1. George D. Kuh Fall Faculty Conference Arkansas State University August 18, 2010 What Matters to Student Success: Lessons for ASU

2. We all want the same thing—an undergraduate experience that results in high levels of learning and personal development for all students.

3. Know Your Students “Part of being a good teacher (not all) is knowing that you always have something new to learn about … these particular students at this particular time and their particular set of aspirations, confusions, misconceptions, and ignorance” (Bain, 2004, p.174)

4. What If…  We imagined what our work would be like using what we know about how students learn…?  And we created optimum learning conditions for all students…?  Then, how would we re-design our programs and practices?  What kinds of teaching and assessment approaches would we use?

5. Overview Overview  What the world needs now  Why engagement and high- impact practices matter  Implications for ASU

7. “It’s the Learning, Stupid”

8. Association of American Colleges and Universities

9. Narrow Learning is Not Enough: The Essential Learning Outcomes  Knowledge of Human Cultures and the Physical & Natural World  Intellectual and Practical Skills  Personal and Social Responsibility  “Deep” Integrative Learning

10. Deep, Integrative Learning Deep, Integrative Learning  Attend to the underlying meaning of information as well as content  Integrate and synthesize different ideas, sources of information  Discern patterns in evidence or phenomena  Apply knowledge in different situations  View issues from multiple perspectives

11. HART RESEARCH P e t e r DASSOTESCIA Raising The Bar Employers’ Views On College Learning In The Wake Of The Economic Downturn Key findings from survey among 302 employers Conducted October 27 – November 17, 2009 for

12. Raising The Bar – October/November 2009 – Hart Research for 12 Employer expectations of employees have increased % who agree with each statement Our company is asking employees to take on more responsibilities and to use a broader set of skills than in the past Employees are expected to work harder to coordinate with other departments than in the past The challenges employees face within our company are more complex today than they were in the past To succeed in our company, employees need higher levels of learning and knowledge today than they did in the past

13. Raising The Bar – October/November 2009 – Hart Research for 13 % saying two- and four-year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge Employers’ Top Priorities for Student Learning In College Effective oral/written communication Critical thinking/ analytical reasoning Knowledge/skills applied to real world settings Analyze/solve complex problems Connect choices and actions to ethical decisions Teamwork skills/ ability to collaborate Ability to innovate and be creative Developments in science/technology

14. Student Engagement What Really Matters in College: Student Engagement Because individual effort and involvement are the critical determinants of college impact, institutions should focus on the ways they can shape their academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, 2005, p. 602

15. Foundations of Student Engagement Time on task (Tyler, 1930s) Quality of effort (Pace, 1960-70s) Student involvement (Astin, 1984) Social, academic integration (Tinto,1987, 1993) Good practices in undergraduate education (Chickering & Gamson, 1987) College impact (Pascarella, 1985) Student engagement (Kuh, 1991, 2005)

16. Student Engagement Trifecta  What students do -- time and energy devoted to educationally purposeful activities  What institutions do -- using effective educational practices to induce students to do the right things  Educationally effective institutions channel student energy toward the right activities

17. Good Practices in Undergraduate Education (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005) Student-faculty contact Student-faculty contact Active learning Active learning Prompt feedback Prompt feedback Time on task Time on task High expectations High expectations Respect for diverse learning styles Respect for diverse learning styles Cooperation among students Cooperation among students

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

20. NSSE & CCSSE Questionnaires Student Behaviors Institutional Actions & Requirements Reactions to College Student Background Information Student Learning & Development

21. Effective Educational Practices Level of Academic Challenge Active & Collaborative Learning Enriching Educational Experiences SupportiveCampusEnvironment Student- Faculty Interaction

23. Key findings Key findings

24. Grades, persistence, student satisfaction, gains across a range of desired outcomes, and engagement go hand in hand

25. It’s more complicated than this…  Many of the effects of college are “conditional”  Some are compensatory  Some have unusually positive effects

26. Who’s more engaged? Who’s (on average) more engaged?  Women  Full-time students  Students who live on campus  Students with diversity experiences  Students who start and stay at same school

31. Who’s more engaged?  Women  Full-time students  Students who live on campus  Students with diversity experiences  Students who start and stay at same school  Students who have done “high- impact” practices

32. www.aacu.org

33.  Integrating ideas or information from various sources  Included diverse perspectives in class discussions/writing  Put together ideas from different courses  Discussed ideas with faculty members outside of class  Discussed ideas with others outside of class  Analyzing the basic elements of an idea, experience, or theory Essential Learning Outcome: NSSE Deep/Integrative Learning  Synthesizing & organizing ideas, info., or experiences  Making judgments about the value of information  Applying theories to practical problems or in new situations  Examined the strengths and weaknesses of your own views  Tried to better understand someone else's views  Learned something that changed how you understand an issue

34. Effects of Participating in High-Impact Activities on Deep/Integrative Learning and Gains

35. Effects of Participating in High-Impact Activities on Student Engagement

36. High Impact Activities Increase Odds Students Will: Invest time and effort Invest time and effort Interact with faculty and peers about substantive matters Interact with faculty and peers about substantive matters Experience diversity Experience diversity Get more frequent feedback Get more frequent feedback Reflect & integrate learning Reflect & integrate learning Discover relevance of learning through real-world applications Discover relevance of learning through real-world applications

38. National Survey of Student Engagement Participation in High-Impact Activities 0% 10% 20% 30% 40% 50% Somewhat ImportantImportantVery Important Average Importance Faculty Placed on the Experience Percentage of Seniors Who Did the Experience Learning community Research with a faculty member Service learning

39. Ponder This Ponder This “If all you ever do is all you’ve ever done, then all you’ll ever get is all you ever got” Texan quoted in T. Friedman, Hot, Flat and Crowded p. 6) Texan quoted in T. Friedman, Hot, Flat and Crowded (2008, p. 6)

40. Four Step Agenda 1.Make the classroom the locus of community building 2.Use engaging pedagogies campuswide

41. Engaging Pedagogies and Practices Classroom organization Classroom organization Early and continuing assignments requiring reflection and integration coupled with feedback Early and continuing assignments requiring reflection and integration coupled with feedback Use of peer preceptors/mentors Use of peer preceptors/mentors One minute papers (variations) One minute papers (variations) Case studies Case studies Debates Debates Simulations Simulations Small group problem sets Small group problem sets Others… Others…

42. 3. Put money where it will make a difference to student success “…in professional baseball it still matters less how much you have than how well you spend it”

43. 3. Put money where it will make a difference to student success a. It’s not how much you spend but where a. It’s not how much you spend but where (DEEP study, Delta Cost Project)

44. Occasional Paper #3 Connecting the Dots Between Learning and Resources Jane V. Wellman With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment. www.learningoutcomeassessment.org/OccasionalPapers.htm

45. Wellman’s Conclusions  Intentionality matters as much or more than money alone  Spending on instruction and student services pays off in learning, retention and graduation  Excess units cost institutions money, cost students in time and money, and do not get students to the finish line

46. 3. Put money where it will make a difference to student success a. It’s not how much you spend but where a. It’s not how much you spend but where (DEEP study, Delta Cost Project) b. Sunset redundant and ineffective programs c. Invest in “high-impact” activities that contribute to student success c. Invest in “high-impact” and other activities that contribute to student success d. Make work a high-impact activity e. If something works, consider requiring it.

47. Worth Pondering How do we reach our least engaged students?

48. 4. Cultivate a campus culture that fosters student success  unshakeable focus on student learning (“teach the students we have, not the students we wish we had”)  “get the right people on the bus”  high performance expectations for all  human-scale settings  “positive restlessness”

49. Positive restlessness  “We know who we are and what we aspire to.”  Confident, responsive, but never quite satisfied…  Self-correcting orientation  Continually question, “are we performing as well as we can?”

50. What If… create optimum learning conditions for all students…  All ASU faculty and staff effectively used what is known about how students learn to create optimum learning conditions for all students…  Then, how would our instructional approaches, programs and practices change?  What would be the impact on student learning and success?

51. Last Word  We must embrace the lineage of our students.  Campus cultures do not change easily or willingly.  To foster more student success we must use promising policies and practices more consistently throughout the institution.  Do we have the will to do so?

52. Questions &Discussion