Thank you so much for sharing. Understanding motivation is so important to success.
Theresa
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Theresa Albany Huke, M.Ed.
Director, Academic Resource Center
Neumann University
One Neumann Drive
Aston, PA 19014
610-361-5249
From: Open Forum for Learning Assistance Professionals <[log in to unmask]>
On Behalf Of Vicki L Dominick
Sent: Monday, March 05, 2018 1:46 PM
To: [log in to unmask]
Subject: [BULKEMAIL] 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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may call CAPS at 703-993-2380 or if it is after normal business hours call 911 or GMU police at 703-993-2810.
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:
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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 naïve 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
(609)258-6921 ||
https://mcgraw.princeton.edu/undergraduates
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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
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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
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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