Instilling Agency and Self-Advocacy in University Students

Instilling Agency and Self-Advocacy in First- Year University Students By Dr. Sarah Manasreh-Decker

Agenda Introduction Background and Learning Experimentation and Solutions Outcomes Discussion

Introduction Introduction Music Professor Music Professor Teaching in Higher Education in many different Teaching in Higher Education in many different capacities starting in 2006 capacities starting in 2006 One One- -on on- -One and Required Major Courses One and Required Major Courses Skills based classes Skills based classes Homework heavy courses with mostly scaffolded Homework heavy courses with mostly scaffolded formative assignments formative assignments

Issues Issues Missed Deadlines Missed Deadlines Low responsibility for make Low responsibility for make- -up work Always defaulted to highest authority Always defaulted to highest authority figure figure Small challenges seemed Small challenges seemed insurmountable insurmountable Homework was optional Homework was optional Belief their presence didn t matter Belief their presence didn t matter Ineffective use of resources Ineffective use of resources Unable to work on prolonged or Unable to work on prolonged or scaffolded projects scaffolded projects Academic consequences were not well Academic consequences were not well understood. understood. Easily frustrated Easily frustrated Unable to ask for help Unable to ask for help Lack of responsible communication Lack of responsible communication Deferment of responsibility Deferment of responsibility Freezing during decision making Freezing during decision making Result focused rather than process Result focused rather than process Avoided all challenges and struggles Avoided all challenges and struggles up work

Learning Learning 12 but were no longer held back for grades Students were able to fail in K Students were able to fail in K- -12 but were no longer held back for grades Students were not usually held accountable for work they missed when Students were not usually held accountable for work they missed when absent absent Teachers were the center of their learning and accountability Teachers were the center of their learning and accountability Parents had a further reach into student lives after K Parents had a further reach into student lives after K- -12 Academic consequences were less important than other disciplinary Academic consequences were less important than other disciplinary punishments punishments Grades and scores were the most important part of any activity. (End result Grades and scores were the most important part of any activity. (End result is king) is king) Students felt pressure from social media to hit inconsequential milestones Students felt pressure from social media to hit inconsequential milestones Students were not privy to the small challenges or struggles of others Students were not privy to the small challenges or struggles of others Guidance for mental health wellness came from social media rather than in Guidance for mental health wellness came from social media rather than in person examples person examples Course work was often designed to be completed in short time frames Course work was often designed to be completed in short time frames 12

What now? Social Media Issues in K-12 Politics Social Pressures It didn t matter! It didn t matter!

What does this boil down to? What does this boil down to? Lack of Lack of Agency Agency Lack of Lack of Advocacy Skills Self Self- -Advocacy Skills

What I needed them to know What I needed them to know Deadlines matter in so many aspects of their life and career Deadlines matter in so many aspects of their life and career Their presence matters and their presence is needed Their presence matters and their presence is needed Not every problem or project can be completed in a short period Not every problem or project can be completed in a short period of time of time Struggling is inevitable and even necessary Struggling is inevitable and even necessary They are capable They are capable Being uncomfortable and failing is part of any process Being uncomfortable and failing is part of any process Learning how to learn and learning the material is more Learning how to learn and learning the material is more important than grades important than grades Resources come in all shapes and sizes and can be used in a Resources come in all shapes and sizes and can be used in a variety of contexts variety of contexts They are the ones most responsible for their successes They are the ones most responsible for their successes

Frustrations Frustrations Almost everything that I wanted them to know seemed like common sense Almost everything that I wanted them to know seemed like common sense I felt like it wasn t may job to teach these skills I felt like it wasn t may job to teach these skills Students were resistant to these new concepts and skills Students were resistant to these new concepts and skills Understandings Understandings Students were not going to be successful, and I wouldn t be able to teach them Students were not going to be successful, and I wouldn t be able to teach them without learning these skills without learning these skills I needed to find a way to set this up in a helpful way I needed to find a way to set this up in a helpful way I needed students to be aware that these skills were part of the class I needed students to be aware that these skills were part of the class

Backwards Course Design Backwards Course Design

Attendance Attendance

Guidance Guidance Template emails to help them begin and know what is appropriate Template emails to help them begin and know what is appropriate Checklists for different situations Checklists for different situations Developed the way I did office hours Developed the way I did office hours Bring it back in each class period and assignment Bring it back in each class period and assignment Reward students with praise, flexibility, and understanding Reward students with praise, flexibility, and understanding Find ways to give the responsibility of their education back to them Find ways to give the responsibility of their education back to them Reiterate their resources throughout the semester Reiterate their resources throughout the semester Encourage peer learning and support Encourage peer learning and support Approached the whole thing with transparency and vulnerability Approached the whole thing with transparency and vulnerability

Successes Successes Students began to take responsibility for their assignments Students began to take responsibility for their assignments Communication improved Communication improved Attendance improved Attendance improved Students began coming to me for guidance in other classes (Using resources) Students began coming to me for guidance in other classes (Using resources) Students began using language that indicated agency Students began using language that indicated agency Students began to advocate for themselves Students began to advocate for themselves More student engagement More student engagement Less work for me! Less work for me! Difficulties Difficulties Some students didn t participate Some students didn t participate Heartbreaking decisions Heartbreaking decisions Some students took advantage of my efforts, vulnerability, and reward system Some students took advantage of my efforts, vulnerability, and reward system Often felt lost in the forest Often felt lost in the forest

Discussion We are in this together Tell me your successes. Every class is different due to course material and assignment design Thoughts?

Thank you! Dr. Sarah Manasreh-Decker smanasre@uwsp.edu