1. Redesigning Foundational Experiences for More Equitable First-Year Student Success
Andrew K. Koch, Ph.D. President & Chief Operating Officer John N. Gardner Institute @DrewKochTweets
Wildcat Foundations Launch Meeting | University of Kentucky | January 19, 2018

2. Who is this guy? (About the presenter)
University of Kentucky | jngi.org

3. About the Non-Profit Organization
University of Kentucky | jngi.org

4. What’s Up with the Session Title?
Redesigning Foundational Experiences for More Equitable First-Year Student Success
The Completion Agenda Fused with the Equity Imperative
University of Kentucky | jngi.org

5. What Will He Share? (About The Session)
Lessons from Current Work at the Gardner Institute on the Importance of:
Gateway Courses
Integrated High Impact Practices
University of Kentucky | jngi.org

6. Gateway Courses Issue and Lesson 1
University of Kentucky | jngi.org

7. Issue I – Gateway Courses
Deplorable rates of failure in gateway courses are prohibiting higher levels of academic progress and inhibiting social mobility – especially for historically underrepresented and underserved first-year students
University of Kentucky | jngi.org

8. The Data – U.S. History Survey Courses
University of Kentucky | jngi.org

9. The Data – U.S. History Survey Courses
32 institutions
Average DFWI Rate = 25.5%
Range of 5.66% %
University of Kentucky | jngi.org

10. The Data: US History Courses
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11. First-Year Students Are Most at Risk
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12. The Data: US Survey Courses
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13. The Data: College Algebra
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14. Gender, Income and First-Generation Status Matter
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15. The Data: US Survey Courses (Gender)
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16. The Data: US Survey Courses (Income)
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17. The Data: US Survey Courses (First Generation)
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18. Race Matters
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19. DFWI Rates (Demographic Subpopulations)
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20. Gateway Course Performance is a DIRECT Predictor of Retention
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21. Lessons Learned
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22. Lessons Learned
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23. Summery: Gateway Course Outcomes…
Are Stumbling Blocks for All Students – Especially:
First-Year
Low-Income
First-Generation
Males
Racial Minorities
University of Kentucky | jngi.org

24. Think / Pair / Share Why Is this Happening?
What Can YOU Do to Alter These Outcomes?
University of Kentucky | jngi.org

25. High Impact Practices Issue and Lesson 2
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26. Issue II – High Impact Practices
Less than optimal integration and scaling of ”High Impact Practices” are prohibiting higher levels of academic progress and inhibiting the social aims of higher education – especially for historically underrepresented and underserved first-year students
University of Kentucky | jngi.org

27. Origins of High Impact Practices (HIPs)
University of Kentucky | jngi.org

28. University of Kentucky | jngi.org

29. Some Educational Activities are Unusually Effective
“High-impact practices” provide substantial educational benefits to students
[High-Impact Educational Practices: What They Are, Who Has Access To Them, and Why They Matter (2008) AAC&U; Kuh & O’Donnell, 2013]
University of Kentucky | jngi.org

30. Balkanization vs. Intentional Integration
University of Kentucky | jngi.org

31. Vertical Integration Senior-Year Experience
Junior Year / Major
Second Year (Sophomore)
First-Year Experience
(First Year of College)
Vertical Integration
What students learn in one lesson, experience or course prepares them for the next lesson, experience or course.
Educational experiences are purposefully structured and logically sequenced so that students gain the knowledge and skills to progressively prepare them for more challenging, higher-level work.
University of Kentucky | jngi.org

32. Some Conceptual Frameworks for Alignment
Foundations of Excellence (FoE)
Guiding Question
Aspirational standards – FoE Dimensions
Horizontal & vertical alignment across the new student experience
Gateways to Completion (G2C)
Aspirational standards – G2C Principles
Horizontal & vertical alignment in gateway courses & curriculum
University of Kentucky | jngi.org

33. Criteria for “Excellence”
Intentional – Evidence of an intentional, comprehensive approach
Scale – Broad impact on significant numbers of students
Sustained & Supported – Strong administrative support for and durability over time
Inclusive / Broad Engagement – Involvement of a wide range of constituent groups
Advancing Equity and Inclusion
University of Kentucky | jngi.org

34. Outcomes Correlated with Intentional Integration from FoE & G2C
Improvements in
Persistence
Completion
Grades
“Resilience”
Return on Investment
Use of Resources
University of Kentucky | jngi.org

35. Aligning High Impact Practices Is Hard Work . . .
“Evidence of an intentional, comprehensive approach to improving … that is appropriate to an institution’s type and mission.”
“Broad impact on significant numbers of … students, including, but not limited to special student subpopulations.”
“Strong administrative support for … initiatives, evidence of institutionalization, and durability over time.”
“Involvement of a wide range of faculty, student affairs professionals, academic administrators, and other constituent groups.”
University of Kentucky | jngi.org

36. Impact of HIPs is Greatest for Historically Underserved Students
University of Kentucky | jngi.org

37. Impact of Participation in HIPs on % of Senior NSSE Respondents Graduating on Time by Racial & Ethnic Background
HIP participation benefits Latina/o students more; Latina/o respondents
Graduating “on time”
Increases as HIP
Participation increases,
Rising from 38% to 73%
University of Kentucky | jngi.org

38. HIPs: Differences by Race-Ethnicity
52% Internships overall
Yet only 42% of African American students did an Internship
University of Kentucky | jngi.org

39. HIPs: Differences by Race-Ethnicity
The same trend reveals itself in Study Abroad Experiences
University of Kentucky | jngi.org

40. More Difference… HIPs & First Generation Status
University of Kentucky | jngi.org

41. Widely Available? Accessible?
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42. HIP Effectiveness Research Led to Prescription:
All Students Do 2…
University of Kentucky | jngi.org

43. HIPs: What We Know for Sure
HIP participation positively related to several educational outcomes
Salutary effect for historically underserved students
Multiple HIPs overall positive – including reflective & integrative learning
Desired by employers
Enjoyable to students & faculty
HIP participation growing (HIPs on NSSE show modest increases, more multiples)
University of Kentucky | jngi.org

44. HIP Concerns: Equity & Quality
Equity concerns:
accessibility
negative experiences for students of color
effect on faculty
Quality concerns:
curricular coherence
connections to co-curriculum
must be done well
little assessment of quality alignment with future of degree
University of Kentucky | jngi.org

45. Critiques of Negative Impact for Students of Color?
Critical Race Theory (Patton, Harper & Harris, 2015):
Are HIPs appealing to underrepresented students?
HIPs may create opportunities for impactful, but negative experiences for students of color by exposing students to micro-aggressions & other racist behaviors in an intensive, academic experience
Are there HIPs that bolster students of color belongingness that aren’t captured in current HIP definitions?
University of Kentucky | jngi.org

46. Connecting HIPs in Co-Curriculum?
HIPs demand student time & effort in and out of class
Ensure all educators guide students to practices
Collaborate to deliver effective HIPs
University of Kentucky | jngi.org

47. HIP Effect on Faculty? Implies other pedagogies are “low-impact”?
HIPs on top of teaching load?
Administrative curricular change?
Expensive, siphon $ from research?
University of Kentucky | jngi.org

48. HIP Implementation Challenges?
Most High Impact Practices demand:
Financial resources
Significant time and coordination for students (harder for commuters/non-trads/working students)
Faculty/mentor time that is often only regarded as service
Administrative resources, professional development
There’s a significant learning curve to doing them well
University of Kentucky | jngi.org

49. Think / Pair / Share
What (If Any) High Impact Practices Are You Personally Working with at the University of Kentucky?
How Will You Apply What You Learned Here To Your Work with HIPs at the University of Kentucky?
University of Kentucky | jngi.org

50. Additional Points Links to Wildcat Foundations
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51. Links to Wildcat Foundations
Gateway Courses (High Enrollment Courses)
Inventory Sections
Learning Dimension
Connections to Faculty, Support, Transitions, Diversity, All Students, and Improvement Dimensions (at the very least)
University of Kentucky | jngi.org

52. Links to Wildcat Foundations
High Impact Practices
Inventory Sections
Learning Dimension
Connections to Faculty, All Students, Transitions, Support, and Improvement Dimensions (at the very least)
University of Kentucky | jngi.org

53. Links to Wildcat Foundations
Your Comprehensive Plan
Particularly the Philosophy, Improvement, All Students, and Organization Dimensions
University of Kentucky | jngi.org

54. Additional Discussion Questions & Comments
University of Kentucky | jngi.org

55. Contact Information
Andrew K. Koch, PhD
President & Chief Operating Officer
John N. Gardner Institute for Excellence in Undergraduate Education
@DrewKochTweets
University of Kentucky | jngi.org
RPM | jngi.org