Student Success Does Not Arise By Chance AASCU 2012 Academic Affairs Winter Meeting San Antonio, Texas February 11, 2012 Vincent Tinto Syracuse University (315)

Classrooms as the nexus of institutional action for student success Student Success Does Not Arise By Chance

Conditions for Classroom Success  Expectations  Clear, consistent, accurate information  High expectations

Promoting Classroom Success Expectations  Advising Knowing the path to completion Institution Program Classroom  Maintaining Standards of Performance Consistency of words and actions

Conditions for Classroom Success  Expectations  Support  Academic Support  Social Support

Promoting Classroom Success Expectations Support  Academic support services to connect and/or integrate support within the classroom Supplemental instruction Accelerated learning Contextualization Embedded academic support (I-Best ) Basic skills learning communities

Supplemental Instruction (SI) A B C D Instructor Tutor A Tutor B Tutor C Tutor D Freshman English Supplemental Study Groups

Accelerated Learning College English Supplemental Study Group

Conditions for Classroom Success  Expectations  Support  Assessment and Feedback  Institutional monitoring of progress  Classroom assessment of performance

Promoting Classroom Success Expectations Support Feedback  Entry assessment and placement  Early warning Signals Project- Purdue University Predictive Analytics- Western Governor’s University  Classroom assessment One-minute paper Automated response systems

Conditions for Classroom Success  Expectations  Support  Feedback  Engagement  Contact with students, faculty, and staff  Active engagement in learning with others  Intensity / time-on-task

Promoting Classroom Success Expectations Support Feedback Involvement  Pedagogies of engagement Cooperative learning, Problem-based / Project-based learning Learning communities Service learning

Promoting Classroom Success Faculty and student success  Importance of faculty skills and faculty development Richland College New Faculty Development Program

Promoting Classroom Success Faculty and student success Collaboration for student success  Academic and student affairs partnerships

Promoting Student Completion Identifying blockages and momentum points ➔ Focusing action on promoting intermediate points of achievement in a timely fashion (e.g. accelerated learning, intensive first-year programs, preventing stopouts)

Promoting Student Completion Identifying blockages and momentum points Constructing coherent pathways to completion Aligning courses and support to promote timely completion

CONNECTION ENTRYPROGRESS COMPLETION P ROMOTING S TUDENT S UCCESS : B UILDING P ATHWAYS, C REATING M OMENTUM A System Designed for Student Completion E NROLLMENT TO C OMPLETION OF G ATEKEEPER C OURSES E NTRY TO C OURSE OF S TUDY TO 75% C OMPLETION OF D EGREE R EQUIREMENTS C OMPLETE C OURSE OF S TUDY F OR C REDENTIAL I NTEREST TO A PPLICATION

Closing Thoughts Student success does not arise by chance ➔ It requires intentional, structured, and proactive action

Closing Thoughts Student success does not arise by chance No where is student success more important than in the first year and in the classrooms of the first year