Redesigning Foundational Experiences for More Equitable First-Year Student Success Andrew K. Koch, Ph.D. President & Chief Operating Officer John N. Gardner Institute @DrewKochTweets Wildcat Foundations Launch Meeting | University of Kentucky | January 19, 2018

Who is this guy? (About the presenter) University of Kentucky | jngi.org

About the Non-Profit Organization University of Kentucky | jngi.org

What’s Up with the Session Title? Redesigning Foundational Experiences for More Equitable First-Year Student Success The Completion Agenda Fused with the Equity Imperative University of Kentucky | jngi.org

What Will He Share? (About The Session) Lessons from Current Work at the Gardner Institute on the Importance of: Gateway Courses Integrated High Impact Practices University of Kentucky | jngi.org

Gateway Courses Issue and Lesson 1 University of Kentucky | jngi.org

Issue I – Gateway Courses Deplorable rates of failure in gateway courses are prohibiting higher levels of academic progress and inhibiting social mobility – especially for historically underrepresented and underserved first-year students University of Kentucky | jngi.org

The Data – U.S. History Survey Courses University of Kentucky | jngi.org

The Data – U.S. History Survey Courses 32 institutions Average DFWI Rate = 25.5% Range of 5.66% - 48.89% University of Kentucky | jngi.org

The Data: US History Courses University of Kentucky | jngi.org

First-Year Students Are Most at Risk University of Kentucky | jngi.org

The Data: US Survey Courses University of Kentucky | jngi.org

The Data: College Algebra University of Kentucky | jngi.org

Gender, Income and First-Generation Status Matter University of Kentucky | jngi.org

The Data: US Survey Courses (Gender) University of Kentucky | jngi.org

The Data: US Survey Courses (Income) University of Kentucky | jngi.org

The Data: US Survey Courses (First Generation) University of Kentucky | jngi.org

Race Matters University of Kentucky | jngi.org

DFWI Rates (Demographic Subpopulations) University of Kentucky | jngi.org

Gateway Course Performance is a DIRECT Predictor of Retention University of Kentucky | jngi.org

Lessons Learned University of Kentucky | jngi.org

Lessons Learned University of Kentucky | jngi.org

Summery: Gateway Course Outcomes… Are Stumbling Blocks for All Students – Especially: First-Year Low-Income First-Generation Males Racial Minorities University of Kentucky | jngi.org

Think / Pair / Share Why Is this Happening? What Can YOU Do to Alter These Outcomes? University of Kentucky | jngi.org

High Impact Practices Issue and Lesson 2 University of Kentucky | jngi.org

Issue II – High Impact Practices Less than optimal integration and scaling of ”High Impact Practices” are prohibiting higher levels of academic progress and inhibiting the social aims of higher education – especially for historically underrepresented and underserved first-year students University of Kentucky | jngi.org

Origins of High Impact Practices (HIPs) University of Kentucky | jngi.org

University of Kentucky | jngi.org

Some Educational Activities are Unusually Effective “High-impact practices” provide substantial educational benefits to students [High-Impact Educational Practices: What They Are, Who Has Access To Them, and Why They Matter (2008) AAC&U; Kuh & O’Donnell, 2013] University of Kentucky | jngi.org

Balkanization vs. Intentional Integration University of Kentucky | jngi.org

Vertical Integration Senior-Year Experience Junior Year / Major Second Year (Sophomore) First-Year Experience (First Year of College) Vertical Integration What students learn in one lesson, experience or course prepares them for the next lesson, experience or course. Educational experiences are purposefully structured and logically sequenced so that students gain the knowledge and skills to progressively prepare them for more challenging, higher-level work. University of Kentucky | jngi.org

Some Conceptual Frameworks for Alignment Foundations of Excellence (FoE) Guiding Question Aspirational standards – FoE Dimensions Horizontal & vertical alignment across the new student experience Gateways to Completion (G2C) Aspirational standards – G2C Principles Horizontal & vertical alignment in gateway courses & curriculum University of Kentucky | jngi.org

Criteria for “Excellence” Intentional – Evidence of an intentional, comprehensive approach Scale – Broad impact on significant numbers of students Sustained & Supported – Strong administrative support for and durability over time Inclusive / Broad Engagement – Involvement of a wide range of constituent groups Advancing Equity and Inclusion University of Kentucky | jngi.org

Outcomes Correlated with Intentional Integration from FoE & G2C Improvements in Persistence Completion Grades “Resilience” Return on Investment Use of Resources University of Kentucky | jngi.org

Aligning High Impact Practices Is Hard Work . . . “Evidence of an intentional, comprehensive approach to improving … that is appropriate to an institution’s type and mission.” “Broad impact on significant numbers of … students, including, but not limited to special student subpopulations.” “Strong administrative support for … initiatives, evidence of institutionalization, and durability over time.” “Involvement of a wide range of faculty, student affairs professionals, academic administrators, and other constituent groups.” University of Kentucky | jngi.org

Impact of HIPs is Greatest for Historically Underserved Students University of Kentucky | jngi.org

Impact of Participation in HIPs on % of Senior NSSE Respondents Graduating on Time by Racial & Ethnic Background HIP participation benefits Latina/o students more; Latina/o respondents Graduating “on time” Increases as HIP Participation increases, Rising from 38% to 73% University of Kentucky | jngi.org

HIPs: Differences by Race-Ethnicity 52% Internships overall Yet only 42% of African American students did an Internship University of Kentucky | jngi.org

HIPs: Differences by Race-Ethnicity The same trend reveals itself in Study Abroad Experiences University of Kentucky | jngi.org

More Difference… HIPs & First Generation Status University of Kentucky | jngi.org

Widely Available? Accessible? University of Kentucky | jngi.org

HIP Effectiveness Research Led to Prescription: All Students Do 2… University of Kentucky | jngi.org

HIPs: What We Know for Sure HIP participation positively related to several educational outcomes Salutary effect for historically underserved students Multiple HIPs overall positive – including reflective & integrative learning Desired by employers Enjoyable to students & faculty HIP participation growing (HIPs on NSSE show modest increases, more multiples) University of Kentucky | jngi.org

HIP Concerns: Equity & Quality Equity concerns: accessibility negative experiences for students of color effect on faculty Quality concerns: curricular coherence connections to co-curriculum must be done well little assessment of quality alignment with future of degree University of Kentucky | jngi.org

Critiques of Negative Impact for Students of Color? Critical Race Theory (Patton, Harper & Harris, 2015): Are HIPs appealing to underrepresented students? HIPs may create opportunities for impactful, but negative experiences for students of color by exposing students to micro-aggressions & other racist behaviors in an intensive, academic experience Are there HIPs that bolster students of color belongingness that aren’t captured in current HIP definitions? University of Kentucky | jngi.org

Connecting HIPs in Co-Curriculum? HIPs demand student time & effort in and out of class Ensure all educators guide students to practices Collaborate to deliver effective HIPs University of Kentucky | jngi.org

HIP Effect on Faculty? Implies other pedagogies are “low-impact”? HIPs on top of teaching load? Administrative curricular change? Expensive, siphon $ from research? University of Kentucky | jngi.org

HIP Implementation Challenges? Most High Impact Practices demand: Financial resources Significant time and coordination for students (harder for commuters/non-trads/working students) Faculty/mentor time that is often only regarded as service Administrative resources, professional development There’s a significant learning curve to doing them well University of Kentucky | jngi.org

Think / Pair / Share What (If Any) High Impact Practices Are You Personally Working with at the University of Kentucky? How Will You Apply What You Learned Here To Your Work with HIPs at the University of Kentucky? University of Kentucky | jngi.org

Additional Points Links to Wildcat Foundations University of Kentucky | jngi.org

Links to Wildcat Foundations Gateway Courses (High Enrollment Courses) Inventory Sections Learning Dimension Connections to Faculty, Support, Transitions, Diversity, All Students, and Improvement Dimensions (at the very least) University of Kentucky | jngi.org

Links to Wildcat Foundations High Impact Practices Inventory Sections Learning Dimension Connections to Faculty, All Students, Transitions, Support, and Improvement Dimensions (at the very least) University of Kentucky | jngi.org

Links to Wildcat Foundations Your Comprehensive Plan Particularly the Philosophy, Improvement, All Students, and Organization Dimensions University of Kentucky | jngi.org

Additional Discussion Questions & Comments University of Kentucky | jngi.org

Contact Information Andrew K. Koch, PhD President & Chief Operating Officer John N. Gardner Institute for Excellence in Undergraduate Education 828-877-3549 koch@jngi.org @DrewKochTweets University of Kentucky | jngi.org RPM | jngi.org