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What Matters to What Matters to Student Success Student Success George D. Kuh George D. Kuh 4 4 th th Annual Annual Student Success Symposium Student Success Symposium Conway, AR Conway, AR March 31, 2011 March 31, 2011

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What Matters to Student Success. George D. Kuh 4 th Annual Student Success Symposium Conway, AR March 31, 2011. We all want the same thing—an undergraduate experience that results in high levels of learning and personal development for all students. Context. - PowerPoint PPT Presentation

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Page 1: What Matters to Student Success

What Matters to What Matters to Student SuccessStudent Success

George D. KuhGeorge D. Kuh

44thth Annual Annual Student Success SymposiumStudent Success Symposium

Conway, ARConway, ARMarch 31, 2011March 31, 2011

Page 2: What Matters to Student Success

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

Page 3: What Matters to Student Success
Page 4: What Matters to Student Success

ContextContext

Global Competitiveness in Degree Global Competitiveness in Degree AttainmentAttainment

The New Majority and Demographic The New Majority and Demographic GapsGaps

Questionable Levels of Student Questionable Levels of Student PerformancePerformance

Page 5: What Matters to Student Success
Page 6: What Matters to Student Success

““It’s the Learning, It’s the Learning, Stupid”Stupid”

Page 7: What Matters to Student Success

ContextContext

Global Competitiveness in Degree Attainment

The New Majority and Demographic Gaps

Questionable Levels of Student Performance

In a Most Challenging Fiscal In a Most Challenging Fiscal Environment …Environment …

We Need Higher Levels of Student We Need Higher Levels of Student Attainment at an Affordable CostAttainment at an Affordable Cost

Page 8: What Matters to Student Success

What If…What If…

If we imagined what our work would be like using what we know about how students learn…?

And if we created optimum learning And if we created optimum learning conditions for all students…?conditions for all students…?

Then, how would we re-design our Then, how would we re-design our policies, programs and practices? policies, programs and practices?

What kinds of teaching and What kinds of teaching and assessment approaches would we assessment approaches would we use?use?

Page 9: What Matters to Student Success

OverviewOverview

What the world needs now Why engagement matters High-impact practices A six step agenda

Page 10: What Matters to Student Success

Association of American Colleges and Universities

Page 11: What Matters to Student Success

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

““Deep” Integrative LearningDeep” Integrative Learning

Page 12: What Matters to Student Success

Deep, Integrative LearningDeep, Integrative Learning

Attend to the underlying meaning of Attend to the underlying meaning of information as well as contentinformation as well as content

Integrate and synthesize different Integrate and synthesize different ideas, sources of informationideas, sources of information

Discern patterns in evidence or Discern patterns in evidence or phenomenaphenomena

Apply knowledge in different Apply knowledge in different situationssituations

View issues from multiple View issues from multiple perspectivesperspectives

Page 13: What Matters to Student Success

HARTRESEARCH

P e t e r D

A S S O T E SC I A

Raising The Bar

Employers’ Views On College Learning In The Wake Of The Economic Downturn

Key findings from survey among 302 employersConducted October 27 – November 17, 2009

for

Page 14: What Matters to Student Success

Raising The Bar – October/November 2009 – Hart Research for14

Employer expectations of employees have increased

88%

88%

90%

91%

% who agree with each statement

Our company is asking employees to take on more responsibilities and to use a broader set of skills than in the past

Employees are expected to work harder to coordinate with other departments than in the past

The challenges employees face within our company are more complex today than they were in the past

To succeed in our company, employees need higher levels of learning and knowledge today than they did in the past

Page 15: What Matters to Student Success

Raising The Bar – October/November 2009 – Hart Research for15

70%

70%

71%

75%

75%

79%

81%

89%

% saying two- and four-year colleges should place MORE emphasis on helping students develop these skills, qualities, capabilities, knowledge

Employers’ Top Priorities for Student Learning In College

Effective oral/written communication

Critical thinking/ analytical reasoning

Knowledge/skills applied to real world

settingsAnalyze/solve

complex problemsConnect choices and

actions to ethical decisions

Teamwork skills/ ability to collaborate

Ability to innovate and be creative

Developments in science/technology

Page 16: What Matters to Student Success

Raising The Bar – October/November 2009 – Hart Research for16

40%

45%

52%

57%

57%

63%

65%

67%

68%

% saying two- and four-year colleges should emphasize MORE helping students develop in these areas

Other Areas Of Learning Needing More Emphasis

Locate/organize/evaluate information

Understand global context

Global issues’ implications for future

Understand & work with statistics

Understand role of U.S. in the world

Knowledge of cultural diversity in US/world

Civic knowledge, community

engagement Foreign language

proficiencyUnderstand, apply democratic values

Page 17: What Matters to Student Success

What Matters to Student SuccessWhat Matters to Student Success

Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., & Hayek, J.C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations. ASHE Higher Education Report, 32(5). San Francisco: Jossey-Bass.

Commissioned papers at:http://nces.ed.gov/npec/papers.asphttp://nces.ed.gov/npec/papers.asp

Page 18: What Matters to Student Success

Pre-college Characteristics Pre-college Characteristics Associated with Student SuccessAssociated with Student Success

Academic preparationAcademic preparation

Page 19: What Matters to Student Success
Page 20: What Matters to Student Success

Pre-college Characteristics Pre-college Characteristics Associated with Student SuccessAssociated with Student Success

Academic preparationAcademic preparationAbility and college-level skillsAbility and college-level skillsFinancial wherewithal Financial wherewithal Family education and supportFamily education and support

Page 21: What Matters to Student Success

Early College Indicators of Early College Indicators of Persistence and SuccessPersistence and Success

Psycho-social fit Psycho-social fit Goal realizationGoal realization Credit hours completedCredit hours completed Academic and social supportAcademic and social support Involvement in the “right” kinds Involvement in the “right” kinds

of activitiesof activities

Page 22: What Matters to Student Success

What Really Matters in College: Student EngagementStudent Engagement

Because iBecause individual effort and ndividual effort and involvement are the critical involvement are the critical determinants of college impact, determinants of college impact, institutions should focus on the institutions should focus on the ways they can shape their ways they can shape their academic, interpersonal, and academic, interpersonal, and extracurricular offerings to extracurricular offerings to encourage encourage student engagementstudent engagement. .

Pascarella & Terenzini, 2005, p. 602Pascarella & Terenzini, 2005, p. 602

Page 23: What Matters to Student Success

Foundations of Student EngagementFoundations of Student Engagement

Time on task Time on task (Tyler, 1930s)(Tyler, 1930s)

Quality of effort Quality of effort (Pace, 1960-70s)(Pace, 1960-70s)

Student involvement Student involvement (Astin, 1984)(Astin, 1984)

Social, academic integration Social, academic integration (Tinto,1987, 1993)(Tinto,1987, 1993)

Good practices in Good practices in undergraduate education undergraduate education (Chickering & Gamson, 1987)(Chickering & Gamson, 1987)

College impact College impact (Pascarella, 1985)(Pascarella, 1985)

Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005, 2007)2005, 2007)

Page 24: What Matters to Student Success

Student Engagement TrifectaStudent Engagement Trifecta

What students What students dodo -- time and energy -- time and energy devoted to educationally purposeful devoted to educationally purposeful activitiesactivities

What institutions What institutions dodo -- using -- using effective educational practices to effective educational practices to induce students to do the right induce students to do the right thingsthings

Educationally effective institutions Educationally effective institutions channel student energy toward channel student energy toward the the right activitiesright activities

Page 25: What Matters to Student Success

Good Practices in Good Practices in Undergraduate EducationUndergraduate Education

(Chickering & Gamson, 1987; (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)Pascarella & Terenzini, 2005)

Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Respect for diverse learning stylesRespect for diverse learning styles Cooperation among studentsCooperation among students

Page 26: What Matters to Student Success

National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “cessie”)

College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

Page 27: What Matters to Student Success

NSSE & CCSSE QuestionnairesNSSE & CCSSE Questionnaires

Student Behaviors

Institutional Actions & Requirements

Reactions to College

Student BackgroundInformation

Student Learning &

Development

Page 28: What Matters to Student Success
Page 29: What Matters to Student Success

Grades, persistence, student satisfaction, gains across a range of desired outcomes, and engagement go hand in hand

Page 30: What Matters to Student Success

Both the NSSE benchmark and deep learning scales are…significantly and positively linked to … effective reasoning and problem solving, well being, inclination to inquire and lifelong learning, intercultural effectiveness, leadership, and moral character… These associations persisted even after introducing controls for important confounding influences. Pascarella et al., 2009 reporting on the Wabash National Study of Liberal Arts Education (WNSLAE)

Page 31: What Matters to Student Success

It’s more complicated than this…It’s more complicated than this…

Many of the effects of college Many of the effects of college are “conditional”are “conditional”

Some are compensatorySome are compensatorySome have unusually positive Some have unusually positive

effectseffects

Page 32: What Matters to Student Success

Who’s Who’s (on average) more engaged?more engaged?

WomenWomen Full-time studentsFull-time students Students who live on campusStudents who live on campus Students with diversity Students with diversity

experiencesexperiences Students who start and stay at Students who start and stay at

same schoolsame school

Page 33: What Matters to Student Success

Community College Survey of Student Engagement

CCSSE: CCSSE: Who Is More Engaged?Who Is More Engaged?

More Engaged Less Engaged

Full-time students Part-time students

Nontraditional-age students (those over age 24) Traditional-age students (those 24 and younger)

Students seeking credentials Students not seeking credentials

Students who have completed 30 or more credits

Students who have not completed 30 or more credits

Female students Male students

Black students Students who are not black

International students U.S. students

Students who work fewer than 30 hours per week

Students who work more than 30 hours per week

Students who have taken developmental courses

Students who have not taken developmental courses

Students who have taken study skill courses Students who have not taken study skill courses

Students who have participated in orientation Students who have not participated in orientation

Students who have participated in learning communities

Students who have not participated in learning communities

Page 34: What Matters to Student Success
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Page 36: What Matters to Student Success
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Who’s more engaged?Who’s more engaged?

Women Full-time students Students who live on campus Students with diversity

experiences Students who start and stay at

same school Students who have done “Students who have done “high- high-

impactimpact” practices” practices

Page 38: What Matters to Student Success

www.aacu.org

Page 39: What Matters to Student Success

High-Impact ActivitiesHigh-Impact Activities

First-Year Seminars and Experiences First-Year Seminars and Experiences  Common Intellectual ExperiencesCommon Intellectual Experiences Learning CommunitiesLearning Communities Writing-Intensive CoursesWriting-Intensive Courses Collaborative Assignments and ProjectsCollaborative Assignments and Projects “ “Science as Science Is Done”; Science as Science Is Done”;

Undergraduate Research Undergraduate Research Diversity/Global LearningDiversity/Global Learning Service Learning, Community-Based Service Learning, Community-Based

Learning Learning InternshipsInternships Capstone Courses and ProjectsCapstone Courses and Projects

Page 40: What Matters to Student Success

Integrating ideas or information from various sources

Included diverse perspectives in class discussions/writing

Put together ideas from different courses

Discussed ideas with faculty members outside of class

Discussed ideas with others outside of class

Analyzing the basic elements of an idea, experience, or theory

Essential Learning Outcome: NSSE Deep/Integrative Learning

Synthesizing & organizing ideas, info., or experiences

Making judgments about the value of information

Applying theories to practical problems or in new situations

Examined the strengths and weaknesses of your own views

Tried to better understand someone else's views

Learned something that changed how you understand an issue

Page 41: What Matters to Student Success

Effects of Participating in High-Impact ActivitiesEffects of Participating in High-Impact Activitieson Deep/Integrative Learning and Gainson Deep/Integrative Learning and Gains

Deep

Learning Gains

General Gains

Personal Gains

Practical

First-Year

Learning Communities +++ ++ ++ ++ Service Learning +++ ++ +++ ++

Senior

Study Abroad ++ + ++ Student-Faculty Research +++ ++ ++ ++ Internship ++ ++ ++ ++

Service Learning +++ ++ +++ ++ Culminating Experience ++ ++ ++ ++ + p < .001, ++ p < .001 & Unstd B > .10, +++ p < .001 & Unstd B > .30

Page 42: What Matters to Student Success

Effects of Participating in High-Impact ActivitiesEffects of Participating in High-Impact Activitieson Student Engagementon Student Engagement

Level of Academic Challenge

Active and Collab.

Learning

Student-Faculty

Interaction

Supportive Campus

Env.

First-Year Learning Communities ++ +++ +++ ++ Service Learning ++ +++ +++ ++

Senior Study Abroad ++ ++ ++ + Student-Faculty Research +++ +++ +++ ++ Internship ++ +++ +++ ++

Service Learning ++ +++ +++ ++ Culminating Experience ++ ++ +++ ++ + p < .001, ++ p < .001 & Unstd B > .10, +++ p < .001 & Unstd B > .30

Page 43: What Matters to Student Success

High-Impact Activities High-Impact Activities Increase Odds Students Will:Increase Odds Students Will:

Invest time and effort Invest time and effort Interact with faculty and peers Interact with faculty and peers

about substantive mattersabout substantive matters Experience diversityExperience diversity Get more frequent feedbackGet more frequent feedback Reflect & integrate learningReflect & integrate learning Discover relevance of learning Discover relevance of learning

through real-world applicationsthrough real-world applications

Page 44: What Matters to Student Success
Page 45: What Matters to Student Success

Impact of High-Impact Activities Impact of High-Impact Activities Enhanced When:Enhanced When:

Structure and expectations set at Structure and expectations set at appropriately high levelsappropriately high levels

Interact with faculty and peers about Interact with faculty and peers about substantive matterssubstantive matters

Experience diversityExperience diversity Get more frequent feedbackGet more frequent feedback Reflect & integrate learning Discover relevance of learning Discover relevance of learning

through real-world applicationsthrough real-world applications Public demonstration of Public demonstration of

competencecompetence

Page 46: What Matters to Student Success

High-Impact Practices and the High-Impact Practices and the Disparities Within…Disparities Within…

Frosh: Service Learning and LCsFrosh: Service Learning and LCs Parity among racial/ethnic groupsParity among racial/ethnic groups Fewer 1Fewer 1stst gen students gen students Fewer part-time studentsFewer part-time students Fewer transfer studentsFewer transfer students Fewer older studentsFewer older students

Page 47: What Matters to Student Success

High-Impact Practices and the High-Impact Practices and the Disparities Within…Disparities Within…

SSeniors in All HIPseniors in All HIPs Fewer 1Fewer 1stst gen students gen students Fewer students of colorFewer students of color Fewer transfer studentsFewer transfer students Fewer part-time studentsFewer part-time students Fewer older studentsFewer older students

Page 48: What Matters to Student Success

Six Step AgendaSix Step Agenda

1.1. Put money where it makes a Put money where it makes a difference to student success.difference to student success.

“…in professional baseball it still matters less how much you have than how well you spend it”

Page 49: What Matters to Student Success

Six Step AgendaSix Step Agenda

1.1. Put money where it makes a Put money where it makes a difference to student success.difference to student success. It’s not It’s not how much how much you spend but you spend but wherewhere (DEEP study, Delta Cost Project, Cornell studies)

Page 50: What Matters to Student Success

Occasional Paper #3

Connecting the Dots Between Learning and Resources

Jane V. WellmanWith all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment.  

www.learningoutcomeassessment.org/OccasionalPapers.htmwww.learningoutcomeassessment.org/OccasionalPapers.htm

Page 51: What Matters to Student Success

Wellman’s Conclusions Wellman’s Conclusions

Intentionality matters as much or more than money alone

Spending on instruction and student services pays off in learning, retention and graduation

Excess units cost institutions money, cost students in time and money, and do not get students to the finish line

Page 52: What Matters to Student Success

Six Step AgendaSix Step Agenda

1. Put money where it makes a difference to student success.

2.2. Sunset redundant and ineffective Sunset redundant and ineffective programsprograms

3.3. Have Have every student every student do (at least) one do (at least) one high-quality “high-impact” experience high-quality “high-impact” experience in the first year and another linked to in the first year and another linked to the major the major 

4.4. Make work a high-impact activityMake work a high-impact activity

Page 53: What Matters to Student Success

U of Iowa Student Employment Pilot Project

Supervisors from Student Health Service/, Housing, and Iowa Memorial Union

Supervisors received one hour of training on: Outcomes of student employment Results from the previous year’s Division

of Student Services Student Employment Survey

Background on the role supervisors can play in helping students make connections between work and academics

Expectations for the Pilot Project

Page 54: What Matters to Student Success

U of I Student Employment Pilot Project

Supervisors had two structured conversations with every student employee during spring semester and coded conversations into the following categories: How the job and academics complement each other

(“How is your job fitting in with your academics?”) Transfer between work and academics (“What are you

learning here at work that is helping you in school?”) Transfer between academics and work (“Are you

learning anything in class that you can apply here at work?”)

Transfer between work and future career (“Give me a couple of examples of things that you are learning here at work that you will be using in your future profession?”)

Page 55: What Matters to Student Success

U of Iowa Student Employment Pilot Project

Student Employment Survey used to examine differences between pilot and non-pilot participants.

Page 56: What Matters to Student Success

Student Employment Outcomes: U of Iowa Pilot Project Participants

Outcome % agree/strongly agree

Mean

Pilot Participants

Non-Pilot

Pilot Non-Pilot

My job helped me develop more effective time management skills.

100% 77% 4.3 3.9

My job helped me improve my oral communication skills.

100% 68% 4.8 3.8

My job helped me develop conflict resolution skills.

69% 59% 3.9 3.6

Page 57: What Matters to Student Success

Student Employment Outcomes: U of Iowa Pilot Project Participants

Outcome % agree/strongly agree

Mean

Pilot Participants

Non-Pilot

Pilot Non-Pilot

My supervisor helps me make connections between my work and my life as a student.

77% 46% 4.1 3.3

My job has helped prepare me for the world of full-time work.

54% 43% 3.6 3.1

My job has helped me improve my written communications.

69% 17% 4 2.6

Page 58: What Matters to Student Success

Student Employment Outcomes: U of Iowa Pilot Project Participants

Outcome % agree/strongly agree

Mean

Pilot Participants

Non-Pilot

Pilot Non-Pilot

I can see connections between my job and my major/coursework.

69% 29% 3.7 2.7

My job has helped me learn about career options.

54% 30% 3.6 2.9

Page 59: What Matters to Student Success

Student Employment Outcomes: U of Iowa Pilot Project Participants

Outcome % agree/strongly agree

Mean

Pilot Participants

Non-Pilot

Pilot Non-Pilot

Because of my job, I am able to work effectively with individuals with a variety of backgrounds, experiences, and cultures.

83% 75% 4.3 4

My job has helped me use critical thinking skills

77% 56% 4 3.4

Page 60: What Matters to Student Success

Six Step AgendaSix Step Agenda1. Put money where it makes a difference to

student success.

2. Sunset redundant and ineffective programs

3. Make it possible for every student to do at least one high-quality “high-impact” experience in the first year and another later linked to the major 

4. Make work a high-impact activity

5.5. Develop and use Develop and use checklistschecklists ((Gawande, 2009) where they have promise to where they have promise to make faculty and staff more intentional make faculty and staff more intentional in their practice in their practice

Page 61: What Matters to Student Success

Why We Need ChecklistsWhy We Need Checklists

“The volume and complexity of what we know has exceeded our individual ability to deliver its benefits correctly, safely, or reliably” (p. 13)

“Checklists ..remind us of the minimum necessary steps and make them explicit. They not only offer the possibility of verification but also instill a kind of discipline of higher performance” (p. 36)

Page 62: What Matters to Student Success

Where Checklists Could Make a DifferenceWhere Checklists Could Make a Difference

Academic advisingAcademic advising Service learning coursesService learning courses Internships, field placementsInternships, field placements Independent student inquiriesIndependent student inquiries Academic skills centersAcademic skills centers Residence hall & student group Residence hall & student group

advisorsadvisors Study abroad coordinatorsStudy abroad coordinators Faculty designing assignments to Faculty designing assignments to

connect work with course learning connect work with course learning (look to work colleges…)(look to work colleges…)

Others?Others?

Page 63: What Matters to Student Success

Six Step AgendaSix Step Agenda

1. Put money where it makes a difference to student success

2. Sunset redundant and ineffective programs

3. Have every student do (at least) one high-quality “high-impact” experience in the first year and another linked to the major 

4. Make work a high-impact activity

5. Develop and use checklists (Gawande, 2009)

6.6. Insist on doing what worksInsist on doing what works

Page 64: What Matters to Student Success

Targets of OpportunityTargets of Opportunity

Require advising and orientationRequire advising and orientation Use valid placement testsUse valid placement tests Reduce D/W/F ratesReduce D/W/F rates Deploy early warning systemsDeploy early warning systems Organize residences around Organize residences around

educational themeseducational themes Communicate with at-risk student Communicate with at-risk student

family membersfamily members

Page 65: What Matters to Student Success

The Major TasksThe Major Tasks

Teach students to:ReflectReflect – on their experiences

inside and outside the classroomIntegrateIntegrate – see the connections

between different courses, out-of-class experiences, and life beyond the institution

ApplyApply – use what one has learned in different settings presenting novel challenges and opportunities (e.g., (e.g., writing across the curriculum)? writing across the curriculum)?

Page 66: What Matters to Student Success

Last WordLast Word

We must embrace the lineage of We must embrace the lineage of our students. our students.

Campus cultures do not change Campus cultures do not change easily or willingly. easily or willingly.

To foster more student success we To foster more student success we must use promising policies and must use promising policies and practices more consistently practices more consistently throughout the institution.throughout the institution.

Do we have the Do we have the willwill to do so? to do so?

Page 67: What Matters to Student Success

Questions Questions & &

DiscussionDiscussion

Page 68: What Matters to Student Success