BSILI Habits of Mind (HoM) Community of Practice (CoP)

Student Success Conference Presentation

Workgroups task = Indicators

How can we tell if our students are using the habits of mind that lead to college success? Skills, attitudes, or behaviors demonstrated during a semester: Direct observation of skills or behaviors that can be conducted in the classroom Direct measures of student behavior outside of the classroom Indirect measures of student attitudes, behaviors and perceptions Summative achievement measures that reflect student success: Course success, college retention, GPA, etc.

Relationship to the overall HoM CoP

We need to work out what the HoM look like when they are at home on campus.

In the classroom In a student services office At graduation

Our work is a first attempt at operationalizing some of the terms and defining a process for developing key indicators that can be used in specific situations.

Results: Initial List of Key Indicators

In specific classes: SLO assessment and course work: Specific SLO assessments in a given class may map to one or more HoM. Scores on exams, projects, and other course work may align with one or more habits of mind.

Student behaviors: Specific observable behaviors on graded or ungraded activities may align with one or more habits of mind (e.g. work turned in on time; use of office hours).

Student self-assessment: Students can be asked to

Results: Initial List of Indicators

In specific student services:

Engagement with services: Student participation in activities, or use of student services may map to HoM.
(Note: Some services, such as the student discipline office, may be inversely related to the HoM that lead to success.)

Student behaviors: Observations of behaviors such as completion of an Student Education Plan or follow up on Counseling advice may map to HoM.

Self-assessments: Student responses on surveys asking about specific habits of mind may provide information about student perceptions.

Results: Initial List of Key Indicators

College-wide indicators:
Indicators of the overall collection of HoM that students demonstrate. Student retention data: Student persistence at the college or in the CCC system Student achievement data: Course success, program completion, degree attainment, etc. Student engagement data: From college surveys, broader surveys (e.g. CCSSE), etc.

Interpretation must be done carefully: There can be many intervening variables between these indicators and the use of HoM by students.

Mapping paths to the information.

Develop a question that can be addressed by studying HoM. Choose a set of HoM items to focus on. Operationalize those items - map them to measurable behaviors, skills or achievements. Choose a few key indicators from that mapping. Measure those indicators in a way that answers the question of interest.

Examples for a Science Course

Habits of Mind operationalized for a science lab course Debra Howell, Biology Department, Chabot College Habit of Mind 1. Persisting In a Science course Assignments completed on time Working through entire laboratory period. Successful course completion Persistence in college from Fall to Spring semester Students will safely manage laboratory equipment. Students will collaborate with peers in order to share information, ideas and responsibilities while preparing for and conducting lab. Students will evaluate evidence and consider differing hypotheses. Improvement on skills in courses based on feedback about classwork

2. Managing impulsivity 3. Listening with understanding and empathy 4. Thinking flexibly

5. Thinking about your thinking (Metacognition)

Examples for a Math Course

Habits of Mind operationalized for a Mathematics class Cynthia Stubblebine, Math Instructor, Chabot College
Habits of Mind 7. Questioning and problem posing In a Math course Asking questions for clarification. Asking questions that extend the scope of the material covered. Applying formulas in application problems. Applying life experience to formulate equations in application problems. Applying past techniques to new material

8. Applying past knowledge to new situations

9. Thinking and communicating with clarity and precision

10. Gathering data through all senses

Writing up solutions to application problems clearly with complete English sentences and units. Including details. Applying logic in solving problems. Neatness. Determining given information in an application problem. Finding the information needed to solve a problem.

How this will help to grow the HoM CoP ?

We can develop a common understanding of the types of indicators that can be used. Key indicators can be tailored to specific courses/activities. The resulting information can help us evaluate our efforts. If we know what HoM look like when theyre at home