1. AACRAO SEM Conference Nashville 2010 ©Smith/Moore Student Engagement & SEM: A Shared Vision for Institutional Effectiveness 1 Clayton Smith, University of Windsor Alicia Moore, Central Oregon Community College

2. AACRAO SEM Conference Nashville 2010 © Smith/Moore Topics  Welcome & Introductions  History & Context  Key Research Findings  Understanding Institutional Culture & Readiness  Connecting Back to SEM  Best Practices  Discussion, Resources & Wrap-Up 2

3. AACRAO SEM Conference Nashville 2010 © Smith/Moore Welcome & Introductions 3

4. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: Setting the Stage 4

5. AACRAO SEM Conference Nashville 2010 © Smith/Moore Institutional Reputation  At first focused on inputs: Student characteristics (prior academic performance mostly); the more selective, the better Institutional resources (quality of faculty, campus infrastructure, books in the library)  This formed the basis for rankings (e.g., US News & World Report, Maclean’s) 5

6. AACRAO SEM Conference Nashville 2010 © Smith/Moore Predicting College Success  It isn’t what you think: Test scores High school grades First term performance  It is completion of Algebra II in high school  But it is not used in the admission decision process at many institutions, including open- door community colleges - U. S. DOE, 1999 6

7. AACRAO SEM Conference Nashville 2010 © Smith/Moore But... The nature and quality of first year students’ experiences in the classroom, with faculty, and with peers are better predictors of desired educational outcomes associated with college attendance than precollege characteristics. -Gerken & Volkwien, 2000 7

8. AACRAO SEM Conference Nashville 2010 © Smith/Moore The Rest of the Story  What happens during the student’s campus experience is as, or more, critical than student inputs  Institutions began to survey students on their satisfaction with programs & services (e.g., Noel Levitz’s SSI, CUSC) & external bodies followed (state/provincial governments, Maclean’s, Globe & Mail)  Now some of these measures are considered accountability measures (e.g., NSSE, CSSE) 8

9. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: Key Concepts  Students’ sustained involvement in learning activities  Early studies focused on time-on-task behaviors, on students’ willingness to participate in routine activities, such as attending classes, submitting required work and following teachers’ directions in class  But student engagement can also be inferred from more subtle cognitive, behavioral and affective indicators 9

10. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: Key Concepts  Evidence from decades of studies indicates that: The level of challenge and students’ time on task are positively related to persistence The degree to which students are engaged in their studies impacts directly on the quality of their learning and their overall educational experience The more opportunities a student has to build a connection to campus, the better their chances of success The characteristics of student engagement can serve as proxies for quality 10

11. AACRAO SEM Conference Nashville 2010 © Smith/Moore 3 Key Student Success Processes  Active involvement: Time & energy invested in learning experience inside and outside classroom (Astin, Tinto, Pace)  Social integration: Interaction, collaboration & interpersonal relationships between students & peers, faculty, staff & administrators (Tinto)  Personal reflection: Think deeply on learning experiences (Entwistle & Ramsden, Flavell, Svinicki, Vygotsky) 11

12. AACRAO SEM Conference Nashville 2010 © Smith/Moore A Comparative Look: Student Engagement in the US & Canada  Differ in term of the frequency with which they engage in active and collaborative learning and student-faculty interaction. Why? The Canadian classroom experience involves less active participation by students and less individual contact with faculty members The large size of most Canadian universities and higher student-faculty ratios makes collaborative learning experiences and faculty contact more challenging - Kandiko, 2009 12

13. AACRAO SEM Conference Nashville 2010 © Smith/Moore A Comparative Look, continued  Students in Canada participate less in three of the best practices in undergraduate education: active learning, peer collaboration, and student- faculty interaction. Three possible explanations: 1. As faculty spend more time doing research, there is less time available for students 2. Full-time non-tenure and part-time faculty are often overloaded with classes and unable to devote time and effort towards fully engaging students 3. Increasing student-faculty ratios leave fewer faculty assigned to larger cohorts of students. 13

14. AACRAO SEM Conference Nashville 2010 © Smith/Moore A Comparative Look, continued  Student engagement in Canada and the U.S. was found to differ by academic major. Students in professional fields, such as finance, management and pre-law had similar responses in both countries. The narrowest gaps occurred in the business and professional fields. In contrast, there was a marked difference between Canadian and U.S. students in arts and humanities, life sciences and social sciences. Canadian students in those majors reported considerably less engagement overall compared to their U.S. peers. 14

15. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: New Perspectives 15

16. AACRAO SEM Conference Nashville 2010 © Smith/Moore Vital Engagement  Builds on the new discipline of positive psychology  Rather than focusing on student deficiencies, teach and support to student strengths  Strength Quest instrument, Gallup Organization’s Higher Education Division 16

17. AACRAO SEM Conference Nashville 2010 © Smith/Moore Vital Engagement Students find meaning and purpose and a sense of satisfaction in life after they discover their signature strengths and after they gain experience in playing to these strengths. -Larry Braskamp (2006) 17

18. AACRAO SEM Conference Nashville 2010 © Smith/Moore Vital Engagement Principles 1.Measurement of student characteristics includes strengths. 2.Educators personalize the learning experience by practicing individualization whereby they think about and act upon the strengths of each student. 18

19. AACRAO SEM Conference Nashville 2010 © Smith/Moore Vital Engagement Principles 3.Networking with personal supporters of strengths development affirms the best in people and provides praise and recognition for strengths-based successes. 4.Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes. 19

20. AACRAO SEM Conference Nashville 2010 © Smith/Moore Vital Engagement Principles 5.Intentional development of strengths requires that educators and students actively seek out novel experiences and previously unexplored venues for focused practice of their strengths through strategic course selection, use of campus resources, involvement in extracurricular activities, internships, mentoring relationships, or other targeted growth opportunities. -Lopez & Louis (2009) 20

21. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: Key Research Findings 21

22. AACRAO SEM Conference Nashville 2010 © Smith/Moore Key Research Findings  How an institution deploys its resources and organizes the curriculum, other learning opportunities and support services leads to positive experiences and desired outcomes such as persistence, satisfaction, learning and graduation (Kuh, 2001; Pascarella/Terenzini, 2005)  Retention is achieved through the development of supportive social and education communities in which all students are integrated (Tinto, 1987) 22

23. AACRAO SEM Conference Nashville 2010 © Smith/Moore Key Research Findings  Students learn more when the are involved in both the academic and social aspects of the collegiate experience. An involved student is one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty (Astin, 1993). 23

24. AACRAO SEM Conference Nashville 2010 © Smith/Moore Key Research Findings  Student engagement varies more within any given school or institutional type than between schools or institutional types (Pascarella/Terenzini, 2005) Though smaller schools generally engage students more effectively, colleges and universities of similar size can vary widely (NSSE, 2005) Student engagement is unrelated to selectivity (Kuh/Pascarella, 2004; NSSE, 2003) Some non-residential schools & community colleges have exemplary student engagement practices 24

25. AACRAO SEM Conference Nashville 2010 © Smith/Moore Key Research Findings  Some students – such as first generation students, males, transfer students and those who live off-campus – are generally less engaged than others  Some single mission schools confer engagement advantages to their students (Kinzie et al, 2007) 25

26. AACRAO SEM Conference Nashville 2010 © Smith/Moore Key Research Findings CCSSE  Relationships matter  Disconnect between students’ aspirations and actions  Students don’t know what they don’t know  Finances are of primary concern  More than half expect to work 20+ hours per week  Students report more stress over taking tests than other study skills 26 Aspirations:  Percent of entering students who strongly agree or agree that they have the motivation to do what it takes to succeed in college: 90%  Percent of entering students who strongly agree that they are academically prepared to succeed in college: 84%

27. AACRAO SEM Conference Nashville 2010 © Smith/Moore Key Research Findings  NSSE Academic Challenge Active & Collaborative Learning Student-Faculty Interaction Supportive Campus Environment Enriching Educational Experiences  Similar “best practices” outlined by Gardiner et al., Astin, Chickering/Gamson, Tinto and countless others 27

28. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: Understanding Institutional Culture & Readiness 28

29. AACRAO SEM Conference Nashville 2010 © Smith/Moore Critical Aspects of Student Engagement  Include & engage faculty  Move away from an “a la carte” approach to meeting student needs  Be part of an intentional institution-wide strategy  Assess – and scrutinize – effectiveness  Scalable 29

30. AACRAO SEM Conference Nashville 2010 © Smith/Moore Shared Vision  Involve faculty, student affairs educators, institutional researchers, SEM practitioners... and anyone on campus who will listen!  IR as the lead for making sense of data  Participate where ever possible: All campus, division-specific or faculty-only retreats Keynote speakers State- or province-wide consortiums and work teams  Honor institutional culture 30

31. AACRAO SEM Conference Nashville 2010 © Smith/Moore Learn More About Students  Gain a broad perspective on the student population  Monitor engagement of specific groups of students Entire subpopulations of students may be retention risks (transfer students, athletes, Aboriginal students)  Learn about needs of individual students  Who is vulnerable to departure? Who is not making transition to PSE well? 31

32. AACRAO SEM Conference Nashville 2010 © Smith/Moore Use Multiple Data Sources  Confirm findings are consistent across multiple surveys & assessment methods  Link results from NSSE, CESSE, CUSC to other student data such as GPA, residential status, etc. Helps determine if engagement varies across groups Helps identify gaps—or potentially inter- institutional best practices-- in student support structures 32

33. AACRAO SEM Conference Nashville 2010 © Smith/Moore Using NSSE (& Other) Data  NSSE, CSSE, CUSC, SENSE & others to plan & improve students’ experiences  Some examples include: Collaborate & communicate results Use multiple sources for triangulation Use data to learn more about students Use data for assessment Enhance the first-year experience Link results from engagement and satisfaction surveys to student data (e.g., GPA, residency, credits completed, program, student groups) 33

34. AACRAO SEM Conference Nashville 2010 © Smith/Moore 10 Working Principles 1.Create & maintain a stimulating intellectual environment 2.Value academic work and high standards 3.Monitor & respond to demographic subgroup differences and their impact on engagement 4.Ensure expectations are explicit and responsive 5.Foster social connections - Krause, 2005 34

35. AACRAO SEM Conference Nashville 2010 © Smith/Moore 10 Working Principles 6.Acknowledge the challenges 7.Provide targeted self-management strategies 8.Use assessment to shape the student experience and encourage engagement 9.Manage online learning experiences with care 10.Recognize the complex nature of engagement in your policy and practice - Krause, 2005 35

36. AACRAO SEM Conference Nashville 2010 © Smith/Moore 36 In the End...  Breathe.  Keep it simple.  Find something that clicks, and rally around it.

37. AACRAO SEM Conference Nashville 2010 © Smith/Moore Student Engagement: Key Research Findings 37

38. AACRAO SEM Conference Nashville 2010 © Smith/Moore Connecting It Back to SEM  What is the SEM practitioner’s role in student engagement activities?  Can NSSE, CSSE & other surveys be used to set SEM goals?  Where & how should one begin? 38

39. AACRAO SEM Conference Nashville 2010 © Smith/Moore SEM & Student Engagement Goals Students who are:  Better connected  Increasingly involved on campus  Deeply invested in learning & growth …are more likely to persist & graduate. 39

40. AACRAO SEM Conference Nashville 2010 © Smith/Moore Important Note The relationship between student engagement & student persistence is not linear  Increased level of academic engagement, when not connected with high levels of social engagement, is negatively related to student persistence  High level social engagement in social activities is positively connected to student persistence - Hu, 2010 40 -

41. AACRAO SEM Conference Nashville 2010 © Smith/Moore 41 SEM Transition Model Denial Nominal Structural Tactical Strategic

42. AACRAO SEM Conference Nashville 2010 © Smith/Moore A Few Student Engagement Stand-Outs 42

43. AACRAO SEM Conference Nashville 2010 © Smith/Moore 43 43 University of Nevada – Las Vegas College of Urban Affairs: Learning Communities Project

44. AACRAO SEM Conference Nashville 2010 © Smith/Moore 44 Overview  Purpose: Create connections with peers Increase course satisfaction Increase interaction with faculty and students Increase understanding of connection between disciplines Increase awareness of college resources Assistance in building a complete resume Improve ability to graduate within five years Increase satisfaction with collegiate experience  http://urbanaffairs.unlv.edu/advising/learning

45. AACRAO SEM Conference Nashville 2010 © Smith/Moore 45 Program  Seven focus areas, depending on student interests:  Shared advising and instructors  Service-Learning requirement  End of the semester celebration

46. AACRAO SEM Conference Nashville 2010 © Smith/Moore 46 46 Everett Community College: Writing on the Rocks

47. AACRAO SEM Conference Nashville 2010 © Smith/Moore 47 Overview  Purpose: Increase course satisfaction Increase student success in target courses Build student connection to one another and to the campus Increase interaction amongst faculty

48. AACRAO SEM Conference Nashville 2010 © Smith/Moore 48 Overview  Description: Join a fun and supportive community of learners to study Mother Earth from a variety of perspectives; perform hands-on lab experiments; observe the awesome power of Mt. St. Helens, personally, in the field; and connect those activities through writing projects. This course combines the study of the dynamic processes of the Earth (plate tectonics, earthquakes, volcanoes and geologic time) with the study of the dynamic process of writing effective essays. Enhance your knowledge of the Earth by exploring it through a variety of essay formats. And hone your writing skills by focusing on an in-depth study of our planet.

49. AACRAO SEM Conference Nashville 2010 © Smith/Moore 49 The University of Windsor’s Outstanding Scholars Program http://www.uwindsor.ca/outstandingscholars/

50. AACRAO SEM Conference Nashville 2010 © Smith/Moore Overview  Purpose: To increase high achieving student enrollment in selected low enrollment programs To enhance quality of teaching assistants  An annual base renewable scholarship  A paid (200 hours per year) academic appointment in their home department  Strong relationships with faculty members 50

51. AACRAO SEM Conference Nashville 2010 © Smith/Moore 51 Overview HS GPA4-Yr Scholarship 3-Yrs of Academic Appointments Total 80-84.9$4,000$6,000$10,000 85-89.9$6,000 $12,000 90-94.9$8,000$6,000$14,000 95+$10,000$6,000$16,000 …and most other awards can be held concurrently with an Outstanding Scholars award! …and most other awards can be held concurrently with an Outstanding Scholars award! The Outstanding Scholars Award

52. AACRAO SEM Conference Nashville 2010 © Smith/Moore 52 Overview  Renew Eligibility Requirements Achieve a minimum 10.0 cumulative and 10.5 major (out of 13) GPA Attend monthly meetings with the program coordinator during the first year Complete a 2-day pre-academic appointment training program at the beginning of the 2 nd year Hold an academic appointment during years 2-4

53. AACRAO SEM Conference Nashville 2010 © Smith/Moore 53 53 Portland Community College: Accelerated Math

54. AACRAO SEM Conference Nashville 2010 © Smith/Moore 54 Overview  Purpose Accelerate a students progress through developmental- level math courses Decrease student tuition costs Increase student sense of accomplishment  Responding to state initiatives

55. AACRAO SEM Conference Nashville 2010 © Smith/Moore 55 Program  Math Skill Building Course Five-day, 15-hour program with varying dates and times Non-credit Pre- and post-testing for placement Targeted towards students who tested into MTH 60 (Algebra I) Saves spaces in more advanced math classes for those completing this program Offered just prior to the term beginning  Initial cohort: 56% increased math placement levels

56. AACRAO SEM Conference Nashville 2010 ©Smith/Moore Lethbridge College: First Nations, Métis and Inuit Transition Program 56 http://www.lethbridgecollege.ab.ca/index.php?option=com_content&task=view&id=1049&Itemid=907

57. AACRAO SEM Conference Nashville 2010 ©Smith/Moore 57 Program  Provides 12 students with a $12,000 scholarship to aid with finances  Provides 3 steps to aid in transition Course on introduction to college life (August) Additional course in 1st term on skills and attitudes needed for college success Class on leadership skills (January)  Spiritual support from elders; help from mentors and advisors

58. AACRAO SEM Conference Nashville 2010 © Smith/Moore Comprehensive Plan for Faculty Development at Bethune-Cookman University  Faculty-driven faculty development program  Emphasizes communities of practice  The synergy created by drawing colleagues from the eight schools, institutional research and planning, the Faculty Development Center, and student affairs 58

59. AACRAO SEM Conference Nashville 2010 © Smith/Moore 59 59 Central Oregon Community College: Math Course Redesign

60. AACRAO SEM Conference Nashville 2010 © Smith/Moore 60 Overview  Purpose Increase student success in and progress though developmental math courses Increase student sense of accomplishment Decrease cost of instruction  Responding to internal SEM goals and state initiatives  http://www.thencat.org/index.html

61. AACRAO SEM Conference Nashville 2010 © Smith/Moore 61 Program  Math Skill Building Course Meet once per week in lecture format Two hours per week required in a drop-in lab Lab is open Monday – Thursday, 8 am – 8 pm; Fridays, 8 am – 3 pm; Sundays, 12 pm – 8 pm Staffed by two “lab assistants”  Future Directions Allow students to move at self-pace and up to two courses per term

62. AACRAO SEM Conference Nashville 2010 © Smith/Moore 62 Program  Results Failure rate decreases by up to 20% Retention rate increases by up to 30% Instructional costs reduced by 20 - 77%

63. AACRAO SEM Conference Nashville 2010 © Smith/Moore 63 Ontario: Foundations for Success Project  Offers case-managed support services & financial incentives to students at 3 Ontario colleges (Seneca, Mohawk & Confederation) Assesses students after admission but before begin, identifying those that would benefit from academic tutoring, peer mentorship & career counselling Highest impact when matched with (small) financial bursary Has led to 6.4% increase in student retention Project specifically benefited low-income students, ESL students, students entering with low (under 65%) high school grades, & women

64. AACRAO SEM Conference Nashville 2010 ©Smith/Moore 64 And Some Other Strategies…  Aboriginal/Native American student access/retention  Academic civility  Academic programs/courses – specialized  Academic support – writing  Access – special populations  Bridging programs  Building connections between curricular and extracurricular experiences  Career development

65. AACRAO SEM Conference Nashville 2010 ©Smith/Moore 65 And Some Other Strategies…  Coaching (case managed access to student services, coaching first-year students on probation)  Co-curricular record  Community outreach  Cross-departmental collaboration  Cultural sensitivity  Emotional Intelligence interventions  Faculty development  Financial aid

66. AACRAO SEM Conference Nashville 2010 ©Smith/Moore 66 And Some Other Strategies…  Graduate student teaching development workshops  Integration of enrolment management & student services  Learning & information commons  Peer mentor programs  Planning (staff/faculty retreats and symposia)  Recognition for staff & faculty  Residence (academic, bridging and transition programs)

67. AACRAO SEM Conference Nashville 2010 ©Smith/Moore 67 And Some Other Strategies…  Service learning  Supplemental instruction  Teaching (clickers, critical thinking, early feedback, hybrid courses, idea incubator, technology in large classes)

68. AACRAO SEM Conference Nashville 2010 © Smith/Moore 68 Case Studies

69. AACRAO SEM Conference Nashville 2010 © Smith/Moore Case Study Questions  What would you do to increase institutional capacity for student engagement?  What SEM practices might help this institution reach its student engagement goals? 69

70. AACRAO SEM Conference Nashville 2010 © Smith/Moore 70 Wrap-Up

71. AACRAO SEM Conference Nashville 2010 © Smith/Moore 71 Resources

72. AACRAO SEM Conference Nashville 2010 © Smith/Moore Resources  National Survey on Student Engagement Website: http://nsse.iub.edu/html/reports.cfm http://nsse.iub.edu/html/reports.cfm  National Resource Center for the First-Year Experience and Students in Transition Web site: http://www.sc.edu/fye/ http://www.sc.edu/fye/  Community College Survey on Student Engagement: http://www.ccsse.org/index.cfm  Canadian SEM Website: www.uwindsor.ca/sem www.uwindsor.ca/sem Student Engagement Bibliography Student Engagement Bibliography Student Engagement Programs in Canada Student Engagement Programs in Canada 72

73. AACRAO SEM Conference Nashville 2010 © Smith/Moore 73 Contact Us Clayton Smith csmith@windsor.ca 519.253.3000 Alicia Moore amoore@cocc.edu 541.383.7244