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Forwarded. (Posted here so hopefully she doesn't get 138 copies. :-)

Jered Wasburn-Moses
Math Center Coordinator
Success Skills Coordinator
Learning Assistance Programs
Northern Kentucky University
http://lap.nku.edu
University Center 170F
(859) 572-5779


# -----Original Message-----
# From: Open Forum for Learning Assistance Professionals [mailto:LRNASST-
# [log in to unmask]] On Behalf Of RAsheda Young
# Sent: Thursday, January 09, 2014 11:55 AM
# To: [log in to unmask]
# Subject: Re: Motivation vs Academic Success
# 
# Where is the report?  I would love to read it but I do not see the attachment.
# 
# Thanks so much!
# RAsheda Young
# 
# 
# On Thu, Jan 9, 2014 at 11:46 AM, Jered Wasburn-Moses
# <[log in to unmask]>wrote:
# 
# > Sara,
# >
# > First, let's be clear: I'm pretty sure that all of us here *believe*
# > that academic supports help students, or we wouldn't be here. (Not
# > that you were asserting otherwise--I just want to make sure we make
# > that baseline explicit, because there have been misinterpretations on
# > this listserv in the past!) The question is how to convincingly
# > document and, ideally, quantify the help that we provide, so that we
# > can "prove our worth" to skeptical penny-pinching administrators. ;-)
# >
# > Second, I'm wondering if we are talking past each other a little bit.
# > You ask if the goal of academic support is to motivate students or to
# > help them achieve. But I (and I assume Marcia) am not talking about
# > any increase in motivation that might result from our interventions.
# > Rather, I am talking about the fact that there probably is an
# > important characteristic difference between students who use opt-in
# > services and those who do not; for lack of a better term, I'll call it
# > "motivation," though "self-advocacy" or "self-efficacy" might be equally
# appropriate.
# >
# > Students who opt-in to academic services probably have greater
# > "motivation" than those who do not. It is *also* reasonable to believe
# > that "motivation" is strongly correlated to student academic success.
# > Thus, it is a reasonable hypothesis that any greater success
# > demonstrated by participants in opt-in programs versus
# > non-participants is really due to higher "motivation" in those
# > students, rather than to any particular effectiveness of the services.
# > (In statistics they sometimes call this a "lurking variable": some
# > unmeasured entity affecting both the independent and dependent
# > variables, creating correlation without direct causation between
# > them.)
# >
# > In other words, maybe it is the case that an SI program (or tutoring
# > program, or Early Alert program, or...) is really very good at
# > attracting students who ultimately will be successful in college, due
# > to personal characteristics and possibly in spite of their group
# > characteristics. Then students who participate in this program will
# > obviously do better than other students, regardless of the intervention
# itself!
# >
# > So, the question still remains, how do we--or, indeed, can we--rule
# > out this "motivation" hypothesis, or account for it in some way, to
# > measure the actual effectiveness of a particular intervention?
# >
# > Jered Wasburn-Moses
# > Math Center Coordinator
# > Success Skills Coordinator
# > Learning Assistance Programs
# > Northern Kentucky University
# > http://lap.nku.edu
# > University Center 170F
# > (859) 572-5779
# >
# >
# > # -----Original Message-----
# > # From: Open Forum for Learning Assistance Professionals
# > [mailto:LRNASST- # [log in to unmask]] On Behalf Of Sara Weertz # Sent:
# > Thursday, January 09, 2014 11:12 AM # To: [log in to unmask] #
# > Subject: Motivation vs Academic Success # # Jered and Marcia, # # Yes,
# > you're right.  My approach doesn't answer the question about #
# > motivation or even self-selection for that matter. It does, however,
# > show # that academic support can help the less proficient student. My
# > take on the # difference between the two has more to do with the goal
# > of academic # support: Is it to motivate students or help them achieve
# > academic success? I # think it's the latter.
# > #
# > # I'm not sold on the idea that personality-inventory-type assessments
# > such as # the MSLQ will help to answer the age-old question regarding
# > motivation and # self-selection. Creating a baseline score for
# > participants/non-participants is # akin to chasing a ghost; there are
# > so many variables to consider when you're # talking about students,
# > particularly first-year students who first need to learn # how to
# > learn. Much of this initial process is learning to self-regulate, ask
# > for # help, manage time....
# > #
# > # Students who fail will often say, in one way or another, if we know
# > # something is "good" for them, why don't we make them do it. Though,
# > # forcing students to attend tutoring or SI raises the argument
# > regarding # prescriptive vs optional. Give students the option to work
# > with a tutor and # they will opt out. Make students work with a tutor
# > and they're not only # resentful but resistant to any help the tutor
# > tries to offer.
# > #
# > # sal
# > #
# > # Sara Weertz, M.Ed.
# > # Executive Director, First Year Experience ASU Station #10915 Angelo
# > State # University San Angelo, TX  76909 # (325) 942-2595 #
# > [log in to unmask] # # CRLA President-Elect 2013-2014 #
# > www.crla.net # # #
# >
# **********************************************************
# > #
# > # -----Original Message-----
# > # From: Open Forum for Learning Assistance Professionals
# > [mailto:LRNASST- # [log in to unmask]] On Behalf Of Jered Wasburn-Moses
# #
# > Sent: Thursday, January 09, 2014 9:34 AM # To: [log in to unmask]
# > # Subject: Re: ROI on Academic Support Services? -- Different Take # #
# > This is a great approach, Sara, but I am not sure that it addresses
# > the core # issue raised by Marcia. After all, of all the data you cite
# > below, which of them # is supposed to serve as a proxy measure for
# > personal motivation or
# > stick-to-
# > # it-ive-ness or gumption or whatever? Because attendance rate at
# > tutoring # (including SI) is, at least in part, a proxy measure of
# > such traits/skills.
# > #
# > # The difficult question remains, how much of the effect from ANY "opt-in"
# > # intervention is due to the intervention itself, and how much is due
# > to the # proxy measurement of certain psychological traits captured by
# > the act (and # rate) of opting in?
# > #
# > # I believe that I have seen some people (maybe even you?) try to
# > address this # in the past using personality-inventory-type
# > assessments. This might work, if # you had a baseline score for
# > non-participants as well as participants...
# > #
# > # Jered Wasburn-Moses
# > # Math Center Coordinator
# > # Success Skills Coordinator
# > # Learning Assistance Programs
# > # Northern Kentucky University
# > # http://lap.nku.edu
# > # University Center 170F
# > # (859) 572-5779
# > #
# > #
# > # # -----Original Message-----
# > # # From: Open Forum for Learning Assistance Professionals [mailto:
# > LRNASST-
# > # # [log in to unmask]] On Behalf Of Sara Weertz # Sent: Thursday,
# > January 09, # 2014 10:15 AM # To: [log in to unmask] # Subject:
# > Re: ROI on # Academic Support Services? -- Different Take # # Ah, I
# > love this # question...one I think I can answer because this used to
# > be a # typical # response to Supplemental Instruction (SI) which has a
# > history of # empirical # evidence indicating that students who use SI
# > on a regular basis get # better # grades. Faculty often opine that SI
# > students would have gotten # successful # grades no matter what; they
# > argue that SI students (or those who
# > # # self-select) are already the "good" students.   Faculty continued their
# > # # criticism of the numbers even after I added qualitative
# > data--feedback # from # the students themselves, in their own words,
# > saying they excelled in # their # coursework because of SI.
# > # #
# > # # It was, however, more difficult to be critical of my interpretive
# > report, # which # pulls the following data on students enrolled in
# > SI-supported
# > classes:
# > # #
# > # # * GPA (at the beginning of the term) # # * ACT/SAT scores # # *
# > Classification # # * Ethnicity # # * Residency (on/off campus) # # *
# > Major/Minor # # * Academic Standing # # * Cohort attributes such as
# > athletics, provisional status, international # student, # etc.
# > # #
# > # # If I run the interpretive reports at the beginning of the term, I
# > get a bird's- # # eye view of the class, which allows me to also
# > create individual student # # profiles.
# > # #
# > # # The beauty of the interpretive report is its use as a tool to make
# > predictions # # about the students in our SI-supported classes. An
# > example would be to # # examine how a freshman with several at-risk
# > factors and low ACT scores # # (which tests science acumen) might fare
# > in a traditionally difficult biology # # class. Since our SI support
# > focuses on traditionally difficult classes where # # many students
# > struggle, we then make predictions on success (A, B, or C) # #
# > depending on whether the less proficient students and those considered
# > at-
# > # # risk attend SI, how often they attend, and when they attend. The #
# > # interpretive report allows us to compile some fascinating reports
# > for variety # # of departments and student services. Our measurements
# > consistently show # # that no matter how many at-risk factors a
# > student may have, the more SI # # visits, the higher the final grade.
# > # #
# > # # While something like an interpretive report is more difficult to
# > generate # with # tutoring, it can be done.
# > # #
# > # # sal
# > # #
# > # #
# > # # Sara Weertz, M.Ed.
# > # # Executive Director, First Year Experience ASU Station #10915
# > Angelo State # # University San Angelo, TX  76909 # (325) 942-2595 #
# > [log in to unmask] # # # CRLA President-Elect 2013-2014 #
# > www.crla.net # # #
# > ****************************************************
# > # #
# > # #
# > # # -----Original Message-----
# > # # From: Open Forum for Learning Assistance Professionals [mailto:
# > LRNASST-
# > # # [log in to unmask]] On Behalf Of Marcia Toms # Sent: Thursday,
# > January 09, # 2014 8:32 AM # To: [log in to unmask] # Subject:
# > Re: ROI on # Academic Support Services? -- Different Take # # That is
# > great, Leonard.
# > # #
# > # # One question, though: Do students voluntarily come to your center?
# > If so, # # how do you address the motivation issue?  In other words,
# > who is to say # that # these students wouldn't have higher retention
# > rates anyway?
# > # #
# > # # Best,
# > # # -Marcia
# > # #
# > # #
# > # # On Thu, Jan 9, 2014 at 9:06 AM, Roberta Schotka # #
# > <[log in to unmask]>wrote:
# > # #
# > # # > Leonard,
# > # # >
# > # # > That is brilliant, especially since it is so difficult to link
# > grades # > directly to # tutoring, given all of the other contributing
# > factors.
# > # # >
# > # # > -Roberta
# > # # >
# > # # >
# > # # > On Wed, Jan 8, 2014 at 4:52 PM, Geddes, Leonard G.
# > # # > <[log in to unmask]
# > # # > >wrote:
# > # # >
# > # # > > Melissa and any others who are interested, # > > # > > I have
# > attached # part of a report that I sent up to the "powers  that be"
# > # # > > about the influence our services are having on the bottom line
# > -- # > > # retention. In the past, we communicated how we were
# > affecting # > > # academic performance.  However, when it seemed like
# > reporting how # > > # students were improving academically was not
# > generating the traction # >
# > >
# > # that we thought it deserved, I decided to speak the administration's
# > # >
# > >
# > # language by adding a retention element to the report.  In short, we
# > # > > # compared the re-enrollment rates of students using our
# > services to # > > # general student retention, # > athletic # > >
# > teams, etc.  Our numbers # rocked!  (I've attached an abbreviated # >
# > > report since I don't think the # administration would like us to
# > share # > > financial info publically.) # > > # > > # In the actual
# > report, we put figures to the report by factoring in # > > the #
# > "real" revenue that is generated per student. For example, # > #
# > hypothetically, # > > if the overall retention rate was 70%, but our
# > numbers # were 86%, # > > then we sh!
# > #  owed numerically how much revenue 16% more students # added # > >
# > to # the bottom line, thus showing that we are revenue generating.
# > # # > >
# > # # > > As a result of changing to reporting this way, our reports
# > have been # > # going # > > all the way up the chain to the Board.
# > Recently, they specifically # # > > referenced our center and services
# > in the new strategic plan!  We #
# > > >
# > # are now preparing for a significant budget increase as well -- yay!
# > # # > >
# > # # > > I hope this is useful.
# > # # > >
# > # # > > Leonard Geddes
# > # # > > Associate Dean of Co-Curricular Programs Director of the
# > Learning # > > # Commons Division of Student Life Lenoir-Rhyne
# > University www.lr.edu # >
# > >
# > # [log in to unmask] # > > (828) 328-7024 # > > (828) 328-7702
# > (fax) #
# > > >
# > # # > > The LearnWell Projects Blog:
# > # # > http://www.thelearnwellprojects.com/thewell/
# > # # > >
# > # # > >
# > # # >
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# > # # >
# > # # > To contact the LRNASST-L owner, email [log in to unmask] # > # # # #
# > -- # # Marcia Toms, Ph.D.
# > # # Associate Director
# > # # Undergraduate Tutorial Center
# > # # Division of Academic and Student Affairs North Carolina State
# > University # # Campus Box 7118 / 101 Park Shops Raleigh, NC 27695-7118
# > # 919.513.7829 # # http://www.ncsu.edu/tutorial_center/
# > # #
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