Increasing Course Content Relevance with Self-Monitoring

Concurrent Session 4

Brief Abstract

Self-monitoring has many applications and can be used in courses to allow students to apply course concepts directly to their own lives and personal goals. Attendees will see course examples of self-monitoring and collaborate with others to identify ways to incorporate self-monitoring within their own endeavors.

Presenters

Lead Presenter: Dacia McCoy, University of Cincinnati

Dacia M. McCoy, Ph.D., is an Associate Professor- Educator at the University of Cincinnati in the Behavior Analysis Programs. In 2015, she earned her Ph.D. in School Psychology from the University of Cincinnati. She previously worked in the education field in a number of different positions since 2006 that included being an elementary school teacher, middle school special education teacher, and Board Certified Behavior Analyst at the doctoral level. She enjoys finding ways of incorporating strategies of effective instruction within the large enrollment online courses at the University of Cincinnati and participates in collaboration and leadership roles within the University and has been inducted into the Academy of Fellows for Teaching and Learning.

Extended Abstract

Supporting students in making personal connections with course content allows them to see the relevance and application of what they are learning. Self-monitoring allows students to recognize and track their own behavior (Hoff & DuPaul, 1998). Since some concepts can be challenging for students to experience first-hand in an online environment, self-monitoring may allow students to overcome barriers while also creating meaningful change in their own behavior and making course content relevant. Furthermore, self-monitoring can allow students to identify goals related to their learning in the course and monitor their progress throughout the semester increasing their ownership in the learning process.

Session Description

This session will provide examples of how course content was enhanced by providing authentic application with the implementation of self-monitoring and how it was used as a tool to promote student ownership of learning in other courses. Qualitative and quantitative data will be shared demonstrating the acceptability and perceived benefit of the strategy to support student learning. The session will be interactive and time will be provided for attendees to apply the information shared to their own endeavors, and provide and receive feedback with other session attendees regarding the unique adaptations of the session information. Attendees will walk away with resources, including example assignments.

Session Outcomes

After this session, participants will be able to:

  • Identify ways that self-monitoring may be used to foster the application of course concepts and support student outcomes.
  • Brainstorm and outline the implementation of self-monitoring within their own course, lesson, or endeavor.  

References:

Hoff, K. E., & DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27, 290–303.