"High-Impact" Practices: What We Know about their Impact on Underserved Students Jayne E. Brownell Alma R. Clayton-Pedersen October 17, 2008.

Slides:



Advertisements
Similar presentations
LEAPing Over the Achievement Gap: Minority Students and Academic Success in a First-Year Interest Groups Program Greg Smith Kari Fernholz University of.
Advertisements

RIDE – Office of Special Populations
Office of Academic Student Instructional Support -OASIS- -Cheri Tillman, Pat Burns.
Mobility, Time to Degree, and Institutional Practices: Towards a New Conceptual Model of Undergraduate Retention for Underrepresented Students Lucy Arellano,
Learning through Service Community Service-Learning at the University of Guelph Cheryl Rose, CSL Specialist, Student Life Executive Director, Canadian.
Service Learning Basics Gavilan College, July 2013.
Introduction to Service-Learning for Students
What are they? What makes them effective? How can we help? High-Impact Practices.
An Overview of Service Learning: Building Bridges, Making Connections
What is LEAP? Roundtable Discussions October 19 & 20.
“Yes, No, Maybe So”: What We Know and Don’t Know about Student Retention Kathleen M. Morley, Ph.D. Betsy O. Barefoot, Ed.D. Policy Center on the First.
CCTI HSTW Making High School/ Community College Transitions: Combine HSTW and CCTI Southern Regional Education Board Gene Bottoms Senior Vice President.
First-Year Experience David Ross, Director. Background for FYE Programs ▫Nation-wide the majority of students drop out before completing 15 credits. ▫Research.
Service Learning Joe Bandy Center for Teaching Vanderbilt University.
Academic Senate November 6, 2013 STUDENT AFFAIRS INTEGRATED CO-CURRICULAR MODEL Presented by Dilcie D. Perez, Dean of Students.
Delivering care to the underserved: Increasing the Numbers of Minority Physicians Ruben Gonzalez MD CCRMC.
1 Student Engagement Retreat: The Sophomore Student November 18, 2011.
Certificate in Critical Cultural Competence. What is Cultural Competence? **An ability to interact effectively with people of different cultures A) Awareness.
Organizing Assessment to Foster Students’ Best Work Council for the Advancement of Standards National Symposium November 16, 2009 Carol Geary Schneider.
Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion April Hansen ACT Client Relations
Advancement Via Individual Determination
Student Success Programs Where Retention Theory and Practice Converge Mary Stuart Hunter Houghton Mifflin College Survival National Conference July 12,
Dr. Bettina Shuford, Associate Vice Chancellor of Student Affairs Dr. Amy Gauthier, Senior Associate Director, Housing and Residential Education High Impact.
 BUDGET PROCESS UPDATE  ENROLLMENT MANAGEMENT  PUB UPDATE  OTHER (if time allows) ALL-CAMPUS MEETING - May 12.
Promoting Diversity: Access and Engagement in Biomedical and Behavioral Research Careers Sylvia Hurtado, Professor & Director Mitchell Chang, Associate.
Student Success Solid Orientation and First Year Experiences Academic Curriculum & Faculty Interaction Accessible Student Support Systems Academic and.
Be a Part of Something Great! Learning Communities at Wayne State.
Program Review  Health Profession Advising  Key Communities  Orientation and Transition Programs  Outreach and Support  Undeclared Advising.
Division of Diversity, Equity and Inclusion (DEI) Strategy Map October /04/11 University Strategic Goals Ensuring Student Success (Access, Recruitment.
Interdisciplinary Undergraduate Teaching Malcolm Potts, Qatar University, February Benefits and Preparation.
Reflective Pathways from Theory to Practice Brewton-Parker College Education Division.
THROUGH AN ONLINE PERSONAL DEVELOPMENT PLAN (PDP) INDIANA UNIVERSITY-PURDUE UNIVERSITY INDIANAPOLIS OCTOBER 2010 Generating and Assessing Learning.
Gender Equity in Computing Rita M. Powell Department Manager Dept. of Computer & Information Science.
Aspiring Eagle Scholars Program: A Model for Success North Carolina Central University 10/24/07.
EDUCATION INITIATIVE The Next Generation Cosumnes River College.
Campus Connections: Integrating Civic Engagement in the First Year Experience William Loker, Dean Undergraduate Studies Thia Wolf, Director First Year.
Diversity in Graduate Education: Reflections and Realities UGA Teaching Academy Academic Affairs Faculty Symposium Friday, March 27, 2015 Michelle Cook,
1. Stuart Boersma: Professional Development Coordinator, Mathematics. Kandee Cleary: Director of Diversity and Inclusivity, and Sociology (chair). George.
The Puente Project Bridging classrooms and communities since 1981.
The Scholarship of Civic Engagement Adapted from a presentation by Robert G. Bringle Director, Center for Service and Learning Indiana University-Purdue.
 Pressures  Considerations  Charge  Progress & Thinking So Far  Feedback.
An Overview.  Association of American Colleges and Universities (AAC&U)  Liberal Education and America’s Promise (LEAP)  aacu.org/leap.
NSSE 2013 How to Use Results (or “Why you should care about NSSE”) 8/26/
The Academy Experience: A Plan for Integrated Education.
1 This CCFSSE Drop-In Overview Presentation Template can be customized using your college’s CCFSSE/CCSSE results. Please review the “Notes” section accompanying.
First-Year Seminars. Research Findings In short, the weight of evidence indicates that FYS participation has statistically significant and substantial,
H IGH - IMPACT EDUCATIONAL PRACTICES BASED ON WORK INITIATED BY G EORGE K UH.
A Vision of Student Engagement Living and Learning Communities Southwestern Indian Polytechnic Institute (SIPI) Cathy Abeita, Director, Title III/Special.
Why Are HIP Practices so Important to Students?... Where and how are we accomplishing these at CWU? HIGH IMPACT PRACTICES: Create an environment that helps.
HELEN ROSENBERG UNIVERSITY OF WISCONSIN-PARKSIDE SUSAN REED DEPAUL UNIVERSITY ANNE STATHAM UNIVERSITY OF SOUTHERN INDIANA HOWARD ROSING DEPAUL UNIVERSITY.
IS GCC MEETING ITS MISSION AND GOALS? MASTER PLANNING COMMITTEE (TEAM A) MAY 8, 2015.
Service Learning: What is it and how can it enhance student learning? Kim Buch Psychology.
Full-time Respondents
University of Southern Mississippi
Strategic Enrollment Management at UCCS
ePortfolios and the First-Year
First-Year Experience Seminars: A Benchmark Study of Targeted Courses for Developmental Education Students.
Bringing Active Learning to Scale at Bronx Community College (BCC) of the City University of New York (CUNY) Dr. Nancy Ritze August 3, 2016.
Student Engagement and Persistence via Co-Curricular Activities
High Impact Practices: HU-HIPs plan
Learning Communities Promoting community, curricular connections, collaboration, & reflective practice (Levine Laufgraben, 2005, p. 375)
LEARNAPALOZZA: SERVICE-LEARNING AT CPCC
Derek Herrmann & Ryan Smith University Assessment Services
Fall Institute for Academic Deans and Department Chairs
First Year Academic Programs Fall Retreat
Strategies Increasing Student Retention & Success
First-year seminar.
The CCPS Strategic Plan
The Heart of Student Success
University of Southern Mississippi
Presentation transcript:

"High-Impact" Practices: What We Know about their Impact on Underserved Students Jayne E. Brownell Alma R. Clayton-Pedersen October 17, 2008

Compass Project

Literature Review Project What are the proven outcomes of 5 high impact activities? Learning communities Service learning Undergraduate research First-year seminars Capstone experiences Is there a differential impact on underserved student populations? What is the quality of this research? Where are the gaps?

In todays presentation… Do these results ring true with your experience? How might these results inform your own practice on your campus? What else do you need to know to make this information useful for your use?

Underserved Students Underrepresented students of color Low-income students First-generation students

Underrepresented Students of Color Now represent about 1 in 3 college students, compared to 17% in 1976 Students enrolled in postsecondary education immediately after high school: Latino: 46.9% African-American/Black: 52.7% Native American: 46% White students: 68.9% Asian-American students: 75.2% Still lag behind in rates of degree attainment

Low-Income students Less rigorous HS curriculum, likely to begin in a community college and to attend part time, and likely to be older, first-generation students Lowest quartile Highest quartile HS Graduate 69%93% Continued to college 40%81% Graduated from college 12%73%

First-Generation Students 22% of college students entering from 1992 to 2000 were first-generation Twice as likely to leave without a degree compared to those whose parents earned a bachelors degree Progress toward the degree at a slower rate, taking fewer classes and more stop outs

Learning Communities

Types of Learning Communities Two or more linked courses on a common theme Linked courses with an extended orientation FYS Linked courses with an integrative seminar Residentially based or not (LLC) Cohorts could travel together class to class, or may be enrolled in larger classes and brought together for an attached seminar

Outcomes studied Positive impact on persistence Mixed or minimal impact on GPA Positive impact on: Transition to college Peer and faculty interaction Sense of belonging Levels of engagement, in and out of the classroom Perception of a supportive campus climate

Outcomes, continued Liberal education outcomes: Critical thinking Intellectual development Integrative thinking Reading/writing skills Open to new perspectives/ ideas Engagement with diversity Civic engagement Development of values and ethics

Outcomes for Underserved Students Higher grades and persistence Easier college transition More faculty and peer interaction Builds identity as a learner/ helps to find ones voice Sense of belonging Gains in intellectual development

Quality matters Selection of courses to link Gateway courses Addition of seminars Course design and goals for the classes Use of instructional teams Use of engaging pedagogies Classroom environment Faculty development

Service-Learning

Service-Learning A form of experiential education that connects community based activities with opportunities that are intentionally designed to promote student learning and development (Jacoby 1996). Academic course or program with service component (not co-curricular volunteerism absent a curricular element).

Outcomes Studied Academic Outcomes Course grades and GPA Persistence Higher levels of academic engagement Gains in critical thinking, writing skills Civic Outcomes Civic behavior Social responsibility Social justice orientation Sense of self-efficacy Commitment to service-oriented career

Outcomes, continued Other Outcomes Gains in moral reasoning Greater tolerance/reduced stereotyping Greater interaction with faculty

Outcomes for Underserved Students Increased retention rates Better academic performance (grades) Positive changes in civic attitudes Negative experiences/ isolation due to orientation or nature of service-learning experience

Quality Matters Opportunities for structured reflection Faculty connects material with service experience Number of service hours Quality of service (e.g., contact with clients vs. paperwork) Supervision at site

Undergraduate Research

Inquiry, creative activity, or scholarship conducted by undergraduates mentored by faculty (typically in major) Can be collaborative or individual project Intentional usage with underrepresented students– UROPs and SROPs

Outcomes Studied Persistence Graduate school enrollment Improvement in research skills Increased interaction with faculty and peers Gains in problem-solving and critical thinking Greater satisfaction with educational experience

Outcomes for Underserved Students Mostly limited to SROPs/UROPs Persistence Graduate school enrollment

Quality Matters Quality of faculty mentoring

First-Year Seminars

Types of First-Year Seminars Extended orientation seminars Academic seminars with uniform content across sections Academic seminars with variable content Pre-professional or discipline-linked seminars Basic student skills seminars Hybrid

Outcomes studied Positive impact on persistence and graduation Minimal, short-term impact on GPA Positive impact on: Peer and faculty interaction Levels of engagement, in and out of the classroom Perception of a supportive campus climate Knowledge of campus resources Ability to manage ones time Multicultural awareness

Outcomes for Underserved Students Short-term benefits for grades and persistence No studies looked at other outcomes for these populations

Quality Matters Selection of FYS type based on goals Number of credits offered Use of instructional teams Use of engaging pedagogies Connections with learning communities, service-learning

Capstone Experiences

Typically in senior year Can be a course, seminar, project (overlap with undergraduate research) Learning Focus: Learning in major (majority of capstones) or Learning over college career (general education – less common)

Outcomes Studied Most research involves description of capstone courses vs. examination of outcomes Some limited evidence for applying and integrating knowledge in major No studies identified related to underserved students

Assessment of the research Mostly single institution studies Tend to look at outcomes over a short span of time Limited range of outcomes studied Selection bias, lack of control groups, reliance on self-report measures Little information about the impact on underserved students

Recommendations for Future Research Study experiences of underserved students Expand outcomes research from just grades/persistence to student learning Work to eliminate selection bias Utilize comparison groups Longitudinal approaches

Back to our early questions Do these results ring true with your experience? How might these results inform your own practice on your campus? What else do you need to know to make this information useful for your use?

One more question… How are you, or could you, add to this body of knowledge based on the work youre doing on your campuses?

We would love your feedback The full draft document will be available for review from AAC&U

Questions for us?