FOUR DOMAINS OF LEARNING CRLA 2019 D. Osterholt, S. Lampard - PowerPoint PPT Presentation

FOUR DOMAINS OF LEARNING CRLA 2019 D. Osterholt, S. Lampard Dennis, R. Bernier

SESSION OVERVIEW Development of The Four Domains of Learning Explanation and Discussion of The Framework Implementation at Landmark College & Beyond Expanded and Unique Use at Bridgewater State U. Time for Q&A

 Student body of about 500 students- all with diagnosed learning disabilities  Language-based LD, AD(H)D, ASD, NLD, Others  Average of 40-50% transfer from other colleges LANDMARK COLLEGE  6:1 student to teacher ratio SINCE 1985  Two and four-year programs  AA Business Studies  AS Life Sciences  AA & BA Liberal Studies  AS & BS Computer Science  BA Studio Art

DEVELOPMENT OF THE FOUR DOMAINS OF LEARNING & THE WORLD OF LEARNERS WHEEL 2009  ▪ Our original research at LC: 4 Domains of Learning emerged  Further research at LC; impact of direct instruction of domains 2012  The World of Learners Wheel Created  2014  Informal FY assessment of Four Domains visual tools  2015  Four Domains integrated across the college for First Year  2016  Students Tracking changes in primary barriers within 4 Domains 2018  

FOUR DOMAINS OF LEARNING Motivation Social/Emotional Comprehends the Influences meaning of Awareness and concepts, sees their management of relevance within a emotional triggers & larger context , sets ability to manage realistic goal s stress Academic Skill Self-Regulation Attainment Awareness, Ability to apply understanding and appropriate thinking , monitoring reading and writing of executive skills to complete functioning skills academic tasks

The Four Domains Framework & World of learners Wheel Supports Students ✓ Using Shared Language of the Four Domains of Learning ✓ Identifying Strengths and Challenges ✓ Identifying Action Plans for Addressing Challenge Areas ✓ Creating Realistic and Attainable Goals That can be Sustained

STEPS TO THE SELF-DIRECTED LEARNER Autonomy and self- advocacy as a life- long learner Addressing barriers to learning through implementation of Assessing behaviors strategies using the framework of The Four Noticing student Domains of behavior/language Learning

EXPLICITLY DESIGNED PROGRAMMING Student Growth Within the 4 Domains of Learning Methodology Student Content Needs

FOR RESOURCES, ARTICLES & OUR BLOG PLEASE VISIT OUR WEBSITE! https://domainsoflearning.wordpress.com/ Dorothy A. Osterholt Sophie Lampard Dennis dosterholt@landmark.edu sdennis@landmark.edu

10 th largest four-year  college/university in MA Approximately 11,000  undergraduates & graduates 19:1 student to teacher ratio  BRIDGEWATER STATE 90+ areas of study via majors and  UNIVERSITY minors in 36 undergraduate majors and 80 graduate programs spread 1840 over 6 colleges F’18 BSU saw 1518 new freshmen,  1086 new transfer students 96% student body from MA; 98%  New England Average age undergraduate: 22 

ACADEMIC ACHIEVEMENT CENTER Academic Learning Advising Assistance Disability Testing Resources Services

LEARNING ASSISTANCE IN THE AAC  Learning Assistance at BSU encompasses tutoring and Academic Coaching  Academic Coaching provides assistance to undergraduate students regarding: Goal-Setting & Motivation  Time/Task Management  Communicating with Professors  Active Learning Strategies (like note-taking, reading  comprehension, test prep) Campus Resources & Referrals  Research & Library Navigation 

TIMELINE

FRESHMAN GRADE POINT RECOVERY (FGPR) PROGRAM  Any freshman (student with 0-23 earned credits) who is on academic probation (cumulative GPA below 2.00) will continue to be advised in the Academic Achievement Center.  Freshmen on academic probation are required to participate in the FGPR Program.  Includes a mandatory group advising session and individual appointments with an assigned academic advisor and Academic Coach.  The goal of the FGPR Program is to provide an academic support system for students that will enable them to achieve good academic standing (a cumulative GPA of 2.00 or higher).

ACADEMIC STANDING Earned Credit Separation Below Hours Cumulative GPA of 0-16 1.00 17-31 1.50 32-46 1.65 47-61 1.75 62-89 1.85 90 or above 2.00 Pilot Program – CGPR Students GPA between 0.10 – 0.99 Spring 2019 is 2 nd Semester at BSU

FGPR PROGRAM OVERVIEW ✓ Orientation Session September 3 ▪ ✓ Academic Advisor Meetings 1 st Advising Meeting - September ▪ 2 nd Advising Meeting - October ▪ 3 rd Advising/Registration Meeting – November ▪ ✓ Academic Coach Meetings ✓ Academic Coach Meetings 1 st Coaching Meeting - September Group Session (February) ▪ ▪ 2 nd Coaching Meeting - October Or ▪ ▪ Additional Coaching Meetings - Optional Two Individual Meetings ▪ January/February ▪ February/March (prior to Spring Break ▪

DOMAIN-MAPPED QUESTIONS  Motivation  Questions 3, 4, 6, 8, 11  Self-Regulation  Questions 1, 9, 10, 12, 14, 17  Social/Emotional  Questions 5, 7, 13, 15, 16  Academic Skills  Questions 2, 18, 19, 20, 21, 22, 23

WHAT ARE “THE FOUR DOMAINS?” Dorothy Osterholt & Sophie Lampard Dennis World of Learners Transforming challenges into attributes

DOMAIN: MOTIVATION Folder Materials: ✓ SMART Goal-Setting

Trail to Success Questions Mapped to MOTIVATION Domain: ❑ I did not follow-up with my professor(s) to track grade progress when I wasn’t sure of where I stood in the class ❑ I did not set academic goals for myself at the beginning of the semester ❑ I chose a major without considering the requirements. ❑ I missed too many classes. ❑ I did not take college seriously.

DOMAIN: SOCIAL/ EMOTIONAL Folder Materials: ✓ Semester-at-a-Glance

Trail to Success Questions Mapped to SOCIAL/EMOTIONAL Domain: ❑ I relied on study habits and learning strategies that no longer appeared to be working. ❑ I became easily overwhelmed by multiple deadlines, for multiple classes. ❑ I had personal/relationship problems. ❑ A serious illness or death impacted my life and academics. ❑ My social life was my main priority.

DOMAIN: SELF-REGULATION Folder Materials ✓ College Theory 168 ✓ Weekly Planner ✓ Semester-at-a-Glance

Trail to Success Questions Mapped to SELF-REGULATION Domain: ❑ I did not take advantage of resources and services offered at BSU. ❑ I did not know about the option of withdrawing. ❑ I had difficulty adjusting to the demands of college life and felt overwhelmed. ❑ I worked more than 20 hours a week. ❑ I had sleep issues. ❑ I struggled with issues involving drugs or alcohol.

DOMAIN: ACADEMIC SKILLS Folder Materials ✓ Study Cycle

Trail to Success Questions Mapped to ACADEMIC SKILLS Domain: ❑ If I did not feel my professor(s) is/are approachable or likeable, I have trouble engaging in the class. ❑ Writing issues: I have difficulty with writing assignments. ❑ Math concerns: I have difficulty with math assignments. ❑ Test taking problems: I have always been terrible when it comes to taking tests. ❑ Study strategy problems: I have trouble remembering what I've read or learned in class. ❑ Note-taking problems: I have trouble knowing what to focus on. ❑ Language Difficulties: English is my second language, so it’s more difficult for me to understand, read, and complete my assignments.

ACADEMIC COACHING CONTRACT Spring 2019 246 unique students served 814 coaching meetings made 56 1 meetings attended (68.9%) Average meetings/student 2.27 Fall 2019 167 unique students served 314 coaching meetings attended Average meetings/student 1.88

IN-CLASS PRESENTATIONS Fall 2019 - 17 class presentations - 13 faculty members - Around 400 students ( including athletics presentations ) - Mostly first-year students (1YS, orientation to major, 100-level courses)

FOUR DOMAINS OF LEARNING CRLA 2019 D. Osterholt, S. Lampard Dennis, R. Bernier