1. 1 Student Success Does Not Arise By Chance Yavapai College August 11, 2014 Vincent Tinto Distinguished University Professor Emeritus Syracuse University vtinto@syr.edu

2. 2 Student Success Does Not Arise By Chance Improvement in rates of student success requires intentional, structured, and coordinated action that brings together the actions of all people, programs, and offices across campus. 2 Improvement in rates

3. 3 Where to Begin? Focusing on those aspects of student experiences that most directly influence student success over which we have control, especially during the first year of college. 3

4. 4 Promoting Student Success ➜ Expectations –Clear, consistent, accurate information Knowing where to go and what to do

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7. 7 Promoting Student Success ➜ Expectations –Clear, consistent, accurate information Knowing where to go and what to do –High expectations No one rises to low expectations

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9. 9 Promoting Student Success ➜ Expectations ➜ Support –Financial Support –Academic Support –Social Support

10. 10 Finding Academic Support Summer Bridge (e.g. El Paso CC) Student success course (e.g. Alamo CC; Valencia CC) Contextualized academic support  Supplemental instruction (e.g. Austin CC; Tacoma CC)  Embedded academic support (e.g. I-Best)  Basic skills linked courses (e.g. Santa Barbara CC)  Accelerated learning (e.g. CC of Baltimore County)

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

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13. 13 Basic Skills Linked Courses ESL Developmental English Accounting

14. 14 “The relationship between accounting and ESL is helping a lot because the accounting professor is teaching us to answer questions in complete sentences, to write better. And we are more motivated to learn vocabulary because it is accounting vocabulary, something we want to learn about anyway. I am learning accounting better by learning the accounting language better.”

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16. 16 Finding Social Support Counselors Mentors Cohort programs First year learning communities Student clubs/organizations Personal contacts/connections

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18. 18 “In the cluster we knew each other, we were friends, we discussed everything from all the classes. We knew things very, very well because we discussed it all so much. We had discussions about everything… it was like a raft running the rapids of my life.” Learning Communities and Social Support

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20. 20 Promoting Student Success ➜ Expectations ➜ Support ➜ Assessment and Feedback -Entry assessment and placement -Early warning Signals Project Predictive Analytics -Classroom assessment One-minute paper Automated response systems

21. 21 Promoting Student Success ➜ Expectations ➜ Support ➜ Assessment and Feedback ➜ Engagement –Pedagogies of engagement Cooperative learning, Problem/Project-based learning (e.g. Patrick Henry CC, Richland College) Learning communities (e.g. Broward CC; DeAnza CC) Service learning

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23. 23 “You know, the more I talk to other people about our class stuff, the homework, the tests, the more I’m actually learning... and the more I learn not only about other people, but also about the subject because my brain is getting more, because I’m getting more involved with the other students in the class. I’m getting more involved with the class even after class.”

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25. 25 Promoting Student Completion Completion requires the timely completion of many courses one after the other over time.

26. 26 Promoting Student Completion Removing curricular roadblocks (e.g. Lane CC) Building momentum in the first year of college - Accelerated Learning (e.g. CC of Baltimore County) - Modularization (e.g Tarrant County CC) - Learning Communities (e.g. Kingsborough CC; DeAnza College)  Constructing structured curricular pathways that speed progress to degree completion  Informed Choices / Meta majors (e.g Tallahassee CC)  Structured pathways (e.g. Accelerate Texas; CUNY Accelerated Study in Associate Programs-ASAP; Tennessee Tech Centers )

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28. 28 Closing Thought: Improved student success is attainable. But it takes time and energy and the willingness of institutions to invest in a course of action that endures and scales up over time. 28