Social, Emotional, and Affective Skills for College and Career Success
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| Title: | Social, Emotional, and Affective Skills for College and Career Success |
|---|---|
| Language: | English |
| Authors: | Savitz-Romer, Mandy, Rowan-Kenyon, Heather T., Fancsali, Cheri |
| Source: | Change: The Magazine of Higher Learning. 2015 47(5):18-26. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Interpersonal Competence, Affective Behavior, Emotional Development, Emotional Intelligence, Affective Objectives, School Counselors, Learning Strategies, Self Efficacy, Metacognition, Workshops, Student Development, Student Developed Materials, Academic Probation, College Faculty |
| Geographic Terms: | Arizona |
| DOI: | 10.1080/00091383.2015.1077667 |
| ISSN: | 0009-1383 |
| Abstract: | Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend workshops designed to foster their academic self-efficacy, teach metacognition, and identify transferable cognitive strategies. Named a "promising and practical strategy to increase post-secondary success" by the US Department of Education, this skill-building program is a far cry from the day when probation meant students had to figure out how to improve their grades on their own, through visits to tutoring centers or professors. By also implementing a professional development program aimed at arming learning specialists with knowledge of student-development theory and skills in coaching and counseling, the University of Arizona is taking an important step towards ensuring that students will benefit from developmental supports. This article presents some findings from a larger research study, funded in part by the Bill & Melinda Gates Foundation, of how colleges and universities, as well as employers, are using non-cognitive skill building to promote college and career success. |
| Abstractor: | ERIC |
| Number of References: | 13 |
| Entry Date: | 2015 |
| Accession Number: | EJ1079364 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEnTxMBc98mOiH5_gvtoqJiAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCg7dCqoM_RudUBDQQIBEICBm5m8Qz9Z1Df0zOg7XVXXibxzRAncy47FSceTr0GDJMmRulPxSliCHm8mMukMeN-vRI9PVu8ge3HN8LOZBXCqlU362lLcWGwV-NBamLCvflXzZy4V1XCcqsVDokzAuB1sGXj6NMz9yUZoWWNWa5HM7pAsEM8cG8hNRaKIqDXm8_HEwL7AAWMDQytwJKOU4c9iIwgCFi9OiCGcp8F6 Text: Availability: 1 Value: <anid>AN0110526706;chg01sep.15;2019Feb20.14:43;v2.2.500</anid> <title id="AN0110526706-1">Social, Emotional, and Affective Skills for College and Career Success. </title> <p>Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend workshops designed to foster their academic self-efficacy, teach metacognition, and identify transferable cognitive strategies.</p> <p>Named a "promising and practical strategy to increase postsecondary success" by the US Department of Education, this skill-building program is a far cry from the day when probation meant students had to figure out how to improve their grades on their own, through visits to tutoring centers or professors. By also implementing a professional-development program aimed at arming learning specialists with knowledge of student-development theory and skills in coaching and counseling, the University of Arizona is taking an important step towards ensuring that students will benefit from developmental supports.</p> <p>At colleges and universities across the country, student and academic-affairs professionals are beginning to promote the types of skills and behaviors targeted by the staff in the My Wildcat Track program. There is growing awareness that a focus on the <emph>social, emotional, and affective (SEA)</emph> dimensions of development is conducive to student engagement and achievement ([<reflink idref="bib1" id="ref1">1</reflink>]; [<reflink idref="bib12" id="ref2">12</reflink>]). Colleges and universities' experimentation with different approaches to SEA skill building has led to innovative programs and strategies across the field.</p> <hd id="AN0110526706-2">In Short</hd> <p></p> <ulist> <item> The importance of the social, emotional, and affective (SEA) factors that are critical to academic and career success has driven the development of programs and practices to promote those skills.</item> <p></p> <item> The 43 SEA skills and behaviors identified in the literature can be grouped into three categories: approach to learning and work, interpersonal skills, and social skills.</item> <p></p> <item> Intrapersonal skills are less likely to be a primary focus of SEA programs than approach to learning or work or some social behaviors that facilitate academic success.</item> <p></p> <item> Most interventions are operated out of student affairs offices and in first-year-experience programs. Students generally lack opportunities to practice their learned skills in classroom settings.</item> <p></p> <item> Programs should assess students' skill development, address career outcomes, develop skills in the environment in which they will be applied, prepare faculty to teach SEA skills, and investigate the use of technology.</item> </ulist> <p>Despite attention to the importance of SEA skills, there is still a great deal of confusion about the dizzying array of umbrella terms used to refer to them. They are called <emph>non-cognitive</emph>, <emph>soft, metacognitive, 21<sups>st</sups>-century, social/emotional</emph>, and <emph>new basic skills</emph>, to name just a few ([<reflink idref="bib2" id="ref3">2</reflink>]; [<reflink idref="bib6" id="ref4">6</reflink>]; [<reflink idref="bib9" id="ref5">9</reflink>]; [<reflink idref="bib11" id="ref6">11</reflink>]).</p> <p>These skills are manifested in a set of behaviors, mindsets, and dispositions that lead to learning ([<reflink idref="bib4" id="ref7">4</reflink>]) and achievement in college. And they are ones that employers increasingly contend are vital to success in the work world but are in short supply among college graduates. According to a 2012 survey by <emph>The Chronicle of Higher Education</emph> and American Public Media's <emph>Marketplace</emph>, they include managing multiple priorities, communication, and problem solving ([<reflink idref="bib5" id="ref8">5</reflink>]).</p> <p>New information about the malleability of the brain in late adolescence has also influenced the focus on non-cognitive skill development in college ([<reflink idref="bib13" id="ref9">13</reflink>]). Missing, however, are clear frameworks for linking these skills to college and career success, and, more critically, guidance about how to inculcate them in young adults.</p> <p>As a result, there is little evidence about the effectiveness of specific interventions that can be applied to existing work or promote meaningful and widespread change. For that matter, there is little documentation of the varying approaches to teaching SEA skills so that all students—particularly those most in need of support in college and beyond, such as first-generation and low-income students—can be prepared to proceed through college.</p> <hd id="AN0110526706-3">MY WILDCAT TRACK, UNIVERSITY OF ARIZONA</hd> <p> <emph>Program Features for Students</emph> </p> <p></p> <ulist> <item> Students have three to five individual meetings with a learning specialist who acts as an "academic coach."</item> <p></p> <item> Students take the Student Self-Awareness Inventory (SSAI) at the beginning of the program.</item> <p></p> <item> Skills addressed during individual meetings include confidence levels and expectations for college.</item> <p></p> <item> Key areas for student development are communication skills, problem solving, self-advocacy, coping with stress, self-management/self-regulation, and anxiety and stress management.</item> <p></p> <item> Learning specialists help to connect students with other resources on the campus.</item> </ulist> <p> <emph>Professional-Development Features for Learning Specialists</emph> </p> <p></p> <ulist> <item> Groups discuss books such as Dweck's (2006) <emph>Mindset: The New Psychology of Success</emph>, and Nilson's <emph>(2013) Creating Self-Regulated Learners</emph>.</item> <p></p> <item> Brown-bag presentations are given on topics such as brain-based learning strategies and motivational interviewing.</item> <p></p> <item> Regular trainings, workshops, and webinars are offered on a variety of topics.</item> </ulist> <p> <emph>Program Outcomes</emph> </p> <p></p> <ulist> <item> Average cumulative GPA increase is 60–70% each time that the program runs.</item> <p></p> <item> One-third of students are removed from academic probation in one semester.</item> <p></p> <item> Over 90% of students who have participated in the program report that they better understand their strengths and weaknesses, know more about policies and deadlines, and have learned study skills and strategies that work.</item> </ulist> <p>This article presents some findings from a larger research study, funded in part by the Bill &amp; Melinda Gates Foundation, of how colleges and universities, as well as employers, are using non-cognitive skill building to promote college and career success.</p> <hd id="AN0110526706-4">STUDY METHODS</hd> <p>Our study began with a scan of the scholarship on the non-cognitive skills and behaviors that are most frequently cited as relating to college and career success. Although a review of that literature is beyond the scope of this article, the analysis yielded 43 skills and behaviors grouped into three conceptual categories: approach to learning and work, interpersonal skills, and social skills (Savitz-Romer &amp; Rowan-Kenyon, forthcoming).</p> <p></p> <ulist> <item> <emph>Approach to learning or work</emph>: those behaviors, skills, and dispositions that individuals use to engage in study or work.</item> <p></p> <item> <emph>Intrapersonal skills</emph>: those personal skills and dispositions that reside within the individual and that influence behaviors and judgments about him- or herself.</item> <p></p> <item> <emph>Social skills</emph>: the skills, behaviors, and dispositions that enable an individual to successfully engage with others.</item> </ulist> <p>In addition to grouping the SEA skills into three categories, the review also distinguished between skills and behaviors. Defining the non-cognitive skills necessary for success in higher education and beyond calls for a distinction between internal skills and capacities, such as self-efficacy and self-direction, and the behaviors that enact those skills, such as goal setting and taking initiative (Savitz-Romer &amp; Rowan-Kenyon, forthcoming). The conceptual categories, and the SEA skills and behaviors belonging to each, are shown in Figure 1.</p> <p>To understand how colleges and universities promote social and emotional skill development, our team conducted surveys of institutional officers and program staff, as well as follow-up interviews with a subset of program staff to gain a more detailed picture of this development in practice. We identified institutions that served low-income, first-generation college goers by selecting schools that offered at least an associate's degree and reported admission rates higher than the national average (63 percent) and Pell grant recipient rates of at least 30 percent.</p> <p>Graph: FIGURE 1. SEA CONSTRUCT CATEGORIES</p> <p>The survey of institutional officers included chief academic and student affairs staff; a total of 249 from 223 institutions responded. We inquired about their perceptions of whether improving SEA skills for college and career success, grouped into the three categories noted above, were a primary focus, a secondary focus, or not a focus of their institutions. We also asked them to identify up to three program directors responsible for SEA programs on their campus.</p> <p>Graph: FIGURE 2. APPROACH TO LEARNING PRIORITIES</p> <p>We sent the identified program directors the second survey; 147 from 101 institutions responded. Program directors identified up to two of their most successful and effective SEA programs and responded to questions about these programs, including skill focus, selection criteria, program format and delivery methods, participant demographics, completion rates, and assessment processes. In 15 follow-up interviews with program directors, selected to represent a range of programs and institutional settings, we heard about program activities, the motivations for establishing the program, participants, the skills the program sought to improve, how success was measured, and best practices.</p> <hd id="AN0110526706-5">FINDINGS</hd> <p>Our data reveal that colleges and universities privilege skills and behaviors that contribute to learning and work over interpersonal and social skills. But within the same institution, institutional officers and program directors disagreed to some extent regarding the primary focus of their programs.</p> <hd id="AN0110526706-6">APPROACH TO LEARNING/WORK</hd> <p>SEA program directors' emphasis on approaches to learning and work is logical, given that most of them are concerned with college entry and transition for first-year students and/or at-risk students. But when we asked institutional officers the degree to which their programs focused on each of these skills (Figure 2), we saw agreement with the program directors regarding some skills and disagreement about others.</p> <p>For example, 72 percent of both program directors and institutional officers said <emph>setting goals</emph> was a primary focus of their programs, but while 79 percent of program directors reported that the <emph>identification and utilization of social support and institutional resources</emph> was a primary focus, only 62 percent of institutional officers rated the development of this skill as very important.</p> <hd id="AN0110526706-7">INTRAPERSONAL SKILLS</hd> <p>Intrapersonal skills are less likely to be a primary focus of SEA programs, according to the program staff and institutional officers we surveyed, than <emph>approach to learning or work</emph> or some <emph>social</emph> skills. We attribute the reduced attention to intrapersonal skills to the fact that many of the concepts in this category reflect skills that underlie behaviors and are less widely understood or targeted by institutions, which are focused on promoting specific behaviors conducive to college success.</p> <p>But it is possible that colleges simply do not see it as their responsibility to develop these skills. While <emph>understanding institutional/academic expectations</emph> is consistently rated as a primary focus by both program directors and institutional officers, only 62 percent of program directors and 46 percent of officers see <emph>taking initiative</emph> as a major focus. And less than half of program directors and officers (47 percent and 44 percent, respectively) see <emph>developing strong personal values</emph> as a primary goal of their programming (Figure 3).</p> <hd id="AN0110526706-8">SOCIAL SKILLS</hd> <p>Emphasis on developing <emph>social skills and behaviors</emph> was generally low among our respondents, with the exception of skills, such as communication, that are related to students' <emph>approach to learning</emph>. Institutions may assume that students already have interpersonal and social skills or will gain them in other ways.</p> <p>Further, there is less agreement between officers and directors on the degree of focus placed on some social skills and behaviors. For example, only 18 percent of institutional officers describe developing <emph>empathy</emph> as a primary programmatic focus, while 36 percent of program directors said it was one of their major aims (Figure 4). This lack of agreement suggests either a failure to coordinate institutional goals and values with programs and interventions or a lack of agreement about the skills that are the most important in enacting those institutional aims.</p> <hd id="AN0110526706-9">IMPLEMENTATION</hd> <p>Although many institutions surveyed had embarked on programs to improve students' SEA skills, the number of those programs was still quite small: On average, institutions had implemented three programs. Most institutions in our sample had a small (between one and three) number of SEA-skills-focused programs. While 57 percent of institutional officers reported a small number of programs, only 11 percent were implementing a large number (11–20).</p> <p>But the majority of the programs (64 percent) served a large number of students (100 or more), with 68 percent consisting of a series of events that lasted one semester or longer. A third of these programs were mandatory for all students or for those who met the criteria for participation. Participation was usually mandatory for subgroups such as first-generation students (33 percent) or developmental- or remedial-education students (36 percent).</p> <hd id="AN0110526706-10">LACK OF ALIGNMENT BETWEEN SCIENCE AND PRACTICE</hd> <p>Whereas the literature scan suggests that SEA skills are best developed in the context in which they are to be applied (Savitz-Romer &amp; Rowan-Kenyon, forthcoming), such as the classroom or workplace, most interventions are operated out of student affairs offices and in first-year-experience programs. It seems that students lack opportunities to practice their learned skills in classroom settings.</p> <p>Further, although research suggests that faculty are well positioned to promote students' SEA skill development because of their role in the classroom and their link to the professional field for which students are preparing, they are rarely engaged in these interventions. With the exception of a few promising examples, such as the Wildcat Track example described above, programs rarely promote faculty skill development as a means to promote student success. According to the directors, only 26 percent of the programs involved faculty, and these examples included cases where a faculty member served a dual role as faculty and learning specialist or advisor.</p> <p>While SEA skills have been deemed important for both college success and career readiness, most of the programs surveyed for this study were designed to foster the transition to college and college success rather than career readiness. Over two-thirds of the programs in our sample focused on first-year students, while only five percent of programs targeted students who were preparing to transition into the workforce.</p> <p>In addition to first-year students and others who are considered at risk of not completing college (e.g., first-generation students and those who are required to participate in developmental-education courses), most programs use performance outcomes (e.g., GPA, retention and degree completion) to evaluate program success, with special attention to skills such as <emph>self awareness</emph> and <emph>overcoming obstacles</emph>. Very few programs identify career placement as a desired outcome.</p> <hd id="AN0110526706-11">ASSESSMENT</hd> <p>Findings from our review of existing programs revealed that programs are generally not assessing the development of SEA skills in their participants. Sixty-eight percent of program administrators reported using some kind of assessment at the conclusion of the program, but those assessments rarely focused on the SEA factors.</p> <p>Graph: FIGURE 3. INTRAPERSONAL SKILLS PRIORITIES</p> <p>Graph: FIGURE 4. SOCIAL SKILLS PRIORITIES</p> <p>This finding was corroborated by our program-director interviews. While all 15 programs in our sample reported that they measured their program success using end-of-program evaluations, none mentioned measuring proximal outcomes such as SEA skills. Rather, 10 of the 15 programs used more distal outcomes such as GPA, retention, and graduation rates to track program outcomes.</p> <p>The programs that <emph>were</emph> assessing SEA skills generally used standardized assessments, especially the National Survey of Student Engagement and the Noel-Levitz Student Satisfaction Inventory. However, these instruments do not specifically target the SEA skills and behaviors identified from the literature as important for college and career success. Both of them focus on satisfaction and students' participation in educational experiences, such as active learning.</p> <p>A few programs used the Dominance, Influence, Steadiness and Conscientiousness (DiSC) and Myers-Briggs instruments, which are personality tests. The Learning and Study Strategies Inventory (LASSI), used by My Wildcat, and ACT's Engage do cover SEA skills, with subscales on study habits and reception to supports, but they were not widely used in the programs surveyed.</p> <p>Unfortunately, many of the SEA scales and instruments employed by researchers are not readily available to or usable by practitioners and students. Like [<reflink idref="bib7" id="ref10">7</reflink>], we recommend the further development of standardized assessments to evaluate students' SEA development in areas that are recognized to be important for success in college and the workplace.</p> <p>An additional finding in the area of assessment is worth noting. Among programs surveyed, there were few assessments used for the purpose of student self-appraisal and self-assessment. <emph>Self awareness</emph> and <emph>self-concept</emph> are key SEA skills, yet programs lack assessments that give students an opportunity to exercise those capacities. As one program administrator noted, "Students really benefit from these diagnostic tools—they are thrilled to know all about themselves." The lack of these kinds of assessment suggests a missed opportunity to both improve students' self-awareness and teach the skills needed to process feedback.</p> <hd id="AN0110526706-12">IMPLICATIONS FOR PRACTICE</hd> <p>While we were encouraged to find many institutions offering programs and practices designed to foster non-cognitive skills, our analysis revealed many gaps and areas for further development. We offer the following recommendations to advance the development of SEA skills and behaviors that promote students' college completion and career readiness.</p> <p></p> <ulist> <item> <bold> 1. _B_SEA skill development should include career readiness and target student populations accordingly.</bold> </item> </ulist> <p>The programs reviewed in this study appeared narrowly focused on degree completion, especially among students at risk of non-completion. However, there is no research to suggest that these skills are less critical for some students than for others. Rather, development of these skills and behaviors will benefit all students and improve their chances of success.</p> <p>Thus, we suggest two areas for potential changes in practice.</p> <p>First, institutions should widen the purpose of current interventions, and they should provide supports that are focused on career readiness to all students. Because these skills promote both degree completion and career readiness, serving students as they prepare to enter the workforce appears to be an area ripe for development. Since limited funds may be to blame for the targeted nature of these programs, institutions might consider requiring online skills training for all students.</p> <p>Second, programs should position the development of SEA skills within the context in which they are applied, beginning with the classroom. Examples of this might include embedding programs in career-development offices or in senior-level courses in the major. Institutions might also partner with businesses or other local employers who provide internships to their students. Although few examples appeared in our dataset, Charleston Southern University's Career-Development program is an example of a holistic, four-year, integrated program that prepares students for the world of work.</p> <p></p> <ulist> <item> <bold> 2. _B_Assessments should measure specific skills.</bold> </item> </ulist> <p>With many institutions using standardized assessments that do not assess the SEA skills identified in the literature as essential, we recommend modifications to existing assessments or the development of new tools whose purpose is to assess these skills, rather than over-relying on distal outcomes such as GPA, retention, and graduation rates. Such assessments will also help build an evidence base that reveals the link between practices, skill development, and outcomes and identifies which practices and programs are most effective.</p> <hd id="AN0110526706-13">CAREER DEVELOPMENT, CHARLESTON SOUTHERN UNIVERSITY</hd> <p> <emph>Four-Year Roadmap</emph> </p> <p></p> <ulist> <item> First year: "Adjust to College Life and Work"</item> <p></p> <item> Sophomore year: "Select a Major and Identify Career Goals"</item> <p></p> <item> Junior year: "Translate Experiences into Career Goals"</item> <p></p> <item> Senior year: "Implement Your Goals"</item> </ulist> <p> <emph>One-Credit Course on Career Planning</emph>.</p> <p></p> <ulist> <item> Resources include assessments (Meyers Briggs, StrengthsFinder) and professional-development resources to help students understand their skills, talents, and passions, which they can align with the appropriate major.</item> <p></p> <item> All tools and resources are available online and include tools for creating a career portfolio, starting in the first year.</item> </ulist> <p> <emph>Campus-Wide Emphasis on Critical Skills</emph> </p> <p></p> <ulist> <item> Problem solving, critical thinking, and analytical reasoning are the three primary skills targeted not only by career development but by Charleston Southern University as a whole.</item> <p></p> <item> Student skills in these areas are assessed in a student's first year and again before graduation.</item> <p></p> <item> The importance of "soft skills" is emphasized—including positive attitude, work ethic, communication skills, time management, and self-confidence.</item> </ulist> <p>One recently developed assessment, from the Academy for College Excellence (<ulink href="http://academyforcollegeexcellence.org/">http://academyforcollegeexcellence.org/</ulink>), is the College Student Self-Assessment Survey (CSSAS), which is designed to assess students' perceptions of their own self-efficacy, communication skills, teamwork, interaction with others, and mindfulness. Students take the CSSAS at the start of the program to collect baseline data and at two additional points to measure change over time ([<reflink idref="bib10" id="ref11">10</reflink>]; [<reflink idref="bib3" id="ref12">3</reflink>]).</p> <p></p> <ulist> <item> <bold> 3. _B_Institutions should prepare faculty to help students develop SEA skills.</bold> </item> </ulist> <p>Consistent with other college-readiness strategies, our analysis revealed that the majority of programs are targeted at students. Based on evidence on the importance of teaching non-cognitive skills in the context in which they can be applied and practiced, we suggest that campuses invest in faculty development to promote SEA skill building in teaching and advising. Faculty who teach advanced or capstone classes in pre-professional majors are particularly well positioned to communicate the importance of these skills as part of the professional indoctrination that is common in those types of courses.</p> <p></p> <ulist> <item> <bold> 4. _B_Institutions should investigate the use of technology to teach and assess SEA skills.</bold> </item> </ulist> <p>Despite some recent use of technology to promote SEA factors, we found little research on the effectiveness of these practices. Nevertheless, institutions might want to follow the lead of campuses that are using online tutorials to provide learning skills alongside content material, such as the Digital and Independent Learning Skills program at University of Washington-Tacoma, and then assess the results.</p> <p>Northeast Alabama Community College uses the LASSI. This online assessment helps at-risk students figure out what type of learners they are and assess their motivation, attitudes, and time-management skills (among others). Another use of technology is the Strengths Course at Anoka Technical College, which uses Desire to Learn (D2L), an online platform, to receive confidential course materials, such as the students' journals, and to post reading and writing assignments.</p> <p>Other practices such as <emph>nudging technologies</emph> [Editor's note: for a description of these technologies, see the article by Ben Castleman and Lindsay Page in the J/F 2015 <emph>Change</emph>] warrant attention as well. These provide behavioral suggestions or nudges designed to keep students on track to succeed, as well as diagnostic information regarding mastery of SEA skills to university staff and students.</p> <hd id="AN0110526706-14">CONCLUSION</hd> <p>Despite increased attention to improving students' non-cognitive skills and behaviors and thus increasing their chances of success in college and careers, there is still work to be done to identify the most effective practices and implement them in a broad-based way. As more colleges and universities adopt practices to improve SEA skills and behaviors, the field will benefit from efforts to share lessons learned and best practices, as well as from rigorous implementation and impact studies to identify and understand what works best, under what circumstances, and for which students.</p> <p>This report is based on research funded in part by the Bill &amp; Melinda Gates Foundation. The findings and conclusions are those of the authors and do not necessarily reflect positions or policies of the Bill &amp; Melinda Gates Foundation.</p> <ref id="AN0110526706-15"> <title> RESOURCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Bembenutty, H. (2009). Academic delay of gratification, self-efficacy, and time management among academically underprepared college students. Psychological Reports, 104, 613–623.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref3" type="bt">2</bibl> <bibtext> Conley, D. T. (2005). College knowledge: What it really takes for students to succeed and what we can do to get them ready. San Francisco, CA: Jossey-Bass.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref12" type="bt">3</bibl> <bibtext> Farr, B., Rotermund, S., Radwin, D., &amp; Robles, J. (2012). Evaluation of the Academy for College Excellence: Report on implementation and student outcomes. 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Psychological Bulletin, 130, 261–288.</bibtext> </blist> <blist> <bibtext> Savitz-Romer, M., &amp; Bouffard, S. (2012). Ready, willing and able: A developmental approach to college access and success. Cambridge, MA: Harvard Education Press.</bibtext> </blist> </ref> <aug> <p>By Mandy Savitz-Romer; Heather T. Rowan-Kenyon and Cheri Fancsali</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Mandy Savitz-Romer is a senior lecturer in education at the Harvard Graduate School of Education. She is the co-author of Ready, Willing and Able: A Developmental Approach to College Access and Success.</p> <p>Heather T. Rowan-Kenyon is an associate professor in the higher education program in the Lynch School of Education at Boston College. Her work focuses on college access and success for underrepresented students.</p> <p>Cheri Fancsali is managing director of education research and principal research scientist at Impaq International. Her research focuses on the impact of school-improvement efforts, including the social, emotional, and affective dimensions of learning.</p> </aug> <nolink nlid="nl1" bibid="bib12" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref9"></nolink> <nolink nlid="nl4" bibid="bib10" firstref="ref11"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Social, Emotional, and Affective Skills for College and Career Success – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Savitz-Romer%2C+Mandy%22">Savitz-Romer, Mandy</searchLink><br /><searchLink fieldCode="AR" term="%22Rowan-Kenyon%2C+Heather+T%2E%22">Rowan-Kenyon, Heather T.</searchLink><br /><searchLink fieldCode="AR" term="%22Fancsali%2C+Cheri%22">Fancsali, Cheri</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Change%3A+The+Magazine+of+Higher+Learning%22"><i>Change: The Magazine of Higher Learning</i></searchLink>. 2015 47(5):18-26. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2015 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Objectives%22">Affective Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22School+Counselors%22">School Counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Developed+Materials%22">Student Developed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Probation%22">Academic Probation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/00091383.2015.1077667 – Name: ISSN Label: ISSN Group: ISSN Data: 0009-1383 – Name: Abstract Label: Abstract Group: Ab Data: Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend workshops designed to foster their academic self-efficacy, teach metacognition, and identify transferable cognitive strategies. Named a "promising and practical strategy to increase post-secondary success" by the US Department of Education, this skill-building program is a far cry from the day when probation meant students had to figure out how to improve their grades on their own, through visits to tutoring centers or professors. By also implementing a professional development program aimed at arming learning specialists with knowledge of student-development theory and skills in coaching and counseling, the University of Arizona is taking an important step towards ensuring that students will benefit from developmental supports. This article presents some findings from a larger research study, funded in part by the Bill & Melinda Gates Foundation, of how colleges and universities, as well as employers, are using non-cognitive skill building to promote college and career success. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 13 – Name: DateEntry Label: Entry Date Group: Date Data: 2015 – Name: AN Label: Accession Number Group: ID Data: EJ1079364 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00091383.2015.1077667 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 18 Subjects: – SubjectFull: College Students Type: general – SubjectFull: Interpersonal Competence Type: general – SubjectFull: Affective Behavior Type: general – SubjectFull: Emotional Development Type: general – SubjectFull: Emotional Intelligence Type: general – SubjectFull: Affective Objectives Type: general – SubjectFull: School Counselors Type: general – SubjectFull: Learning Strategies Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Workshops Type: general – SubjectFull: Student Development Type: general – SubjectFull: Student Developed Materials Type: general – SubjectFull: Academic Probation Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Arizona Type: general Titles: – TitleFull: Social, Emotional, and Affective Skills for College and Career Success Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Savitz-Romer, Mandy – PersonEntity: Name: NameFull: Rowan-Kenyon, Heather T. – PersonEntity: Name: NameFull: Fancsali, Cheri IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 0009-1383 Numbering: – Type: volume Value: 47 – Type: issue Value: 5 Titles: – TitleFull: Change: The Magazine of Higher Learning Type: main |
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