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Creating Conditions for Student Success University of Maine System March 10, 2008 Vincent Tinto Syracuse University (315) 443-4763

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Presentation on theme: "Creating Conditions for Student Success University of Maine System March 10, 2008 Vincent Tinto Syracuse University (315) 443-4763"— Presentation transcript:

1 Creating Conditions for Student Success University of Maine System March 10, 2008 Vincent Tinto Syracuse University (315)

2 Overview What conditions promote student success? What are universities doing to promote student success?

3 Conditions for Student Success Moving from teaching to learning. Establishing the conditions within the college that promote student success

4 Conditions for Student Success Expectations Clear, consistent expectations High expectations Validation

5 Conditions for Student Success Expectations Support Academic support Social support Language support Financial support

6 Conditions for Student Success Expectations Support Feedback Entry assessment and placement Early warning systems Classroom assessment of learning

7 Conditions for Student Success Expectations Support Feedback Involvement Frequent contact with students, faculty, and staff Active involvement in learning Time on task

8 Students will get more involved in learning, spend more time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

9 Strategies for Student Success Intrusive advising, counseling, and mentoring First year, undecided, and change of major students

10 Strategies for Student Success Intrusive advising, counseling, and mentoring Integrated support programs Learning centers Freshman seminars / College Survival courses Supplemental instruction Summer Bridge programs

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

12 Strategies for Student Success Intrusive advising, counseling, and mentoring Integrated support programs Pedagogies of engagement Cooperative learning Problem-based learning Service learning

13 Cooperative Learning  Positive interdependence  Face-to-face promotive interaction  Group processing  Interpersonal and group skills  Individual and group accountability

14 Problem-Based Learning  Cooperative learning groups  Groups work to solve meaningful problem(s)  Curriculum/assignments geared to the acquisition of knowledge and skills needed for problem solution.

15 Strategies for Student Success Intrusive advising, counseling, and mentoring Integrated support programs Pedagogies of engagement Learning communities Curricular learning communities Basic skills learning communities

16 Learning Communities  Students enroll in classes together  Central theme or problem that organizes the curriculum  Students asked to build academic and social connections  Team designed and sometimes team taught  Use of active learning strategies

17 LaGuardia CC - ESL Linked Courses ESL Developmental English Speech Communication

18 California State-East Bay Clusters U.S. History General Studies Seminar Ancient World- Fall Developmental English 1

19 Strategies for Student Success Intrusive advising, counseling, and mentoring Integrated support programs Pedagogies of engagement Learning communities Assessment of student learning Entry assessment and placement Early warning systems Program assessment Classroom assessment strategies

20 Strategies for Student Success Intrusive advising, counseling, and mentoring Integrated support programs Pedagogies of engagement Learning communities Assessment of student learning Structured first-year programs Rethinking gateway courses Rethinking the first year/semester of college

21 Closing Thoughts Student success does not arise by chance — Intentional, structured, and proactive strategies for student success

22 Closing Thoughts Student success does not arise by chance Access without support is not opportunity — Establishing conditions of support in or connected to the classroom

23 Closing Thoughts Student success does not arise by chance Access without support is not opportunity Student success is a shared responsibility — Collaboration, coordination, and alignment matter

24 Closing Thoughts Student success does not arise by chance Access without support is not opportunity Student success is a shared responsibility Assessment matters — Assess to improve, not just to prove

25 Resources: Successful Programs L. Muraskin and J. Lee, Raising the Graduation Rates of Low-Income College Students. (Washington D.C., The Pell Institute for the Study of Opportunity in Higher Education, 2004)

26 Resources: Cooperative Learning Barbara Millis & Philip Cottell, Cooperative Learning for Higher Education Faculty (Phoenix: Oryx Press). Barkley, E, K.P. Cross, and C. Howell-Major Collaborative Learning Techniques: A Handbook for College Faculty. (San Francisco: Jossey-Bass).

27 Resources: Problem-Based Learning  University of Delaware: Institute for Problem-Based Learning (http://www.udel.edu/pbl)http://www.udel.edu/pbl Maricopa Center for Learning & Instruction, Maricopa Community Colleges (http://www.mcli.dist.maricopa.edu/pbl)

28 Resources: Service Learning Barbara Jacoby, 1997.Service-Learning In Higher Education: Concepts And Practices (San Francisco: Jossey-Bass) Service Learning Project American Association for Higher Education

29 Resources: Learning Communities The Learning Community Commons The Washington Center for Undergraduate Education, The Evergreen State College

30 Academic Assistance Learning Communities CC of Baltimore County California State Univ-Hayward Cerritos College California State Univ-Los Angeles DeAnza College University of Texas-El Paso Grossmont College Temple University Holyoke CC Tennessee State University LaGuardia CC San Jose City CC Sandhills CC Santa Fe CC Seattle Central CC Shoreline CC Pathways to College Success Spokane Falls CC

31 The Learning Community Listserv Evergreen State College Gillies Malnarich and Emily Lardner Co-Directors, The Washington Center

32 Resources: Supplemental Instruction Center for Supplemental Instruction University of Missouri-Kansas City

33 Resources: Classroom Assessment Thomas Angelo and Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition, San Francisco: Jossey-Bass) Huba, M. and J. Freed Learner-Centered Assessment on College Campuses: Shifting Focus from Teaching to Learning. (New York: Allyn & Bacon).


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