Exploring Non-Cognitive Influences on College Success with New First-year Advisees Kristin Douglas Associate Dean of the College Mary Windeknecht Director of First-Year Advising

Augustana College Private Liberal Arts College Rock Island, IL 2,500 Students First-year Advising Program Retention rate 86.1% Four-year graduation rate 70%

What are non-cognitive qualities?

EmpathyStress Management CuriosityTeamwork ResiliencyCreativity GritEthics and Integrity PersistencePlanning Emotional MaturityOrganization Self-controlMotivation Verbal CommunicationLeadership Critical ThinkingInterpersonal Skills Problem-solvingSelf-efficacy

Is your institution gathering/using information about students’ soft skills?

Assessing Non-Cognitive Qualities More attention in research and literature Numerous studies demonstrate these skills to be important in student success and persistence Some graduate and professional schools are using this kind of information in admissions decisions Expanding to undergraduate admissions

Our Objective Helping students succeed by helping them understand how their perceptions and habits can influence their college experience.

Student Readiness Survey (SRS) Student self-assessment of six constructs Likert scale (1=never like me, 5=always like me) Measurement Guiding thoughts

Determining the Constructs Academic habits Academic confidence Persistence and grit Interpersonal maturity Stress management Comfort with social interactions

Academic Habits The skills and habits related to academic performance including time management, organizational strategies, reading tactics, and help-seeking behaviors. I organize my thoughts before beginning an assignment. When I am confused by an assignment, I seek help right away.

Academic Confidence The student’s belief in their ability to learn and succeed academically and intellectually. I can learn anything if I set my mind to it. I achieve little for the amount of time I spend studying. I consistently do my school work well.

Persistence and Grit The degree to which a student works toward achieving their goals and persevering through difficulties. It is important for me to finish what I start. I bounce back after facing disappointment or failure. I have achieved a goal that took years of work.

Interpersonal Maturity A student’s ability to cooperate with others, understand other points of view, and navigate conflict. I have empathy for others. I’m willing to compromise when resolving a conflict. I react first and ask questions later.

Stress Management A student’s ability to manage their emotions and handle stressful situations. I’m a patient person. I tend to worry a lot. I have a bad temper.

Comfort with Social Interaction The extent to which a student feels at ease when meeting and interacting with other people. I make new friends easily. I find it hard to talk to people I don’t know well.

Guiding Thoughts Academic Habits: Your responses suggest that you have already developed many of the habits and skills necessary to handle academic challenges… Your responses suggest that your academic habits and skills are relatively established; however, they may be challenged in the college classroom… Your responses suggest that building your academic habits and skills will help ensure your success in college…

Survey Administration All incoming first-year and transfer students must complete the survey before they can register for a required summer Orientation & Registration session.

Report of Results Advisor receives two hard copies of the survey results for each student. They are included in the student’s advising folder. No use of numbers or statistics; guiding thoughts only

How the Report is Used by Advisors Second meeting with advisees, week two Review each construct Ask students to reflect on their responses – “You responded that…” – “How do you think this might affect…” – “What could you do to…” Review Guiding Thoughts Identify and discuss strengths Create strategies and action plans for areas of concern Make recommendations and referrals Revisit later in the term/year

Advisor Feedback My advisees and I have discussed their SRS results and actions they can take to promote college success……………………………………… 62% I spoke briefly with my advisees about their SRS results ………………………… 26% I gave my advisees their SRS results but we did not discuss them…….. 3%

How frequently do you feel your conversations with advisees about the SRS are beneficial to your advisee? 100% of the time…………………………………10% 75% of the time…………………………………..28% 50% of the time…………………………………..28% 25% of the time…………………………………..15% The conversations don’t seem Very important to students………………...18%

First-Year Student Survey Question Topics: First Year Advising Residential Life Student Activities First-year Liberal Studies/Honors Curriculum and Faculty Interactions Environment and Outcomes Campus Participation Mid-year (end of first term) End of year

Survey Question: My first year advisor helped me understand my SRS results. Yes, and they influenced how I approached the beginning of my first year………………………………………………26% Yes, but they weren’t all that useful………………34% Only briefly……………………………………………………20% We never talked about them………………………….20%

Survey Question: My advisor made me feel like I could succeed at Augustana. Strongly disagree……………………………………….1% Disagree…………………………………………………….3% Neutral………………………………………………….…14% Agree……………………………………………………….41% Strongly Agree………………………………………….41%

Significant Finding Students who said their conversations with their advisor about the SRS had influenced the way they approached their first year were significantly more likely to say their advisor made them feel they could succeed at Augustana.

What does this finding mean? What we talk about in the advising relationship matters! The SRS is an effective tool to start conversations about success and get students to act on good guidance. Discussion of soft skills validates their importance to college success. Our conversations about soft skills can influence student attitudes and beliefs about themselves.

Acknowledging strengths can help affirm student’s ability to be successful. Formulating specific action plans can empower students to deal directly with potential weaknesses or areas of struggle. Affirms to advisors that the SRS is a valuable tool and an effective use of their advising time.

Are SRS findings predictive of retention?

Role-Playing Exercises

Where do we go from here?

Q & A

For More Information Kristin Douglas Mary Windeknecht Mark Salisbury (Institutional Research)