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Developing Academic Accountability and Leadership Among StudentAthletes

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Title: Developing Academic Accountability and Leadership Among StudentAthletes


1
Developing Academic Accountability and Leadership
Among Student-Athletes
  • Jennifer Sturm Mike McCall
  • Learning Specialist
    Learning Specialist
  • Tutor Coordinator
    School Psychologist
  • University of South Carolina
  • Academic Enrichment Center

2
Session Outline
  • Foundations
  • Description
  • Results
  • Considerations
  • Discussion

3
Foundations
  • Study Skill Development
  • Cooperative Learning
  • Peer Mentoring

4
Study Skill Development
  • More practical and experiential than
    research-based
  • Learning and Study Strategies Inventory (LASSI)
  • Pauk, W. Owens, R. J. (2005). How to Study in
    College (8th ed.). Boston, New York Houghton
    Mifflin Company.

5
Cooperative Learning (CL)
  • instructional use of small groups so that
    students work together to maximize their own and
    each others learning (Johnson, Johnson,
    Smith, 1998, p. 114)
  • Elements
  • Positive interdependence
  • Individual and group accountability
  • Use of interpersonal and small group skills
  • Promotive interaction

6
CL Promotive Interaction
  • Johnson, Johnson, and Smith (1998) characterized
    PI as students
  • Assisting each other
  • Sharing resources (info, materials)
  • Providing constructive feedback
  • Enhancing decision-making and insight
  • Improving each others accountability

7
CL Educational Principles
  • Chickering Gamson (1987) outlined good practice
    in undergraduate education
  • Encourages cooperation among students
  • Encourages active learning
  • Emphasizes time on task
  • Respects diverse talents and ways of learning

8
CL Education Principles cont.
  • Hansen and Stephens (2000) on student centered
    learning
  • Learning as socially interactive
  • a social act that makes students accountable to
    others (p. 47)

9
Peer Mentoring (PM)What Is It?
  • Terrion and Leonard (2007) define PM as a model
    where a more experienced person serves to work on
    career (academic) functions and/or psychosocial
    functions
  • Mentors have relevant experience to pass on to
    mentees (Sanchez et al.)
  • Peer tutoring can be seen as a form of peer
    mentoring

10
Elements of Peer Mentoring
  • Small or large groups (11 to 201)
  • Mentor should be similar to mentees
  • Mentor should be older but share experience with
    mentees
  • Mentors should regularly meet with mentees
  • Mentors should undergo training
  • Mentors should follow a plan

11
Peer Mentor Communication Skills
  • Mentors
  • Need to be able to give constructive feedback
  • Need to listen to mentees and show empathy
  • Need to be able to teach a variety of skills
    through multiple modalities
  • Need to instill trust in mentees
  • Need to lead by example
  • Nee to be enthusiastic

12
Peer Mentoring and Academics
  • It is cost effective
  • Benefits both mentors and mentees
  • Increase instructional opportunities since
    professors mostly lecture
  • Offers opportunities to respond and check
    knowledge
  • Mentees experience empathy, praise (feedback),
    and attention

13
A study on Peer Mentoring Freshmen
  • Sanchez, R. J., Bauer, T. N., Paronto, M. E.
    (2006). Peer-mentoring freshmen  Implications
    for satisfaction, commitment, and retention to
    graduation.  Academy of Management Learning and
    Education, 5, 25-37.
  • Based on Theory of Reasoned Action (TRA), which
    states behavior is influenced by attitudes
    towards engagement, influence from social
    situations, and commitment to the organization

14
A study on Peer Mentoring Freshmen
  • This study evaluated mentoring of freshmen
    business majors
  • Results indicated that brief peer mentoring can
    be effective for improving student outcomes
  • Students who were mentored reported more
    satisfaction with the university
  • Improved attitudes towards the university can
    result in higher retention rates

15
description
  • Rationale
  • Participants
  • Measures
  • Sessions

16
Rationale
  • Academic skills workshop for 1st year
    student-athletes
  • Promote academic accountability and engagement in
    a specific course
  • Student-athlete leader/mentor

17
Participants
  • Students (N7)
  • 6 males, 1 female
  • 5 freshmen, 2 sophomores
  • 6 football, 1 track field
  • GEOL 101
  • Leader (N1)
  • Female
  • Senior
  • Track Field
  • Accounting, 3.6

18
Measures
  • LASSI pre and post
  • BASC-2 pre and post
  • Reading pre and post
  • Session evaluations weekly
  • Student questionnaire post

19
Measures LASSI
  • www.hhpublishing.com/_assessments/LASSI/scales.htm
    l
  • 10 scales
  • Attitude Information Processing
  • Motivation Selecting Main Ideas
  • Time Management Study Aids
  • Anxiety Self-testing
  • Concentration Test Strategies
  • Factors that significantly contribute to success
    in college
  • Can be modified through interventions

20
Measures BASC-2
  • Goal was to assess attention problems, test
    anxiety, and school maladjustment
  • Measure Behavior Assessment Scale for Children
    2nd edition, college self report
  • There are 16 scales derived from 185 items
  • T-scores above 60 are at-risk, and T-scores above
    70 are clinically significant
  • Measure is sensitive to changes in behavior

21
Measures Reading
  • To measure change, the assessment tool must be
    sensitive
  • Nelson Denny Reading Test and Woodcock-Johnson
    III reading measures lack sensitivity for a
    short-term intervention
  • Reading Curriculum Based Measurement (R-CBM) is
    quick and sensitive to improvements

22
Measures Reading cont.
  • Students read orally for 1 minute
  • Assess accuracy (number of words read
    correctly/total words attempted)
  • Assess fluency (Words read correctly per minute)
  • Any text can be turned into a reading probe by
    visiting http//www.interventioncentral.org/htmdoc
    s/tools/okapi/okapi.php
  • Oral reading fluency for adults should be able to
    read more than 150 words correctly per minute
    with above 90 accuracy

23
Measures Session Evaluations
  • Student self-evaluation and leaders evaluation
    of student
  • Likert Scale (1Poor, 5Excellent)
  • Students preparation for todays session
  • Students attention during todays session
  • Students effort during todays session
  • Report to advisor
  • Present
  • Book
  • Notes
  • This weeks goal
  • Goals for next week

24
Measures Student Questionnaire
  • 6 Items
  • 7-pt Likert Scale (1Not at all, 7Significantly)
  • 8 Items
  • Open-ended questions
  • Specific questions in results section

25
Sessions
  • One evening per week, 1hr session
  • During football study hall
  • Private study room
  • Conference table with chairs
  • White boards
  • Note taking, reading, discussion, goal setting,
    test preparation

26
Sessions General Agenda
  • Check for book, notes, and last weeks
    goal/assignment (5min)
  • Review last weeks assignment (10min)
  • Brief discussion of new course material (5min)
  • Activity (20-25min)
  • Chapter quiz (10min)
  • Set goal/assignment for next week (5min)

27
Sessions Sample Activities
  • Current event
  • Read section, answer questions, and share
  • Read, identify 5 facts, teach group
  • Read, create quiz questions for group
  • Read, choose 1 concept and relate to real life,
    share
  • Teams given 2 topics to research and present
  • Individual outlines, compare, discuss
    differences, create master outline
  • Flashcards
  • Chapter quizzes, ways to recall information

28
results
  • Participants
  • Leader

29
LASSI
  • Increases of more than 6pts
  • Self-Testing 47.9 54.5
  • Selecting Main Idea 37.9 45.7
  • Decreases of more than 6pts
  • Study Aids 69 57.1
  • Individual Improvements
  • Participant 4 6/10 categories
  • Participant 6 8/10 categories
  • (Participant 3 1/10 categories)

30
BASC-2 College Self Report
  • One student remained at-risk for attention
    problems on both pre and post tests, but the
    student reported reduced school maladjustment
  • One student reported reduced test anxiety but an
    increased school maladjustment
  • One student reported reduced attention problems
    but increased test anxiety
  • One student had a reduced report of attention
    problems due to treatment for ADHD
  • Three students reported no significant changes

31
Conclusions About Changes in Behavior
  • A few students reported reduced test anxiety,
    which could indicate that students felt more
    comfortable during test due to a better
    understanding of how to take tests
  • The student who experienced increased test
    anxiety may have increased awareness of testing
    difficulties due to increased study efforts and
    test taking strategies (i.e. more responsibility
    for test performance)
  • The student with the increased school
    maladjustment score generally had a poor attitude
    towards participating in the group

32
Reading Curriculum Based Measurement
  • WRCM Range 91-150
  • All of the readers need to improve their fluency
    on the Geology material
  • Three students improved fluency (1, 4, and 13
    words)
  • Accuracy range 97.2 to 99.3
  • All students were sufficiently accurate readers
  • Accuracy was similar or slightly lower for all
    students (91-98.7)
  • Second reading probe was slightly more difficult
    than the first probe

33
Reading Results cont.
  • Overall, students did not make significant
    improvements to their reading rate
  • Overall, students accuracy was sufficient on the
    pre and post test
  • Although improving reading was a goal, we didnt
    specifically target fluency as much as
    comprehension
  • The number of skills we attempted to include may
    have limited the impact of each skill due to lack
    of time to practice
  • Difference in probe difficulty may have limited
    findings though passages graded out similar
    according to reading difficulty calculations

34
Session Evaluations
  • Leader rated better green
  • Within 0.3 blue
  • Student rated at least 1pt higher salmon

35
Student Questionnaires
36
Student Questionnaires cont.
  • What skills did you work on during this semester?
  • Highlighting (6)
  • Notetaking (4)
  • Flashcards (4)
  • Outlining (3)
  • Identifying important information (2)
  • Reading (2)
  • Time management (1)
  • Test taking (1)

37
Student Questionnaires cont.
  • What parts of the GEOL Study Group helped your
    performance?
  • Read section and teach important parts (4)
  • Read and do quiz questions (3)
  • Going over the material (2)
  • Visual learning (1)
  • Highlighting (1)
  • Flashcards (1)
  • Knowing more information for each exam (1)

38
Student Questionnaires cont.
  • What would have helped you do better in Study
    Group?
  • Nothing (2)
  • More closed-off area (1)
  • Being more prepared (1)
  • Focusing better (1)
  • Regular people (1)
  • More visual aids (1)
  • More homework (1)
  • Less distracting group members (1)
  • More meaningful activities (1)

39
Student Questionnaires cont.
  • What would have helped you do better in GEOL
    class?
  • Pay better attention (3)
  • Take notes (2)
  • Start study group earlier (2)
  • Take advantage of i-clicker questions (1)
  • See notes before class (1)

40
Student Questionnaires cont.
  • What study skills do you want to improve?
  • Studying (2)
  • Reading comprehension (2)
  • Notetaking (2)
  • Identifying/highlighting important information
    (2)
  • Focusing (1)
  • Organization (1)
  • Writing (1)
  • Reading (1)
  • Flashcards (1)

41
Student Questionnaires cont.
  • What did the Study Group leader do that was
    helpful?
  • Show different ways of studying (3)
  • Break down information (2)
  • Relate to us (2)
  • Printing off online quizzes (2)
  • Hints on how to remember information (1)
  • Kept control (1)
  • Very encouraging (1)

42
Student Questionnaires cont.
  • What could the Study Group leader do differently?
  • Nothing (2)
  • Give notes (1)
  • Organize the first few sessions (1)
  • Write on board (1)
  • Stricter on football boys (1)
  • Be a GEOL major (1)

43
Student Questionnaires cont.
  • Any final comments?
  • Thanks for helping me pass this class (1)
  • Glad I did it (1)
  • Made me go over the information (1)
  • Keep doing it for first year students (1)

44
Leader Results
  • Weekly Journals
  • Researcher Observations

45
Weekly Journals
  • Journals contained
  • Session activities successful or not
  • Student behavior
  • Goal/assignment for next week
  • Additional comments
  • Introduction/bio provided her with an in
  • Study tips well-received
  • Sessions went smoother as weeks advanced

46
Researcher Observations
  • At first, unsure of what she could contribute to
    the sessions
  • As sessions progressed, she developed more and
    more into role of leader
  • During sessions, she maintained a good demeanor
  • Connected with students immediately because of
    her similarity to them, and earned their respect
    because of her academic success
  • Students listened to her study suggestions

47
considerations
  • Before
  • During
  • After

48
Considerations Before
  • Initiating group with students who are beyond 1st
    semester
  • Scheduling
  • Finding a leader
  • Choosing a course
  • Number and diversity of students
  • Skills to target

49
Considerations During
  • Students responses to activities
  • Cannot follow a strict schedule
  • Professors presentation of material
  • Students did not want to complete work outside of
    sessions
  • Misinterpretation by staff of the purpose of the
    group
  • Rescheduling session time

50
Considerations After
  • Start with 1st semester freshmen
  • Late start in the semester
  • Number of skills less may be more
  • Number of students
  • More diverse group

51
Questions/comments??THANK YOU!!
  • Jennifer Sturm sturmj_at_mailbox.sc.edu
  • Mike McCall mccallmw_at_mailbox.sc.edu
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