Student voices: a model for student success Qualitative research project

TRPP framework

Facilitated by Martha E. Casazza, Ed.D. sharon l. silverman, ed.d. For nclca 2015

Listen and learn from student voices. Identify common themes. Today’s objectives Listen and learn from student voices. Identify common themes. Prepare for qualitative research. Examine a theoretical framework. Reflect on principles for practice.

To personalize common challenges To understand successful strategies Why listen to students? To personalize common challenges To understand successful strategies To identify patterns To inform practice

Melvin…from NMMU We are from very disadvantaged background of families…they are now dependent on social bonds. We were forced to go to the very lowest high schools…we couldn’t have a math teacher, so we had to study math and science on our own. A library is like something we had never dreamt of. We never knew the first thing about a library.

Lack of financial support Limited emotional support network His challenges? Lack of financial support Limited emotional support network Inadequate secondary preparation Lack of effective study strategies

Joshua…from tennessee I just got fed up with the life I was leading. “…the best way to make it through these ten years on probation was college. I took something negative and turned it into a positive. This is my fuel. No matter how hard life may seem, do not give up. You can always change. You can change your whole mindset because I know; I have done it.

Lost athletic scholarship Poor writing skills His challenges? Spent time in prison Lost athletic scholarship Poor writing skills Early community environment

Most effective methodology? Positivist? Interpretive? Critical?

The research process –design and data collection Grounded theory No hypothesis Purpose Statement Structured interview format

Purpose statement To identify the factors that contribute to college success for students who have overcome identifiable barriers as they strive to complete their education.

Participant selection Purposive Sampling Consent Scheduling

Interview process Utilized SKYPE. Structured interview format. Recorded interviews. Conducted member check. Edited interviews.

Data analysis Transcribed interviews. Used multiple readers. Read content for codes. Ensured constant comparative. Created categories.

Building an integrated model Believe in You Self-Efficacy Persistence Emotional Awareness

Theoretical framework Persistence Grit Mindset Resilience

Theoretical framework Self-Efficacy Personal Experiences Vicarious Experiences Verbal Messages/Social Persuasion Physiological States

Theoretical framework Emotional Awareness Emotional Intelligence Self-Awareness Self-Management Social Awareness Social Skills

principles for practice Facilitate a growth mindset for each student. Create an emotionally-supportive environment. Promote realistic self-efficacy beliefs in each student. Develop student grit through alignment of short and long term goals. Strengthen protective factors to increase student resiliency.

TRPP framework

For further information TRPP Associates 605 N. Michigan Ave. 4th Floor Chicago, Illinois 60611 312-646-5337 www.trppassociates.com Martha E. Casazza, Ed.D. casazza@trppassociates.com Sharon L. Silverman, Ed.D. silverman@trppassociates.com