1. STUDENT DIVERSITY AND HOW IT RELATES TO STUDENT SUCCESS Dr. Michael Conyette

2. National Survey of Student Engagement (pronounced “nessie”) Community College Survey of Student Engagement (pronounced “sessie”) College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development Educational Process Indicators

3. This study’s approach using CCSSE dataset Student engagement is “the amount of physical and psychological energy that the student devotes to the academic experience” (Astin,1984). The CCSSE has provided assessment tools and improvement strategies since 2001. Focus of this study is on student diversity and students’ feelings of support they need to succeed at college. The argument made is that support for learners and diversity among students are important contributors to student engagement.

4. NSSE/CCSSE Workshop CCSSE’s Survey Administration Stratified random sample of credit courses Stratification – morning, afternoon, evening In-class, paper and pencil administration Average administration time = 35 minutes Completed surveys returned to CCSSE for scanning and analyses

5. Importance of student engagement Engaged students tend to be good students. Student engagement linked to student success. Engagement highly correlated with learning and personal development. A measure of institutional quality is reflected in student engagement. Engagement research can help direct college and university policy development.

6. Importance of student engagement A study in 2007 states the best predictor of college success is student engagement. Student satisfaction with college ultimately influences engagement. Students' perceptions affect student satisfaction & effort which have an impact on their learning. Good educational practices related to retention and other desired student outcomes.

7. Significance of Support The NSSE instrument assesses engagement in effective educational practices. Both the CCSSE & NSSE include the notion of support for learners as a key component of the student engagement construct. What shapes and socializes students’ emotions and attitudes towards school is sharing educational experiences, values, and support for school work.

8. Significance of Integration of Experiences Pike & Kuh (2005) stress two aspects of the college experience: integration of experiences and student engagement. Integration - extent to which students were able to incorporate information from their courses and other learning activities in their conversations with peers and others. Pontius & Harper (2006) - peer interaction and student engagement correlate positively with persistence to degree. Perceptions of the college environment were related to academic and social engagement.

9. Significance of Student Diversity Kuh (2003) - students develop a valued set of skills and competencies when they understand and learn how to work effectively with people from different backgrounds. Students who indicate more experience with diversity are more involved in other effective educational practices. Students at campuses with higher percentages of students from different racial and ethnic backgrounds have more diversity experiences (Kuh, 2003). Pike, Kuh & Gonyea (2007) - NSSE’s survey indicates student-body diversity was indirectly related to gains in understanding people of diverse backgrounds.

10. Methodology This study made use of a 2011 CCSSE Dataset features a local institution, Okanagan College where over 700 students completed the survey. Survey respondents were asked a variety of related questions about their impression of the support for learners provided by their institution. Four levels or categories of response were used in each of the items, 1= very little, 2 = some, 3 = quite a bit, and 4 = very much.

11. “How much does this college emphasize each of the following?” 1) “Providing the support you need to help you succeed at this college”, (variable ENVSUPRT) 2) “Encouraging contact among students from different economic, social, and racial or ethnic backgrounds”, (variable ENVDIVRS) 3) “Helping you cope with your non-academic responsibilities (work, family, etc.)”, (variable ENVNACAD) 4) “Providing the support you need to thrive socially”, (variable ENVSOCAL) 5) “Providing the financial support you need to afford your education”,(variable FINSUPP)

12. Variable ENVSUPRT converted to dependent variable ENVSUPRT was quite broad and all- encompassing. So determine whether the other items influenced this variable. Converting ENVSUPRT into a dependent variable. 717 survey responses to the question ENVSUPRT, A dichotomous response variable was created having two variables consisting of 214 values with a 0 and 495 with a value of 1. The variable having a value of 0 would be deemed to indicate having no support for learners and a value of 1 would indicate providing support.

13. Independent or Predictor variables Variables ENVDIVRS, ENVNACAD, ENVSOCAL, and FINSUPP were designated as independent or predictor variables in the study. Univariate logistic regression tests using a level of significance of 0.05 were performed. Univariate logistic regression tests were first performed on each predictor to determine if each of the independent variables were useful in predicting the response variable ENVSUPRT. All of the variables were good predictors and were kept primarily based on the likelihood test.

14. VariableKeep/DropLR chi2Prob > chi2Log likelihood ENVDIVRSKeep 68.840.0000-388.9943 ENVNACADKeep67.470.0000-393.5136 ENVSOCALKeep62.940.0000-395.0601 FINSUPPKeep38.800.0000-404.0119 Table 1 - This table shows the decision to keep predictor variables made primarily based on the likelihood test.

15. Model building Lastly, a model predicting support for learners was built, using a stepwise method with a level of significance of 0.05, and selecting predictor variables for multivariable analysis. Stepwise ordinal logistic regression was then performed to assess the impact of factors on the likelihood that respondents would feel their college emphasized providing the support they need to succeed. The full model containing all predictors was statistically significant, χ 2 (11, N=677) = 113.15, p<0.001, indicating that the model was able to distinguish between respondents who felt the college emphasized the support they need to succeed and those who did not.

16. Strongest predictor of support for learners (ENVSUPRT ENVDIVRS “Encouraging contact among students from different economic, social, and racial or ethnic backgrounds”, recorded odd ratios of 1.68, 2.66 and 4.75.

17. envsuprtOdds RatioStd. Err.zP>|z| [95% Conf. Interval] envdivrs_2 1.686493 0.3942342.240.0251.0666152.666619 envdivrs_3 2.666092 0.7140643.6601.5772354.50665 envdivrs_4 4.756125 1.82834.0602.23894510.1033 envnacad_21.5815830.3504652.070.0391.0244082.441805 envnacad_33.0985551.2932022.710.0071.3674297.021237 envsocal_21.0973880.2312150.440.6590.7261321.658458 envsocal_32.3103160.8529432.270.0231.1205144.763492 envsocal_45.6687896.0912361.610.1060.69001146.57197 finsupp_21.6588950.34322.450.0141.1059062.488396 finsupp_31.6673680.5026311.70.090.9234973.010424 finsupp_40.8866690.45405-0.230.8140.3249932.419076 /cut1 |0.4799900.199871 0.0882510.87173

18. Implications Since the strongest predictor is ENVDIVRS – “Encouraging contact among students from different economic, social and racial or ethnic backgrounds,” increasing student diversity, for example, may be an appropriate college strategy to help students understand people of other racial and ethnic backgrounds.

19. Implications Greater awareness of people from different racial and ethnic backgrounds could promote contact among students with different backgrounds and this could improve the sense of support students think a college could provide them to succeed at school.

20. Racial identification indicated by Okanagan College