Intro Tour of the Male Student Mind In American Higher Education European Access Network National University of Ireland Galway, Ireland June 28, 2007 Tom Mortenson Senior Scholar, The Pell Institute for the Study of Opportunity in Higher Education Higher Education Policy Analyst, Postsecondary Education OPPORTUNITY
Male Share of Higher Ed Enroll
Male Share of Bachelor’s Degrees
Male Share of All Degrees
Enrollment Rates for Males
Enrollment Rates for Females
Educational Attainment of Males 25 to 29
Seven Principles of Good Practice In Undergraduate Education 1.Encourage student-faculty contact 2.Develop reciprocity and cooperation among students 3.Encourage active learning 4.Give prompt feedback 5.Emphasize time on task 6.Communicate high expectations 7.Respect diverse talents and ways of knowing Source: Chickering and Gamson (1987)
Data Sources: 1.Survey of American College Freshmen 2.National Survey of Student Engagement 3.National Freshman Attitudes Survey
American College Freshman Survey Annual fall survey conducted since 1966 Higher Education Research Institute, UCLA Nationally representative sample of 4-year college and university freshmen Reports male and female data separately
Freshmen Men Time Use
Exercise or Sports
Watching Television
Partying
Video/Computer Games
Freshmen Women Time Use
Student Clubs/Groups
Household/Childcare Duties
Volunteer Work
Studying/Homework
Felt Overwhelmed
Life Objectives
Activities During Past Year
Reasons for Attending College
Reasons for Attending This College
Chances Are Very Good
Public Policy Issue Choices
Self Assessment
National Survey of Student Engagement Annual survey conducted since 1998 Indiana University Various groups surveyed: College freshmen and seniors High school seniors Community college freshmen Faculty Canadian universities Data custom tabulated by gender Benchmarks of effective educational practice
Benchmarks of Effective Educational Practice (NSSE) 1.Level of academic challenge 2.Active and collaborative learning 3.Enriching educational experiences 4.Student-faculty interaction 5.Supportive campus environment
Level of Academic Challenge- Freshmen
Level of Academic Challenge- Seniors
Active & Collaborative Learning- Freshmen
Active & Collaborative Learning- Seniors
Enriching Educational Experiences- Freshmen
Enriching Educational Experiences- Seniors
Student-Faculty Interaction- Freshmen
Student-Faculty Interaction-Seniors
Supportive Campus Environment- Freshmen
Supportive Campus Environment- Seniors
National Freshman Attitudes Report Annual survey of first-year students since 2006 Prepared by Noel-Levitz institutional consultants Gathers data on motivational characteristics Arrive on campus highly motivated to graduate Less well prepared to be successful
Attitudes Attitudes: Desire to finish college Attitude toward educators Intellectual interests Study habits Math and science confidence Verbal confidence Career closure Family emotional support Sense of financial security Sociability Receptivity to academic assistance Receptivity to career counseling Receptivity to social enrichment
Attitude Toward Educators
Desire to Finish College
Intellectual Interests
Study Habits
Match and Science Confidence
Verbal Confidence
Career Closure
Family Emotional Support
Sense of Financial Security
Sociability
Receptivity to Academic Assistance
Receptivity to Career Counseling
Receptivity to Social Enrichment
Synthesis: Synthesis Encourage student-faculty contact Develop reciprocity and cooperation among students Encourage active learning Give prompt feedback Emphasize time on task Communicate high expectations Respect diverse talents and ways of knowing
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