1. What Matters to Student Success in the First Year of University? George D. Kuh Pacific Rim First Year in Higher Education Conference QUT Gardens Point, Brisbane July 5, 2007

2. JavierSarahNicole

3. Overview Overview  Why engagement matters in the first year  Lessons from high- performing institutions

4. Advance Organizers  To what extent do your students engage in productive learning activities, inside and outside the classroom?  How do you know?  What must you do differently -- or better -- to enhance student success?

5. Student Success in College Academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, attainment of educational objectives, and post- college performance

6. Factors That Threaten Persistence and Graduation from College  academically underprepared for college-level work  gap between high school and college  part-time enrollment  single parent  financially independent  children at home  30+ hours working per week  first-generation college student

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

8. Student Engagement Trinity  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

9. 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

10. 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

11. AUSSIE 2007 Australasian Survey of Student Engagement (AUSSE) is being tried out by ACER for Australasian higher education institutions. It will yield generalisable information about university education sensitive to institutional diversity that will allow institutions to monitor and enhance the quality of education.

12. NSSE Survey Student Behaviors Institutional Actions & Requirements Reactions to People & Environment Student Background Information Student Learning & Development

13. In your experience at your institution during the current school year, about how often have you done each of the following? 1

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

18. Grades, persistence, student satisfaction, and engagement go hand in hand

19. Student engagement varies more within than between institutions.

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

22. Behold the compensatory effects of engagement

27. What Are Faculty Telling Us?

28. Faculty Survey of Student Engagement Faculty Survey of Student Engagement (pronounced “fessie”) FSSE measures faculty expectations and activities related to student engagement in effective educational practices

29. Course Emphasis FACULTY report very much or quite a bit of emphasis on memorizing STUDENTS report very much or quite a bit of emphasis on memorizing 29 | 14% Lower Division Upper Division 65% | 63% 1 st yr. Students Seniors

30. Prompt Feedback FACULTY gave prompt feedback often or very often STUDENTS received prompt feedback often or very often 93% / 93% Lower Division Upper Division 64% / 76% 1 st yr. Students Seniors

31. Faculty Priorities and Student Engagement

32. What to Make of This? 1.When faculty members emphasize certain educational practices, students engage in them to a greater extent than their peers elsewhere. 2.Good things go together

33. What does an educationally effective university look like?

34. Project DEEP Project DEEP To discover, document, and describe what high performing institutions do to achieve their notable level of effectiveness.

35. DEEP Schools DEEP Schools* Doctoral Extensives University of Kansas University of Kansas University of Michigan University of Michigan Doctoral Intensives George Mason University Miami University (Ohio) University of Texas El Paso Master’s Granting Fayetteville State University Fayetteville State University Gonzaga University Gonzaga University Longwood University Longwood University Liberal Arts California State, Monterey Bay California State, Monterey Bay Macalester College Macalester College Sweet Briar College Sweet Briar College The Evergreen State College The Evergreen State College Sewanee: University of the South Sewanee: University of the South Ursinus College Ursinus College Wabash College Wabash College Wheaton College (MA) Wheaton College (MA) Wofford College Wofford College Baccalaureate General Alverno College Alverno College University of Maine at Farmington University of Maine at Farmington Winston-Salem State University Winston-Salem State University *Higher-than predicted NSSE scores and graduation rates

36. Research Approach Case study method Team of 24 researchers review institutional documents and conduct multiple-day site visits Team of 24 researchers review institutional documents and conduct multiple-day site visits Observe individuals, classes, group meetings, activities, events Observe individuals, classes, group meetings, activities, events 2,700+ people, 60 classes, 30 events 2,700+ people, 60 classes, 30 events Discover and describe effective practices and programs, campus culture Discover and describe effective practices and programs, campus culture

37. Worth Noting Many roads to an engaging institution  No one best model  Different combinations of complementary, interactive, synergistic conditions  Anything worth doing is worth doing well at scale

38. Six Shared Conditions  “Living” Mission and “Lived” Educational Philosophy  Unshakeable Focus on Student Learning  Environments Adapted for Educational Enrichment  Clearly Marked Pathways to Student Success  Improvement-Oriented Ethos  Shared Responsibility for Educational Quality

39. Creating Conditions That Matter to Student Success We can’t leave serendipity to chance

40. 1. Get the ideas right Focus on a real problem  Persistence  Fragmented gen ed program  Poor advising  Tired pedagogical practices  Low academic challenge  Connections to real world  Under-engaged students

41. 2. Lay out the path to student success a.Draw a map for student success b.Front load resources to smooth the transition c.Teach newcomers about the campus culture d.Create a sense of “specialness” e.Emphasize student initiative f.Focus on underengaged students g.If something works, maybe require it?

42. Lessons from National Center for Academic Transformation If doing something is important, require it (first-year students don’t do ‘optional’) If doing something is important, require it (first-year students don’t do ‘optional’) Assign course points to the activity Assign course points to the activity Monitor and intervene when necessary Monitor and intervene when necessaryhttp://www.thencat.org/Newsletters/Apr06.htm#1

43. S ocialization to academic expectations Wofford first-year students read a common novel and write a short essay connecting it to their own lives. The eight best essays are published and distributed to all new students, creating the first class celebrities.

44. KU’s “Traditions Night.” 3,000+ students gather in the football stadium to rehearse the Rock Chalk Chant, learn “I’m a Jayhawk”, and hear stories intended to instill students’ commitment to graduation Intentional acculturation Rituals and traditions connect students to each other and the institution

45. Primary source of academic advising Primary source of academic advising

46. Intrusive advising University of Kansas “Graduate in Four” advising notebook: Distributed at orientation Distributed at orientation Describes to students how to make the most of undergraduate study Describes to students how to make the most of undergraduate study Students required to meet with advisor to review progress to degree Students required to meet with advisor to review progress to degree Section for each of the four undergraduate years Section for each of the four undergraduate years “Checklist” for students to weigh choices and monitor if they are making progress. “Checklist” for students to weigh choices and monitor if they are making progress.

47. Redundant early warning systems: “Tag Teaming”  Wheaton first-year student advising team includes faculty, student preceptors, librarians and administrative staff.  At Ursinus, Miami, and Wheaton representatives from both academic affairs and student affairs serve as academic advisors.

48. Mentoring U of Michigan Mentorship Program matches groups of four first-year students with an older student and a faculty or staff member who share similar academic interests. The goal is to provide students with mentoring relationships, networking opportunities, yearlong guidance and support, and in general to help ease the transition to college.

49. 3. Align initiatives with: a.Student preparation, ability, interests b.Existing complementary efforts Gen ed reform Faculty development Service learning/community service Internationalization and diversity

50. Fayetteville State  Faculty members “teach the students they have, not those they wish they had”  Center for Teaching and Learning sponsors development activities on diverse learning needs Cal State Monterey Bay  “Assets” philosophy acknowledges students’ prior knowledge “Meet students where they are”

51. Something Else That Really Matters in College The greatest impact appears to stem from students ’ total level of campus engagement, particularly when academic, interpersonal, and extracurricular involvements are mutually reinforcing … Pascarella & Terenzini, How College Affects Students, 2005, p. 647

52. It Takes a Whole Campus to Educate a Student

53. 4. Promote and reward collaboration a.Tighten the philosophical and operational linkages between academic and student affairs –Peer tutoring and mentoring –First year seminars –Learning communities b.Harness available expertise c.Make governance a shared responsibility d.Form partnerships with the local community

54. Connect campus and community California State University, Monterey Bay (CSUMB) requires all students to complete both a lower and upper- level service learning experience as a means to apply knowledge and connect with the local community.

55. 5. Recruit, socialize and reward competent people a.Recruit faculty and staff committed to student learning b.Emphasize student centeredness in faculty and staff orientation c.Make room for differences d.Reward and support competent staff to insure high quality student support services

56. “Difference Makers” Student success is the product of thousands of small gestures extended on a daily basis by caring, supportive educators sprinkled throughout the institution who enact a talent development philosophy.

57. 6. Put money where it will make a difference in student engagement “…in professional baseball it still matters less how much you have than how well you spend it”

58. 6. Put money where it will make a difference in student engagement a. Align reward system with institutional mission, values, and priorities b. Sunset redundant and ineffective programs c. Invest in activities that contribute to student success

59. Association of American Colleges and Universities

60. Most Important Skills Employers Look For In New Hires Teamwork skills Critical thinking/ reasoning Oral/written communication Ability to assemble/ organize information Innovative/thinking creatively Able to work with numbers/statistics Foreign language proficiency Recent Grads* 38 % 37% 10 % 21% 4% 6% * Skills/abilities recent graduates think are the two most important to employers

61. Effective Educational Practices  First-Year Seminars and Experiences  First-Year Seminars and Experiences  Common Intellectual Experiences  Learning Communities  Writing-Intensive Courses  Collaborative Assignments and Projects  “Science as Science Is Done”; Undergraduate Research  Diversity/Global Learning  Service Learning, Community-Based Learning  Internships  Capstone Courses and Projects

62. Common Intellectual Experience Ursinus College’s Common Intellectual Experience (CIE) is a two-semester course for first-year students. Common readings and “Uncommon Hour” give students a shared intellectual experience outside the classroom that complements class activities.

63. Effects of Learning Communities on Engagement

64. Diversity Experiences

65. Effective Educational Practices Increase Odds That Students Will: Effective Educational Practices Increase Odds That 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 Discover relevance of their learning through real-world applications Discover relevance of their learning through real-world applications

66. 6. Put money where it will make a difference in student engagement a. Align reward system with institutional mission, values, and priorities b. Sunset redundant and ineffective programs c. Invest in activities that contribute to student success d. Document performance through assessment!

67. Using AUSSIE & Other Data How well do our programs work and how do we know?  How well do our programs work and how do we know?  How many students do our efforts reach in meaningful ways and how do we know?  To what degree are our programs and practices complementary and synergistic?  What are we doing that is not represented among the DEEP practices? Should we continue to do it?  What are we not doing that we should?

68. DEEP Practice Briefs Available: www.nsse.iub.edu Download the series!

69. 7. Focus on culture sooner than later Ultimately, it’s all about the culture… a.Identify cultural properties that impede success b.Expand the number of cultural practitioners on campus c.Instill an ethic of positive restlessness

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

71. 8. Put someone in charge When everyone is responsible for something, no one is accountable for it… a.Senior leadership is key b.Some individual or group (high profile ‘think force’) must coordinate and monitor status of initiatives c.Those ‘in charge’ not solely responsible for bringing about change

72. 9. Stay the course The good-to-great-transformations never happened in one fell swoop. There was no single defining action, no grand program, no one killer innovation, no solitary lucky break, no miracle moment. Sustainable transformations follow a predictable pattern of buildup and breakthrough… (Collins, 2001, p. 186)

73. 9. Stay the course  Scale up effective practices  If it works, consider requiring it  Beware the implementation dip

74. Last Word Institutions cannot change the lineage of their students. University cultures do not change easily or willingly. But we can do far more to shape the way students approach college and what they do after they arrive. Do we have the will to more consistently use promising policies and practices to increase the odds that more students “get ready,” “get in,” and “get through?”

75. Questions & Discussion