Primary Drivers Produc've Persistence Aim: Students continue to put
forth effort during
challenges and when
they do so they use
effective strategies.!
Course dropout rate
(after census) is less than
10%. At least 70% of students
pass the first term.!
At least 65% of students
enroll in the second term. Possible measures: Attendance Time on task Strategy use Help-seeking Revising work Challenge-seeking Secondary Drivers Students have
skills, habits and
know-how to
succeed in
college setting. Have accurate knowledge about succeeding in the
course and navigating the institution. Have the know-how and self-discipline to set and
prioritize long and short-term goals over short-term
desires and distractions Use learning strategies that are appropriate for the
academic challenge they are facing. Have strategies for regulating anxiety. See that math isn’t just a set of algorithms to be
memorized but a connected set of concepts that
can be understood and applied.!
Students believe
they are capable
of learning math. Believe they can actively grow their math ability
with effort, help, and good strategies. View math success as something “people like
them” do, and not something “other people” do. Students see how completion of this course is
relevant to goals for degree/certificate completion.!
Students believe
the course has
value.!
Students believe the knowledge from the course is
relevant to a personal or socially-valued goal. Students feel as though they are completing
academic tasks for personal reasons. Students feel that the professor cares that they,
personally, succeed in the course and in college. Students feel
socially tied to
peers, faculty,
and the course. 2/25/13 Informative syllabus provided and productive classroom
norms established in the first 3 weeks.1 Students write about a goal and a potential obstacle to it
and then pre-decide on an action to take when it arises.2!
Short, intermediate and long-term goal setting incorporated
directly into the course.3!
Incorporate self-regulated learning into the classroom.4!
Students write about their worries before an exam.5!
Train students to interpret arousal as a challenge.6!
Curriculum materials emphasize conceptual understanding
and connections between concepts.7!
Students complete growth mindset writing exercise.8,9!
Faculty emphasize effort and strategies rather than luck or
lack of ability as explanations for success or failure.10!
!
Students hear from similar peers who struggled in math but
overcame that struggle and became better at math.11,12 !
At beginning and throughout course explain to students
how the course leads to degree/certificate completion. !
Faculty emphasize the importance of connecting course
objectives to personal and social goals.13,14,15!
!
Ask students to generate personal reasons for mastering a
course objective rather than telling them a rationale.16 Have routines for noticing attendance and participation. !
Students feel they are a necessary and important
part of the classroom community. Implement a course contract early in the term. Students feel comfortable asking questions Create expectations and opportunities for classroom
collaboration that is productive and involves all students.
17,18!
Students do not feel stigmatized due to
membership in a negatively stereotyped group.19!
Students do not question whether they belong. Faculty and
college support
students’ skills
and mindsets.!
Initial Change Ideas (interventions) Faculty believe students can succeed if they
develop more productive skills and mindsets.!
!
Faculty
know how to promote productive skills and
mindsets.!
Faculty
see helping their students to productively
persist as part their role as an instructor.!
Faculty integrate PP principles in how they talk to
students and in the curriculum they assign. !
Accompany criticism or low scores with a reminder of the
course’s high standards and an assurance of the student’s
potential to reach those standards.20,21!
Show students that initial social difficulties are common,
temporary, and do not signal an inability to belong.22!
Present the rationale and evidence for the importance and
malleability of PP drivers.23,24!
Train faculty to embed learning strategies in curriculum!
Train faculty in how to reinforce that productive struggle
and effort can produce deeper math understanding.!
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A review of ahribuRonal retraining treatments: Fostering engagement and persistence in vulnerable college students. In Higher Educa3on: Handbook of Theory and Research (pp. 227–271). The Netherlands: Springer. 11. Wilson, T. D., & Linville, P. W. (1985). Improving the Performance of College Freshmen with AhribuRonal Techniques.* Journal of Personality and Social Psychology, 49, 287-­‐293. 12. Wilson, T. D., Damiani, M., & Shelton, N. (2002). Improving the academic performance of college students with brief ahribuRonal intervenRons. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on educa3on, 88-­‐108. San Diego, CA: Academic Press. 13. Oyserman, D., Bybee, D., and Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel acRon. Journal of Personality and Social Psychology, 91, 188-­‐204. 14. Jang, Hyungshim. (2008). SupporRng students' moRvaRon, engagement, and learning during an uninteresRng acRvity. 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