1. Student engagement varies more within than between institutions.

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

5. What does an educationally effective university look like?

6. Some Lessons from Project DEEP Jossey-Bass 2005

7. DEEP Selection Criteria Controlling for student and institutional characteristics (i.e., selectivity, diversity, institutional type), DEEP schools have:  Higher-than-predicted graduation rates  Higher-than-predicted NSSE scores  Region, institutional type, special mission type, special mission

8. Project DEEP Schools Doctoral Extensives University of Kansas University of Michigan Doctoral Intensives George Mason University Miami University (Ohio) University of Texas El Paso Master’s Granting Fayetteville State University Gonzaga 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

9. DEEP Guiding Questions  What do strong-performing institutions do to promote student success?  What campus features -- policies, programs, and practices – are related to higher-than-predicted graduation rates and student engagement?

10. 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

11. 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

12. 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

13. Using Data to Create Conditions That Matter to Student Success Using Data to Create Conditions That Matter to Student Success We can’t leave serendipity to chance

14. 1. Get the ideas right Connect student health to other key issues  Persistence  Fragmented gen ed program  Tired pedagogical practices  Poor first-year experience  Low academic challenge  Connections to real world  Capstone experiences  Under-engaged students

15. 2. Lay out the path to student success a.Draw a map for student success b.Front load resources to smooth the transition, increase coherence c.Teach newcomers about the campus culture d.If something works, maybe require it?

16. What to Do?!? Student success requires that professors explain more things to today’s students that we once took for granted – “You must buy the book, you must read it and come to class, you must observe deadlines or make special arrangements when you miss one” Prof. Richard Turner (1998, p.4)

17. 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

18. Potential “High Impact” Activities  First-year seminars and experiences  Common intellectual experiences  Learning communities

19. Effects of Learning Communities on Engagement

20. Potential “High Impact” Activities  First-year seminars and experiences  Common intellectual experiences  Learning communities  Writing-intensive courses  Collaborative assignments  “Science as science is done”  Diversity/global learning

21. Who Is Most Likely to Experience Diversity? More Students of color Traditional-age students Women First-year students Less White students Older students Men Upper-division students

23. Potential “High Impact” Activities  First-year seminars and experiences  Common intellectual experiences  Learning communities  Writing-intensive courses  Collaborative assignments  “Science as science is done”  Diversity/global learning  Service learning/community service  Internships  Capstone experiences/projects

24. 3. Align initiatives: a.Student preparation, ability, interests b.Existing complementary efforts AAC&U: “Greater Expectations” “Inclusive Excellence” Gen ed reform Carnegie SOTL/CASTL Service learning/Campus Compact Internationalization and diversity

25. It Takes a Whole Campus to Educate a Student

26. 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.Reward and support competent staff to insure high quality student support services

27. Organized learning support POSSE (Pathways to Student Success and Excellence) students at U of Michigan are assigned to a counselor and learn the importance of faculty office hours, study tips and how to connect to tutoring services. POSSE taught me how to survive the University of Michigan.” “POSSE taught me how to survive the University of Michigan.”

28. Difference Makers Staff members 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. Ms. Rita

29. 5. 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”

30. 5. Put money where it will make a difference to student success a. Align reward system with institutional mission, values, and priorities b. Sunset redundant and ineffective programs c. Invest in activities that foster student engagement and responsible behavior – assessment!

31. Using Student Experience Data: Lessons Learned  Make sure faculty and staff understand what is being measured and why  Explain what the data do and do not represent  Collect enough data to disaggregate at meaningful levels

32. Benchmarking Approaches Benchmarking Approaches Normative Normative - compares your students to students at other colleges and universities. Criterion Criterion - compares your school’s performance against a predetermined value or level appropriate for your students, institutional mission, size, curricular offerings, funding, etc.

33. Using Student Experience Data: Lessons Learned  Link ACHA-NCHA results to other information about the student experience and complementary initiatives

34. Triangulate multiple data sources ACT/SAT score reports ACT/SAT score reports BCSSE BCSSE NSSE NSSE FSSE FSSE CIRP/CSS CIRP/CSS Noel Levitz Noel Levitz CLA CLA ACT CAAP ACT CAAP

35. Using Student Experience Data: Lessons Learned  Link ACHA-NCHA results to other information about the student experience and complementary initiatives  Examine the results from multiple perspectives

36. Don’t Forget Students! Illinois State University – focus groups with students to get reactions and alternative interpretations

37. Oregon State University

38. Using Student Experience Data: Lessons Learned  Use and report results wisely  Manage the “politics of denial”  Leave no number unexplained

39. 6. Focus on culture sooner than later Ultimately, it’s all about the culture… a.Practice “positive restlessness”

40. 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?”

41. 6. Focus on culture sooner than later Ultimately, it’s all about the culture… a.Practice “positive restlessness” b.Expand the number of cultural practitioners on campus c.Identify cultural properties that impede success and obviate personal responsibility

42. Assessing Conditions for Student Success: An Inventory to Enhance Educational Effectiveness Kuh, Kinzie, Schuh, & Whitt, 2005 Jossey-Bass

43. “Checking the Truth” Institutional Cultures What is distinctive about your institution: To students? To staff? What is distinctive about your institution: To students? To staff? How do these distinctive aspects affect the campus climate? Student performance? Healthy lifestyles? How do these distinctive aspects affect the campus climate? Student performance? Healthy lifestyles? In what ways do the institutional culture and dominant subcultures promote, or inhibit, student learning and personal responsibility? In what ways do the institutional culture and dominant subcultures promote, or inhibit, student learning and personal responsibility?

44. “Checking the Truth” Student Cultures How do students describe what, how and from whom they learn? In what ways are their experiences consistent or not with what the institution desires? How do students describe what, how and from whom they learn? In what ways are their experiences consistent or not with what the institution desires? How do the student culture and/or dominant student subcultures promote or inhibit student learning and personal responsibility? How do the student culture and/or dominant student subcultures promote or inhibit student learning and personal responsibility? What opportunities exist to celebrate responsible student behavior? What opportunities exist to celebrate responsible student behavior?

45. 7. 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)

46. Last Word A college or university cannot change the lineage of its students. Campus 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,” “stay well,” and “get through?”

47. Questions & Discussion DEEP Practice Briefs Available: www.nsse.iub.edu