An Overview of the Learning Habits Project: What Is It? What Are

An Overview of the Learning Habits Project: What Is It? What Are the Data Telling Us? A presentation prepared for Dialogues with the Provost September 28, 2012

The Learning Habits Project Launched in Fall 2007 Aims: To inquire into the learning habits of freshmen likely to succeed at CSUN Complements campus initiatives for on at-risk students Focus on large comprehensive institution unique Entering freshmen invited to participate if: Have a high school GPA of at least 3.5 OR Are proficient in English and math at entry

The Learning Habits Data Set Fall 2007 entrants Fall 2008 entrants Fall 2010 entrants Fall 2011 entrants 82 165 223 292 10 51-76 8 114-51 4 186-207 2 241-75 Interviews Freshmen Junior 68 56 143 126 181 234 Graduates 44 72 Initial participants End-of-Term Surveys Number Respondents (as of Spring 2012) underway

Members of the Learning Habits Seminar coordinated by: Elizabeth Berry Administrators Elizabeth Adams* Judy Hennessey * Juana Mora * Tom Piernik Cynthia Rawitch Mark Stevens* William Watkins

Members of the Learning Habits Seminar coordinated by: Elizabeth Berry Faculty Participants Linda Bowen * Irene Clark Steve Graves Patricia Juarez-Dappe Sharon Klein Daisy Lemus * Brennis Lucerno-Wagner Donol O’Sullivan Bonnie Paller * Faculty Participants (cont’d.) Vicki Pedone * Adrain Perez-Boluda Jennifer Romack Carrie Rothstein-Fisch Diane Schwartz Kate Stevenson * Christina Von Mayrhauser

The Learning Habits Data Repository Housed in DeDoose (qualitative software system developed at UCLA) Data Housed There: End-of-Term Survey responses Interview transcripts Potentially available to everyone on campus

Colleges Housing Majors of the Learning Habits Students (percentages) First Year (4 cohorts) Third Year (2 cohorts) Arts Media and Communication Business and Economics Science and Math Health and Human Development Social and Behavioral Sciences Humanities Engineering and Computer Sciences 16.9 14.9 14.4 12.4 11.5 7.3 7.0 19.0 24.5 15.0 15.0 15.6 10.2 3.4 Education Undeclared 1.3 15.2 2.0 0.0 Total 100.0 100.0 (Student participants) (710) (147) College

Link to web version of brochure appears in A-Z on CSUN home page under “Learning Habits Project”

Percentage of Brochure Themes Mentioned During Interviews Learning Strategy Percent Number 76.2 163 B. Strategies for getting the most out of class sessions 136.4 292 C. The best places to study 100.5 215 D. In-class note-taking strategies 82.2 176 E. Time Management (e.g., use of a planner) 52.8 113 128.0 274 G. Taking advantage of faculty office hours 69.2 148 H. Strategies for avoiding end-of-term crises 131.3 281 29.9 64 A. Identifying instructor expectations at beginning of course F. Various types of study groups and their uses I. The value of taking periodic breaks from studying (Number of Interviewees) (214)

Reasons Why Specific Courses Provided Exceptional Learning Experiences Percent Response category 69.7 21.6 11.1 14.4 19.2 23.9 I. Instructor’s approach to course A. Focus on student learning B. Expressed enthusiasm and passion for subject C. Course content linked to current events & students' daily lives D. Clear well-organized class presentations and materials G. Instructor’s style of presentation 26.1 II. Course structure 23.4 III. Nature of class content 22.0 16.9 5.2 V. What respondent brought to class A. An interest in the subject area B. Desire for new knowledge and perspectives (521) (Number of respondents on which the percentages are based)

Changes Through Time in Reasons Why Courses Provided Exceptional Learning Experiences A. Instructor made the course interesting B. Utility of tests, papers, and assignments C. Integration of reading assignments into class sessions D. Course content linked to current events/students' lives E. Challenged by subject matter and/or course requirements 25.0 20.0 20 18 20 17 15 15.0 11 12 11 10 10.0 5 5.0 0.0 A B C Term #1 D Term #4 E

End-of-Term Survey Questions Considered Has the way you approach your assignments changed since you came to CSUN? Why or why not? Have you taken courses here at CSUN that were particularly helpful in strengthening your skills? If yes, what was it about them that proved so helpful?

Percentage of Respondents Reporting Changed Approach to Selected Assignments (No. of cases on Approach to: Percent which percentages based) Critical Thinking Assignments 93.8 (194) Writing Assignments 67.7 (201) Reading Assignments 60.2 (201) Quantitative Reasoning/Mathematics Assignments 31.8 (179)

Reasons for Change in Approach to Critical Thinking Assignments Percent Response category 53.6 I. Have Been Challenged by Course Content 16.5 II. Have Improved Analytic Abilities 10.3 III. Professors Have Challenged Me to Think Critically 6.4 IV. Exposure To and Familiarity With Real World Problems 5.7 V. Have Gotten Older and Matured 3.6 VI. Have Been Exposed to Differing Points of View (194) (Number of respondents on which the percentages are based)

Reasons for Change in Approach to Writing Assignments Percent Response category 24.9 I. Have Learned New Techinques and Approaches in CSUN Classes 29.4 II. Have Changed Approach to Writing Assignments 8.5 A. Organize More Carefully Before Begin to Write 8.5 B. Begin to Work on Assignments Earlier 5.5 C.Engage in More Preparation Before Write 1.5 III. Practice Makes Perfect (Required to Do More Writing at CSUN) 9.0 IV. Need to Perform at Higher Level Than in High School (201) (Number of respondents on which the percentages are based)

Reasons for Change in Approach to Reading Assignments Percent Response category 3.5 I. Have Learned New Techinques and Approaches in CSUN Classes 13.9 III. Practice Makes Perfect (Required to Do More Reading at CSUN) 8.0 IV. Need to Perform at Higher Level Than in High School 45.8 14.4 9.5 9.5 VI. Have Changed Approach to Reading Assignments A. Have learned to take better notes B. Importance of reading for understanding C. Read more carefully/in depth 22.9 8.5 5.5 4.0 VII. Importance of Doing Assigned Readings in a Timely Way A. Have learned to skim/read faster B. Prioritize readings based on class structure/professor's style C. Importance of doing assigned reading before class (201) (Number of respondents on which the percentages are based)

When it Comes to Reading, You Need to Perform at Higher Level at CSUN Yes, because I just didn't do [the reading assignments] before I came here .The assignments in college are much more in depth and would not allow for the laziness I used to have. In high school, I was able to skim through my reading . But at CSUN, you HAVE to read your assignments before the next class day. Sometimes it just isn't feasible to read every single chapter that is assigned, there aren't enough hours in the day. You need to get smart about how to study, and what to study.

How to Assign Priorities to Reading Assignments When I was in high school, you generally only got large chunks of reading from English classes. The trick to reading for 5 or more classes while you're in college is simply a matter of assessing each professor. Some professors focus entirely on their lectures when creating exams, while others may borrow from the textbooks and lectures collectively, and still others think their textbooks are the sacred text from which all knowledge will flow.

Reasons for Change in Approach to Quantitative Reasoning/Math Assignments Percent Response category 10.1 I. Strive to arrive at better understanding of assignments. 5.6 II. Work harder at understanding mathematical concepts and problems 4.5 III. Seek Help When Encounter Problems 3.4 IV. Consider Multiple Ways of Approaching Problems (179) (Number of respondents on which the percentages are based)

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Critical Thinking Skills Percent Response category 29.9 15.2 4.9 9.8 30.5 8.5 8.5 13.4 I. Instructor's Approach to Course Material A. Fostered Critical Evaluation B. Encouraged Consideration of Multiple Points of View C. Other II. Nature of Class Discussions/Assignments Fostered Critical Thinking A. Small Group Discussion in Class B. Essay Assignments C. Other 21.3 III. Have Learned How to Evaluate Logic of Arguments/Poss. Outcomes 19.5 IV. Courses Provided Insights Into Real World Challenges 6.1 V. College Experience Has Improved Analytic Abilities (164) (Number of respondents on which the percentages are based)

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Writing Skills Percent Response category 46.5 12.6 8.2 7.5 6.3 I. Provided Information on How to Approach Academic Writing Tasks A. Emphasis on Organizing Essay and Thoughts B. Elements of Logical Arguments and How to Construct Them C. Attention to Audience D. Preparing Different Types of Essays 30.2 12.6 10.1 4.4 II. Instructor Behavior A. Actively Involved in My Writing Process B. Instructor Was Exceptional C. Had High Standards and Pushed Students to Improve 27.7 11.9 6.3 5.7 IV. Writing Practice Required A. Volume of Writing Required Made the Difference B. Peer Editing Exercises Valuable C. Multiple Drafts and Revision Helpful (159) (Number of respondents on which the percentages are based)

Instructors’ Dedication to Student Improvement One factor was the professor's willingness to help the students regardless of how great or poor of a writer they were. He would answer questions without making you feel embarrassed or inferior. One course that I took that greatly increased my writing ability was one where the professor was very encouraging, and available to help in any way possible. She was able to criticize my work, but explain all the things that I did well, so that I could be confident in my writing ability but change the things that would make it so much better.

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Reading Skills Percent Response category 22.1 I. Amount of Assigned Reading Required Different Approach 14.7 II.Integrating Assigned Reading into Course 7.4 A. Quizzes and tests focusing on reading 4.4 B. In-class discussions based on readings 16.9 10.3 2.2 11.8 III. Providing Guidance on How to Approach Reading Assignments A. Analytic reading skills (i.e., reading for understanding) taught in course C. Critical reading skills taught in course VI. No Specific Courses Mentioned as Being Helpful 7.4 A. Described own techniques for approaching reading 1.5 B. Improved skills through trial & error or my own efforts 33.1 VII. Have Not Taken Courses That Improved Reading Skills (136) (Number of respondents on which the percentages are based)

Changed Approach to Reading on my Own I started highlighting and taking notes on my own, because I realized it would help me remember the material much better. I haven't really taken any classes that have been particularly helpful in developing my reading skills . any development in my reading has come from my own analyzations [sic] of what I need to gain from reading. Over time, I've learned by trial and error . By practicing, I was able to explore what kinds of notetaking strategies worked best for me so I could achieve maximum efficiency. Besides courses, being active in the writing labs helped me learn new way of reading and examining text.

Reasons Why Initial Coursework Was Particularly Helpful in Strengthening Reading Skills Percent Response category 22.1 I. Amount of Assigned Reading Required Different Approach 14.7 II.Integrating Assigned Reading into Course 7.4 A. Quizzes and tests focusing on reading 4.4 B. In-class discussions based on readings 16.9 10.3 2.2 11.8 III. Providing Guidance on How to Approach Reading Assignments A. Analytic reading skills (i.e., reading for understanding) taught in course C. Critical reading skills taught in course VI. No Specific Courses Mentioned as Being Helpful 7.4 A. Described own techniques for approaching reading 1.5 B. Improved skills through trial & error or my own efforts 33.1 VII. Have Not Taken Courses That Improved Reading Skills (136) (Number of respondents on which the percentages are based)

Explicit Instruction in How to Approach Reading Assignments .When we met for class each week, we had extensive discussions about the readings and sometimes, had essays about them due. Reading the articles required understanding concepts that were often quite foreign to me and my classmates. This helped me to think more critically and pay much more attention to what I was reading. [Course X] has helped strengthening my reading skills by analyzing the deep issues authors may be commenting on when it comes to the political, social, and economic contexts in which they were written. Open discussion within the classroom moderated and guided by the instructor really helps in understanding reading assignments and finding deeper messages written between the lines.

Reasons Why Initial Coursework Particularly Helpful in Strengthening Mathematical Skills Percent Response category 22.1 I. Courses taught systematic procedures for solving problems. 11.6 4.7 II.Instructor's approach to class content. A. Able to explain mathematical content and/or logic. 3.5 B. Knowledge, enthusiasm, and passion for subject 7.0 III. Learned importance of quantiative reasoning skills in the real world 4.7 IV. Learned importance of math & science in understanding the world 33.7 VIII. No classes were particularly helpful. (86) (Number of respondents on which the percentages are based)

Quantitative Reasoning is Key to Understanding the World Although my calculus class taught me many things about mathematics, it was my chemistry class that popped my basic science cherry . It taught me that all things in the universe can be explained through mathematics. It changed the way I will look at the world forever. The lab for that class was also particularly challenging because it required more than just mathematics .

Reasons Why Approach to Assignments Has NOT Changed No Need for Change; I know what works for me. The way I write works for me, so I do not feel a need to change this activity. I have always been proficient in mathematics and quantitative reasoning so there was no real need to change. Approach developed in high school continues to work The way I approach writing assignments has stayed the same because I feel that I've always approached them affectively [sic]. I had good methods from high school and they still work so I do not need to change it.

Tactics for Avoiding Math I have always struggled with mathematics, and I have only taken two math courses here at CSUN . These were both taken my first year at CSUN, and I have done my best in avoiding any math classes since. I only needed to take one math class, and that class was taken in the first semester here at CSUN to get it out of the way. I still avoid math like a plague . I chose to go with a major that doesn't require a lot of math because math is not one of my strong points . Math has never been one of my stronger subjects and I feel as though the math department at CSUN does not do anything to help the students like me .

Curricular Challenges Highlighted by the Learning Habits Data A. The complex interplay between entry-level skills and ability to benefit from CSUN courses B. Coping with the volume of disciplinespecific reading that students must master in college

Questions and Discussion