DEFINING SUCCESS THROUGH THE LENS OF UNIVERSITY HOUSING Richard DeShields Central Washington University NWACUHO 2011—Vancouver, BC

LEARNING OUTCOMES Understand the different definitions of student success Discuss best practices of student success models from around the NWACUHO Region and throughout ACUHO-I Discuss strategies used at Central Washington University that focus on student success and how these programs that are typically considered University-wide functions fall in the responsibility of University Housing Review the implementation of MAP-WORKs retention tool as a tool to assist (an update from NWACUHO 2010)

DEFINING STUDENT SUCCESS Small Group Discussion

STUDENT SUCCESS What were some of the definitions you came up with? Academic Achievement Engagement in Educationally Purposeful Activities Satisfaction Acquisition of Desired Knowledge Skills and Competencies Persistence Attainment of Educational Objectives Post College Performance (Kue, Bridges et al. 2006)

STUDENT SUCCESS AT CWU Traditional Definition at CWU: Institution of Access Diverse Student Base Retention of Students – Typically used six year graduation rates – Retention from first year to second year

STUDENT SUCCESS Best Practice Questions that Universities should ask regarding student success: What does the University expect and need of students prior to coming to the University and what are the expectations of needs for students after they enroll at the University? What happens to students during their time at the University that identifies academic achievement, engagement in educationally purposeful activities, and creates a satisfaction with the University itself? What are the implications of intentionally focusing on Student Success in the improvement of student and institutional performance and how is the University going to measure student success?

S Housing programs should continually assess the ways in which we are promoting and connecting with the academic mission of the University. While Universities should be asking the aforementioned questions, YOU should also be asking these questions in the Housing programs you facilitate and continue moving the academic mission forward. CWU Perspective— --Elimination of Student Affairs on Campus --Areas moved under the Provost --President initiated Student Success Study RICHARD’S THOUGHTS

S What does the University expect and need of students prior to coming to the University and what are the expectations of needs for students after they enroll at the University? CWU Perspective— --Wildcat Day --Discover Orientation --Wildcat Welcome Weekend --First Year Experience Program --Wildcat Connections First Six Weeks programs --Community Development Model IN WHAT WAYS CAN HOUSING PROGRAMS ADDRESS THIS QUESTION?

S What happens to students during their time at the University that identifies academic achievement, engagement in educationally purposeful activities, and creates a satisfaction with the University itself? CWU Perspective— --Living Learning Communities --Academic Faculty Mentors/Programming --Student Conduct --Community Development Program --Academic Recognition Receptions --Trend Analysis of Hall GPAs --EBI Assessment and MAP-Works --Assessment Model --Academic Recovery Model IN WHAT WAYS CAN HOUSING PROGRAMS ADDRESS THIS QUESTION?

MAP-Works (Making Achievement Possible) Provides for Early Intervention to Students At-Risk Aligns Student Expectations with Actual Outcomes Facilitates Socio-Emotional Transition to College Cultivates Student Involvement (Activities, Organizations, Leadership)

MAP-Works (Making Achievement Possible) Academic Integration Social Integration Involvement Homesickness Roommate Issues Self Assessment Communication Time Mgmt. Health and Wellness Financial Considerations CWU PERSPECTIVE: Student peer to peer connections

earl S RETENTION THEORY AND MODELS SWAIL’S GEOMETRIC MODEL OF STUDENT PERSISTENCE AND ACHIEVEMENT Academic Rigor Quality of Learning Aptitude Content Knowledge Critical Thinking Ability Technology Ability Study Skills Learning Skills Time Management Academic-related extracurricular activities Financial Issues Educational Legacy Attitude toward learning Religious Background Maturity Social Coping Skills Communication Skills Attitude toward others Cultural Values Expectations Goal commitment Family Influence Peer Influence Social Lifestyle Financial Aid, Academic Services, Student Services, Recruitment and Admissions, and Curriculum and Instruction Swail, Redd, and Perna, (2003)

S What are the implications of intentionally focusing on Student Success in the improvement of student and institutional performance and how is the University going to measure student success? CWU Perspective— This is the question we are currently focusing on. What we do know is that we have increased student life programs over the years to continue addressing campus retention; however, we have not done a good job assessing outcomes overall. IN WHAT WAYS CAN HOUSING PROGRAMS ADDRESS THIS QUESTION?

S WHAT WE DO KNOW WE CAN FOCUS ON IN HOUSING… TINTO’S STUDENT INTEGRATION MODEL Tinto identifies 10 variables affecting student retention: Individual Attributes Student Finances Developing Relationships with Prospective Students Addressing the Impact of Pre-University Education Goal Commitment Institutional Commitment: Increasing the Degree to which the University is committed to meeting student needs and increasing the student’s commitment to the University Quality of Teaching and Learning Peer Group Interaction Faculty Interaction Developing the Graduate’s Relationship with the University

S WHAT WE DO KNOW WE CAN FOCUS ON IN HOUSING… POSITIONING THE UNIVERSITY TO SUPPORT STUDENT SUCCESS Institutions that focus on student success and create a student-centered culture are better positioned to help their students attain their educational objectives. Among the institutional conditions linked to persistence are supportive peers, faculty and staff members who set high expectations for student performance, and academic programs and experiences that actively engage students and foster academic and social integration. These include such activities as first year seminars, effective academic advising, peer mentoring, advising and counseling, summer bridge programs, learning communities, living-learning centers, and undergraduate research programs. Recommendations: • Instill in postsecondary educators an assets-based talent development philosophy about teaching, learning, and student success. • Use effective educational practices throughout the institution. • Use technology in educationally effective ways. • Provide incentives for institutions to identify and ameliorate debilitating cultural properties.

S Needs for first generation and academically underprepared students University Affinity Groups Effective Research and Data RICHARD’S THOUGHTS

S A COUPLE OF FINAL THOUGHTS INTERESTING FACTOIDS FOR US TO CONTINUE TO PROMOTE Importance of Peer knowledge sharing and Peer Mentoring In fact, research indicates that RAs and Academic Advisors are most critical to connecting students with the University Student satisfaction and connection is improved through: Helping students identify their niche on campus (connectedness) Learning how to navigate the physical campus and resources Attinasi (1989) suggests students make sense of large environments by locating themselves within more manageable campus geographies. These findings emphasize the need to direct further college programs toward monitoring of student resource management, academic workloads, and assisting students in becoming familiar with the campus environment. Research about Peer to Peer Learning—poor adjustment

“It is the people who come face- to-face with students on a regular basis who provide the positive growth experiences for students that enable them to identify their goals and talents and learn how to put them to use. The caring attitude of college personnel is viewed as the most potent retention force on a campus.” (Noel, Levitz, & Saluri, 1985, p. 17)

Questions Thanks for participating!