Vicki,

Thanks.á I am going to incorporate this in my Online class.

 

 

Annette D. Hawkins, Ed. D.

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From: Open Forum for Learning Assistance Professionals <[log in to unmask]> On Behalf Of Vicki L Dominick
Sent: Monday, March 5, 2018 1:46 PM
To: [log in to unmask]
Subject: Fw: workshop topic: motivation

 

Hi Rowie,

 

We offer a workshop on Motivation and Goal Setting. I use the Expectancy Value theory of motivation as the framework. We start off by having students do a values card sort to determine their most important values and then have them estimate their motivation score for college. Next, students estimate their motivation scores for each of their current classes. While most students give themselves a high score for college, there are usually 1-2 classes that they aren't very motivated about. We discuss ways to increase that motivation by relating the courses to their values or expectancy for success. For example, a student who valued friends and fun was encouraged to form study groups and to create games to review for exams.

 

You can find value cards online. We made our own and printed them on card stock. I have a bag with ~30 sets which we bring to presentations. Students really like manipulating the cards. In a small group, folks can share their values. In a large group, I have them share in pairs or triads. 

 

http://www.motivationalinterviewing.org/sites/default/files/valuescardsort_0.pdf

 

 

I have included a copy of my slides and handouts.

 

 

PERSONAL VALUESPERSONAL VALUES Card SortCard Sort W.R. Miller, J. C’de Baca, D.B. Matthews, P.L. Wilbourne University of New Mexico, 2001 IMPORTANT TO ME

 

With Warm Regards,

 

 

Vicki Dominick, MSEd
Associate Director for Learning Services

Learning Services
Counseling & Psychological Services
George Mason University
Student Union Building I, Room 3129
4400 University Drive, MS 2A2
Fairfax, VA 22030
(703)993-2380
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From: White, Jeffrey <[log in to unmask]>
Sent: Thursday, March 1, 2018 7:36 PM
Subject: Re: workshop topic: motivation

 

Considering how we conceptualize motivation is also important. Concepts and frameworks include intrinsic/extrinsic, instrumental/integrative, process models of motivation, post-structural identity and investment models, fixed/growth mindset, and nudging and choice architecture to name a few.

Good questions that this thread is dealing with.

All the best,

Jeffrey

 

Jeffrey White, M.A., M.S.

Learning Commons Administrator, Shepard Academic Resource Center 

Instructor of German, International Languages and Cultures

Buckley Center 163, MSC 184

 

University of Portland

5000 N. Willamette Blvd.

Portland, Oregon 97203

 

T: 503.943.7141  E: [log in to unmask]

www.up.edu/learningcommons

 

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From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Nic Voge
Sent: Thursday, March 01, 2018 3:31 PM
To: [log in to unmask]
Subject: Re: workshop topic: motivation

 

Rowie,

I would suggest you look into research expressly on the topic of achievement motivation. Pink gets close to this, but in my view misses the mark on a few things.

In general, I would say one thing we can help students do is reconcile their intrinsic and extrinsic motivations, and help them deal with the perfectly natural fear of failure. 

A recent study at U Michigan found that 80% of students equate their self-worth with their grades, so we need to account for how grades are understood as reflecting worth and help students navigate these fraught situations. By focusing on protecting their sense of self in evaluative, competitive environments students are responding in predictable ways to environments they did not create. Telling students, “don’t worry about the grades, just focus on learning” as many faculty do while conveying a kernel of an important truth about different types of motivations and their consequences for learning, is hopelessly na´ve and fails to address students' legitimate concerns about grades and grading. 

Given that so much of our work is framed under the aegis of “success” we as a field must come to terms with the role grades play in student learning—for better and worse—if we are to help students navigate the motivational landscape of school learning. 

Nic

 


 

Dominic (Nic) J. Voge  || Senior Associate Director

McGraw Center for Teaching & Learning ||  Princeton University

328 Frist Center

 

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Life Beyond Grades: Designing College Courses to Promote Intrinsic Motivation

 

 

 

From: Open Forum for Learning Assistance Professionals <[log in to unmask]> on behalf of "Guest-Scott, Anthony Frederick" <[log in to unmask]>
Reply-To: Open Forum for Learning Assistance Professionals <[log in to unmask]>
Date: Thursday, March 1, 2018 at 10:14 AM
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: workshop topic: motivation

 

Dear Rowie et al.,

 

I don’t know if you would find this useful, but an episode in the IU Student Academic Center’s video series is devoted to the topic of motivation:

https://sac.indiana.edu/success-tv/videos/4-motivation.html

 

As with all our videos, we invite you to embed this video in a website, to excerpt it, to use the transcript to plan lessons or presentations, to argue over its claims in class discussions, etc.  Each video is also paired with a few practice exercises and links to associated resources. 

 

In other words, feel free to edit, excerpt, and otherwise reshape this material with abandon!

 

Anthony

 

 

Anthony Guest-Scott, Ph.D.

Academic Coordinator,
Student Academic Center

http://sac.indiana.edu/

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Office of the Vice Provost for Undergraduate Education

Indiana University, Bloomington, IN 47405

408 N. Union St. Suite 300

 

(812) 855-7301

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From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Rowie Alexandra Wolfe
Sent: Wednesday, February 28, 2018 2:47 PM
To: [log in to unmask]
Subject: workshop topic: motivation

 

Hi Everyone,

 

I am seeking any resources or strategies to help students on the topic of motivation. In my years, I felt that this has constantly been a challenge to address especially in a group setting. Any suggestions or things that people have done that have seemed to help or impact students on this topic would be greatly appreciated!

 

Thanks!

 

Rowie

Academic Success Specialist

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