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>Judith: in reference to:
>Date: Mon, 21 Dec 1998 16:10:55 -0500
> From: "[log in to unmask]" <[log in to unmask]>
> Subject: Student Motivation
>
> Now that I have finished marking for the term I'd like help with a problem
> that crops up periodically -- that of student motivation particularly in a
> program that is not one of first choice for most students.
>
> Judith Wintonyk,
ext. 5379
I agree that lack of motivation is a issue for any student who feels
branded as substandard and is placed in a particular course.
At UMKC for the past five years I have assisted with a program called VSI
which allows students to move through course content at a slower pace
because the course in on video tape and a group of students--15
usually--have a facilitator to guide them in course and study strategy
mastery. We have attached the VSI methodology to Chemistry, Western Civ,
and College Algebra on campus.
When we first began, the advisers helped place students in the VSI
sections. The students arrived, many of them--but not all-- with arms
folded across their chests, saying with their body language, "I know that
this course is my last chance to stay in school, but make me learn."
What we did, and what helped turn around the attitudes of the majority was
a lot of work for us in the short run but not in the long run, was to hold
individual "interviews" with each student before they were allowed to
enroll in the VSI section. Julia Visor--Illinois State U--conducts a
similar interview with her students and she gave me many good ideas. The
students learns about what will take place in the section; they learn that
the expectations are high; attendance is mandatory and only illness, death
in the family etc. constitutes excused absence etc. They sign off on a
checklist. I even have a power point presentation on my computer that they
activate via the mouse during the interview so they end up telling me the
story of what goes on in the class.
What the interview stresses is that VSI is a unique opportunity. It is
highly selective because we only allow the students in the course who want
to do the extra work it takes. We also show them data regarding grades of
past cohorts and LASSI performance.
The interview takes 1/2 hour.
At the end of the interview process they sign on the line as to whether or
not they want to commit to the expectations of the course.
Only then do they receive a consent number from the advising staff--they
have to take a copy of this form back to advising.
Now, the attidudes of 99% of our students is different. They realize that
this course delivery system is an opportunity and that they have a choice
as whether or not they will participate. I believe the key elements
responsible for the turn around are: giving students a choice; keeping
the integrity of your course high: attendance, content, etc; showing the
students data that says your course makes a difference; motivated staff
(facilitators) who have high expectations regarding content mastery;
creating an atmosphere in the course where students become empowered
because they help each other learn the content.
Hope this helps.
Kay Patterson
816 235 1179
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