A Model for Investigating the Relationship of Student Life Programs, Student GPA, Retention, & Health Status Craig Becker, Ph.D. Marilyn Sheerer,Ph.D., Sue Martin, MPA East Carolina University

Overview Why are research and assessment essential in student affairs? What relationships are important to investigate? What multiple methods can be utilized? What are the expected outcomes of the research? How can we use the findings?

Big Issue Do Student Life Programs improve student performance in college? The informal answer - YES! But do we have sufficient data? Is it convincing?

Existing Research Findings - college has effects: Pascarella & Terenzini: “How College Affects Students- 3rd ed.” Findings - college has effects: Psychosocial changes - become more independent Attitudes and values develop and form for life Advanced moral reasoning skills are developed Environments influence educational attainment Friendships, support services, caring environment good Involvement in college sponsored programs good Our model is designed to expand this research Specifically - How do Student Life Programs Affect Students?

Keep It Simple Question: Do students involved with student life programs do better in college than students not involved? When do measures matter? When are they useful? How do we know? What measures indicate performance?

My Work I work with Health Education & Promotion Today dominant theory - Pathology Study of disease My research - Causes of Health - Salutogenics Study of health

Why use salutogenesis? We can do better with more information! We have done well, but..... We can do better with more information! If not bad, are you good? If not poor, are you rich? If not hopeless, are you hopeful? If not dissatisfied, are you satisfied? If not ill, do you have health/wellness? If you don’t flunk out, are you a good student?

Salutogenesis vs. Pathogenesis Existing Model - Pathogenesis studies origins of disease Salutogenesis studies the origins of Health Pathogenesis Basics What causes diseases? About Avoiding Problems Disease/Illness an anomaly Reactive - Absence Disease Optimistic - Treat Disease Against pain or Loss Prepares one to live Salutogenesis Basics What causes Health? About Approaching Potential Inherently flawed, entropy Proactive - Presence Health Pessimistic - Go Get Health For Gain or Growth Discover how to live fully AND Like Mother Theresa’s Empowering Philosophy

Pathology Objectives Diseases Bacteria Dirt Risks Toxins Pollution Injury Accidents

Salutogenic Objectives Happiness Enthusiasm Fun Joy Hope Excitement Laughter Endorphins

Adapt Salutogenic Model What are student life programs purposes? To Add quality to college experience Apply model to study Student Life Programs What are gains to students from Student Life? Need new Research Model Can use Salutogenics to discover gains... Meliorgenesis - origins of improvement, to make better If students don’t drop out - do they do well? Seek factors related to positive college experience

Salutogenics to Student Life Student Life Goals Traditional What causes college failure? Factors Related to Problems Reactive - Treat problems Good performance expected Against Problems Help students Survive college and New Outlook What causes good performance? Factors related to achievement Proactive - Help Students Excel Difficulties expected For Performance Helps students Thrive at School Like Mother Theresa’s Empowering Philosophy

Traditional Research Objectives Attrition DropOut Poor Work Risks Crime Abuse Injury Accidents

New Outlook Retention Persistence Enthusiasm Fun GPA Engagement Employment Health Status

Proposed Research Assess student Involvement Gather a representative Sample Compare involvement with GPA, Health Status Follow to determine Persistence, Employment... Compare those involved with those not involved Look at Different Groups - On/Off Campus, year in school, gender, etc.

Research Question Program involvement in areas: Is student involvement with student life programs related to student performance and health status? Dependent Variables: Student Performance Measures: GPA; Retention; Persistence; Employment Health Status Measures: Health Status; Treated Illnesses; BMI Interventions: Independent Variables Program involvement in areas: Physical, Social, Emotional, Spiritual, Intellectual, Vocational, Environmental

Research Model Outcome Measures: Dependent Variables: Retention, Persistence GPA Health Status Future Employment Interventions: Independent Variables Programs in areas: Physical, Social, Emotional, Spiritual, Intellectual, Vocational, Environmental

Data Collection Random Representative campus group Pull from complete list of students (N=500) Contact via Email - online questionnaire Collect data online Data confirmation through records Must be Confidential Assessment Assessment of Personal Behaviors Salutogenic Wellness Promotion Scale (SWPS) Assessment of engagement in areas on campus Use Questionnaires for data collection

Assess How often Involved Answer by Involvement: Daily, Few Times a Week, Weekly, Bi-Weekly, Monthly, Few Times/semester, Never Physical: I exercise at the SRC? SWPS: I incorporate physical activity into my day. Emotional: I visit counseling center for advice. SWPS: I treat difficult situations as possible opportunities. Spiritual: I participate with my preferred campus spiritual center. SWPS: I consult higher powers for answers. Vocational: I visit the Career Center for career guidance and programs. SWPS: My schoolwork is important. Social: I am involved in campus social activities. SWPS: I have pleasant interactions with family/friends. Environmental: I use campus recycling opportunities. SWPS: I recycle. Intellectual: I do work for my classes. SWPS: I work at improving my verbal skills/vocabulary.

Assess Impact After Graduation Assess post graduation to compare What is involvement with community Employment search and status Retrospective College perception Research Questions Do college activities set habits for life? Does it relate to job acquisition and skills? Student Life activities related to later involvement?

Limitations Model can not determine Cause & Effect Can be university/context specific Self Report Bias Concerns about attrition/Sample Size

Expand Student Performance Data ABOUT STUDENT PERORMANCE Why do this Research? Expand Student Performance Data Add Factors related to Good Performance KNOWLEDGE ABOUT STUDENT PERORMANCE

Information Expansion Expected Outcomes Information about relationships Student Involvement and Outcomes Is student life related to performance? Are appropriate programs offered? Are Student Life programs managed appropriately?