting information about each
> student's motivational characteristics.  One of the key problems that we
> face in higher ed is that we often wait too long before we receive the
> message "Houston, we have a problem."  We know that early intervention works
> best.  However, early intervention requires early information.
>
> If you have any questions about this response, please feel free to give me a
> call at the below number.
>
>
> Richard A. Miller
> Research Consultant
> Noel-Levitz - Denver
> 5161 E. Arapahoe Rd, Suite 100
> Littleton, CO  80122
>
> 800.628.7216  (voice)
> 303.741.5620  (fax)
>
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