Promoting Student Success in the First Year of College

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Presentation transcript:

Promoting Student Success in the First Year of College George D. Kuh 29th Annual Conference on The First Year Experience Denver CO February 13, 2010

Context Global Competitiveness in Degree Attainment The New Majority and Demographic Gaps Questionable Levels of Student Performance 2

* 07/16/96 *

“It’s the Learning, Stupid”

Context Global Competitiveness in Degree Attainment The New Majority and Demographic Gaps Questionable Levels of Student Performance In a Most Challenging Fiscal Environment …  We Need Higher Levels of Student Attainment at an Affordable Cost 5

What If… If we imagined what our work would be like using what we know about how students learn…? And if we created optimum learning conditions for all students…? Then, how would we re-design our first-year programs and practices? What kinds of teaching and assessment approaches would we use?

Overview What the world needs now Why engagement in the first year matters High-impact practices A five step agenda

Association of American Colleges and Universities 8

Narrow Learning is Not Enough: The Essential Learning Outcomes Knowledge of Human Cultures and the Physical & Natural World Intellectual and Practical Skills Personal and Social Responsibility “Deep” Integrative Learning 9

Deep, Integrative Learning Attend to the underlying meaning of information as well as content Integrate and synthesize different ideas, sources of information Discern patterns in evidence or phenomena Apply knowledge in different situations View issues from multiple perspectives

HART RESEARCH P e t e r D A S O T E C I Raising The Bar Employers’ Views On College Learning In The Wake Of The Economic Downturn Key findings from survey among 302 employers Conducted October 27 – November 17, 2009 for

Employer expectations of employees have increased % who agree with each statement Our company is asking employees to take on more responsibilities and to use a broader set of skills than in the past Employees are expected to work harder to coordinate with other departments than in the past The challenges employees face within our company are more complex today than they were in the past To succeed in our company, employees need higher levels of learning and knowledge today than they did in the past

Employers’ Top Priorities for Student Learning In College % saying two- and four-year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge Effective oral/written communication Critical thinking/ analytical reasoning Knowledge/skills applied to real world settings Analyze/solve complex problems Connect choices and actions to ethical decisions Teamwork skills/ ability to collaborate Ability to innovate and be creative Developments in science/technology

Other Areas Of Learning Needing More Emphasis % saying two- and four-year colleges should emphasize MORE helping students develop in these areas Locate/organize/ evaluate information Understand global context Global issues’ implications for future Understand & work with statistics Understand role of U.S. in the world Knowledge of cultural diversity in US/world Civic knowledge, community engagement Foreign language proficiency Understand, apply democratic values

What Matters to Student Success Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., & Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5). San Francisco: Jossey-Bass. Commissioned papers at: http://nces.ed.gov/npec/papers.asp

Pre-college Characteristics Associated with Student Success Academic preparation

Pre-college Characteristics Associated with Student Success Academic preparation Ability and college-level skills Financial wherewithal Family education and support

Early College Indicators of Persistence and Success Psycho-social fit Goal realization Credit hours completed Academic and social support Involvement in the “right” kinds of activities

What Really Matters in College: Student Engagement Because individual effort and involvement are the critical determinants of college impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, 2005, p. 602

Foundations of Student Engagement Time on task (Tyler, 1930s) Quality of effort (Pace, 1960-70s) Student involvement (Astin, 1984) Social, academic integration (Tinto,1987, 1993) Good practices in undergraduate education (Chickering & Gamson, 1987) College impact (Pascarella, 1985) Student engagement (Kuh, 1991, 2005, 2007) Pace (1970s) Pioneer in this movement of looking at the entire student experience versus just looking at test scores or grades to assess student learning. He asked questions related to students’ academic and social experiences in college – assessed how much effort they were putting forth in their educational experiences Astin (Hired by Pact at UCLA in 1980s) Promoted his theory of student involvement Amount of learning taking place directly proportional to quantity and quality of energy invested in educational activities Tinto (Also in the 1980s) Retention model – greater social and academic integration, both formal and informal processes -> greater satisfaction -> more likely to stay Chickering and Gamson (1980s analysis of hundreds of studies over several decades) 1) Student-faculty contact, 2) Cooperation among students, 3) Active learning, 4) Prompt feedback, 5) Time on task, 6) High expectations, and 7) Respect for diverse talents and ways of learning Kuh (1990s – idea of student engagement) What students do -- time and energy devoted to educationally purposeful activities What institutions do -- using effective educational practices to induce students to do the right things

Student Engagement Trifecta What students do -- time and energy devoted to educationally purposeful activities What institutions do -- using effective educational practices to induce students to do the right things Educationally effective institutions channel student energy toward the right activities

Good Practices in Undergraduate Education (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005) Student-faculty contact Active learning Prompt feedback Time on task High expectations Respect for diverse learning styles Cooperation among students

National Survey of Student Engagement (pronounced “nessie”) Community College Survey of Student Engagement (pronounced “cessie”) College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

NSSE & CCSSE Questionnaires Student Behaviors Institutional Actions & Requirements Student Learning & Development Extensive research indicates that good educational practices in the classroom and interactions with others, such as faculty and peers, are directly related to high-quality student outcomes They also record their perceptions of features of the college environment that are associated with achievement, satisfaction, and persistence including the extent to which the institution offers the support students need to succeed academically and the quality of relations between various groups on campus such as faculty and students (Astin, 1993; Pascarella & Terenzini, 1991; Tinto, 1993). Responses to the Educational and Personal Growth items in The Report have been shown to be generally consistent with other evidence, such as results from achievement tests (Brandt, 1958; Davis & Murrell, 1990; DeNisi & Shaw, 1977; Hansford & Hattie, 1982; Lowman & Williams, 1987; Pike, 1995; Pace, 1985). As with all college student surveys, the NSSE relies on student self-reports. For self-reported information to be valid, five conditions must be met: (1) the information requested is known to the respondents, (2) the questions are phrased clearly and unambiguously (Laing, Sawyer, & Noble, 1988), (3) the questions refer to recent activities (Converse & Presser, 1989); ( 4) the respondents think the questions merit a serious and thoughtful response (Pace, 1985), and (5) answering the questions does not threaten, embarrass, or violate the privacy of the respondent or encourage the respondent to respond in socially desirable ways (Bradburn & Sudman, 1988). The survey was designed to satisfy all these conditions. The items are clearly worded, well defined, have high face validity, and acceptable reliability (Kuh 2000). Reactions to College Student Background Information

Grades, persistence, student satisfaction, gains across a range of desired outcomes, and engagement go hand in hand

Both the NSSE benchmark and deep learning scales are…significantly and positively linked to … effective reasoning and problem solving, well being, inclination to inquire and lifelong learning, intercultural effectiveness, leadership, and moral character… These associations persisted even after introducing controls for important confounding influences. Pascarella et al., 2009 reporting on the Wabash National Study of Liberal Arts Education (WNSLAE)

It’s more complicated than this… Many of the effects of college are “conditional” Some are compensatory Some have unusually positive effects

Who’s (on average) more engaged? Women Full-time students Students who live on campus Students with diversity experiences Students who start and stay at same school

CCSSE: Who Is More Engaged? Less Engaged Full-time students Part-time students Nontraditional-age students (those over age 24) Traditional-age students (those 24 and younger) Students seeking credentials Students not seeking credentials Students who have completed 30 or more credits Students who have not completed 30 or more credits Female students Male students Black students Students who are not black International students U.S. students Students who work fewer than 30 hours per week Students who work more than 30 hours per week Students who have taken developmental courses Students who have not taken developmental courses Students who have taken study skill courses Students who have not taken study skill courses Students who have participated in orientation Students who have not participated in orientation Students who have participated in learning communities Students who have not participated in learning communities  CCSSE data consistently show that high-risk students, such as those who take developmental courses, typically are more engaged than their lower-risk peers. A notable exception is part-time students (a sizable group of high-risk students), who consistently are less engaged than their full-time peers.  But consider the case of part-time students who participate in developmental education. On four of five CCSSE benchmarks, these students are less engaged than full-time students but more engaged than their part-time peers who did not take developmental courses. On the fifth benchmark, support for learners, part-time students who participate in developmental education are more engaged than even full-time students: They are 15% of the 2008 CCSSE Cohort, but they represent 16% of the most engaged students on this benchmark.  Thus, even though part-time students are consistently less engaged than full-time students, taking developmental courses is a mitigating factor that affects their engagement levels in all areas. Students in other less engaged groups — male students, traditional-age students, and students who work more than 30 hours per week — have similar outcomes when they take developmental courses.  This effect, moreover, is not limited to students taking developmental courses. Students from typically less engaged groups are more engaged than their peers when they participate in college orientation, study skill courses, and learning communities. Community College Survey of Student Engagement

Who’s more engaged? Women Full-time students Students who live on campus Students with diversity experiences Students who start and stay at same school Students who have done “high- impact” practices

www.aacu.org 36

High-Impact Activities First-Year Seminars and Experiences  Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects “Science as Science Is Done”; Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects 37

Essential Learning Outcome: NSSE Deep/Integrative Learning Integrating ideas or information from various sources Included diverse perspectives in class discussions/writing Put together ideas from different courses Discussed ideas with faculty members outside of class Discussed ideas with others outside of class Analyzing the basic elements of an idea, experience, or theory Synthesizing & organizing ideas, info., or experiences Making judgments about the value of information Applying theories to practical problems or in new situations Examined the strengths and weaknesses of your own views Tried to better understand someone else's views Learned something that changed how you understand an issue 38

Effects of Participating in High-Impact Activities on Deep/Integrative Learning and Gains

Effects of Participating in High-Impact Activities on Student Engagement

High-Impact Activities Increase Odds Students Will: Invest time and effort Interact with faculty and peers about substantive matters Experience diversity Get more frequent feedback Reflect & integrate learning Discover relevance of learning through real-world applications Bullet 1: DEEP Schools are confident enough of who they are and what they are striving for that they are willing to question whether they are performing as well as they can. This sense of institutional efficacy contributes to a collaborative culture of improvement. Bullet 2: DEEP schools are never quite satisfied with their level of performance. They continually revisit and rework policies and practices to make them marginally better. Bullet 3: Confidence combined with a focus on improved performance makes DEEP schools dynamic organizations. Because they are not afraid to experiment and invest in ideas, they are inclined toward innovation. Even those that are cash strapped typically find small amounts of money to fuel the flame of innovation.

High-Impact Practices and the Disparities Within… Frosh: Service Learning and LCs Parity among racial/ethnic groups Fewer 1st gen students Fewer part-time students Fewer transfer students Fewer older students Bullet 1: DEEP Schools are confident enough of who they are and what they are striving for that they are willing to question whether they are performing as well as they can. This sense of institutional efficacy contributes to a collaborative culture of improvement. Bullet 2: DEEP schools are never quite satisfied with their level of performance. They continually revisit and rework policies and practices to make them marginally better. Bullet 3: Confidence combined with a focus on improved performance makes DEEP schools dynamic organizations. Because they are not afraid to experiment and invest in ideas, they are inclined toward innovation. Even those that are cash strapped typically find small amounts of money to fuel the flame of innovation.

Assessing Student Engagement in High-Impact Practices To what extent does your institution provide these experiences? [√ = have on campus; √ = required; estimate the % of various student populations in these activities] Learning Community First Year Seminars Service Learning On Our Campus Required for all % Students involved % First Generation % Transfer Students % African American % Latino Students % Asian American % other % Adult Students

Ponder This “If all you ever do is all you’ve ever done, then all you’ll ever get is all you ever got” Texan quoted in T. Friedman, Hot, Flat and Crowded (2008, p. 6)

Five Step Agenda Make the classroom the locus of community building Use engaging pedagogies campuswide

Engaging Pedagogies and Practices Classroom organization Early and continuing assignments requiring reflection and integration coupled with feedback Use of peer preceptors/mentors One minute papers (variations) Case studies Debates Simulations Small group problem sets Others…

3. Put money where it will make a difference to student success “…in professional baseball it still matters less how much you have than how well you spend it”

3. Put money where it will make a difference to student success It’s not how much you spend but where (DEEP study, Delta Cost Project) Sunset redundant and ineffective programs Invest in “high-impact” and other activities that contribute to student success If it works, maybe require it?

Targets of Opportunity Require advising and orientation Use valid placement tests Reduce D/W/F rates Deploy early warning systems Organize residences around educational themes Communicate with at-risk student family members

4. Ensure programs are of high quality What kind of evidence will signal effectiveness?

5. Cultivate a campus culture that fosters student success unshakeable focus on student learning (“teach the students we have, not the students we wish we had”) “get the right people on the bus” high performance expectations for all human-scale settings improvement-oriented ethic inclusive language and traditions

Project DEEP To discover, document, and describe what high performing institutions do to achieve their notable level of effectiveness.

High performance is not guaranteed to last It’s not complacency but over-reaching that better explains how the once invincible self-destruct

Five years later, DEEP schools followed one of two approaches Advancing the student success agenda Pervasive Targeted Drifting off course Among these collaborative activities are (p. 203): Peer tutoring and mentoring First year seminars Learning communities

Keys to Sustaining the Student Success Agenda Student success becomes an institutional priority when everyone--especially campus leaders--make it so. Measure and act on what matters to student success Stay positively restless

Questions & Discussion

John Pelizza – Motivational Speaker Emotional and personal rules you Data moves You Something is bad -> Take action -> Get better Change needs to be emotional and personal Discovery -> Energy Production -> Feel better (kids always energetic – constantly discovering)