1. George D. Kuh CAUCUS/ASEUCCSaskatoon June 11, 2007 What Matters to Student Success in College and University

2. We all want the same thing—an undergraduate experience that results in high levels of learning and personal development for all students.

3. Challenges for Student Affairs  Documenting contributions to student learning and success  Creating enriching opportunities aligned with educational mission and desired outcomes  Building bridges with campus and community constituents  Getting more students to engage more frequently in the activities that matter to their success

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5. Overview Overview  Essential learning outcomes  Why engagement matters  Lessons from high- performing institutions

6. 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?

8. 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

9. Association of American Colleges and Universities

10. Narrow Learning is Not Enough — The Essential Learning Outcomes  Knowledge of Human Cultures and the Physical & Natural World  Intellectual and Practical Skills  Personal and Social Responsibility  Integrative Learning

11. 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

12. What Really Matters: 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

13. Foundations of Student Engagement Time on task (Tyler, 1930s) Quality of effort (Pace, 1960-70s) Student involvement (Astin, 1984) Social, academic integration (Tinto,1987, 1993) Good practices in undergraduate education (Chickering & Gamson, 1987) Outcomes (Pascarella, 1985) Student engagement (Kuh, 1991, 2005)

14. Something Else That Really Matters 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

15. 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

16. 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

17. 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

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

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

20. Does institutional size matter to engagement? Yes, size matters. Smaller is generally better.

21. Benchmark Scores for All Students by Undergraduate Enrollment

22. Academic Challenge, Active Learning, Student-Faculty Interaction by Enrollment

23. Student engagement varies more within than between institutions.

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

27. Behold the compensatory effects of engagement

31. What does an educationally effective college look like?

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

33. 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

34. 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

35. Research Approach Case study method 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

36. What We Learned from Project DEEP Jossey-Bass 2005

37. Points to Ponder  Which of these practices are transferable and adaptable to your setting?  What are the implications of DEEP for: For student affairs staff? For student affairs staff? For faculty members? For faculty members? For academic administrators For academic administrators For others (e.g., librarians, info tech personnel, etc.)? For others (e.g., librarians, info tech personnel, etc.)?

39. Hay muchas maneras de matar pulgas There are many ways to kill fleas

40. 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

41. 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

42. DEEP Lessons about Creating Conditions That Matter to Student Success We can’t leave serendipity to chance

43. 1.Lay out the path to student success

44. 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.If something works, maybe require it? g.Focus on underengaged students

45. Intentional acculturation Miami’s First Year Experience (FYE) Committee designed a way to bring more coherence to the first-year by linking: (1) Miami Plan Foundation courses taught by full- time faculty; (2) optional first-year seminars; (3) community living options that emphasize leadership and service; and (4) cultural, intellectual, and arts events.

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. 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

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

49. Association of American Colleges and Universities

51. 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”

52. Redundant early warning systems FSU’s Early Alert program enables faculty to contact first-year student mentors and University College personnel to alert them to students experiencing difficulty during the first two weeks of the semester. Mentors contact students to advise and refer as appropriate.

53. 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.”

54. Ample applied learning opportunities University of Maine at Farmington’s Student Work Initiative employs students in meaningful work in student services, laboratories, and field- research. Such experiences provide opportunities to apply what they are learning to practical, real-life situations.

55. 3. Attract, socialize and reward competent people a.Recruit faculty and staff committed to student success b.Emphasize student centeredness in faculty and staff orientation

57. 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.

58. It Takes a Whole Campus to Educate a Student

59. 4. Promote and reward collaboration a.Build 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.Create partnerships with the local community

60. Linking 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.

61. 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”

62. 5. 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

63. 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

64. 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

65. 5. 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!

66. 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 Campus audit (Inventory for Student Engagement and Success) Campus audit (Inventory for Student Engagement and Success)

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

68. 6. 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

69. 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?”

70. 7. Put someone in charge When everyone is responsible for something, no one is accountable for it… a.Get senior leadership on board b.Some individual or group must coordinate and monitor status of initiatives c.Form high profile ‘think force’ or similar group

71. 8. 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)

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

74. Student Affairs and Student Success  Focus on the educational mission  Hold all students to high expectations for engagement and learning, in and out of class, on and off campus  Build and sustain partnerships for learning

75. Student Affairs and Student Success  Assist faculty in making the classroom the locus of community.  Structure ways for more commuter students to spend time with classmates.  Involve every student in a meaningful way with some activity or some positive role model.

76. Student Affairs and Student Success  Implement a comprehensive system of safety nets and early warning systems  Teach new students what it takes to succeed  Recognize, affirm and celebrate the educational value of diversity

77. Student Affairs and Student Success  Invest in programs and people that demonstrably contribute to student learning and success

78. Last Word Most institutions cannot change the lineage of their 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,” “get in,” and “get through?”

79. Conversation Conversation http://nsse.iub.edu/pdf/Connecting_the_Dots_Report.pdf http://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

82. Questions to Ponder  To what extent do student affairs policies, programs, practices and budget priorities support: the educational mission and student success?  To what degree do academic and student affairs collaborate to facilitate student success?  To what extent are early warning systems and safety nets available and used?  In what ways do transition programs welcome and affirm all newcomers?  In what ways are diversity experiences infused in the undergraduate program?