Upload
calla
View
41
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Enhancing Transfer Student Success George D. Kuh Indiana University January 2004. We all want the same thing—an undergraduate experience that results in high levels of learning and personal development for all students. The Challenge. - PowerPoint PPT Presentation
Citation preview
Enhancing Enhancing Transfer Transfer
Student SuccessStudent Success
George D. KuhGeorge D. KuhIndiana UniversityIndiana University
January 2004January 2004
We all want the same thing—We all want the same thing—an undergraduate experience an undergraduate experience that results in high levels of that results in high levels of learning and personal learning and personal development for all students.development for all students.
The ChallengeThe Challenge
There’s too much at stake to There’s too much at stake to assume students are doing assume students are doing the things that lead to high the things that lead to high levels of learning and levels of learning and personal development.personal development.
We can’t leave We can’t leave serendipity to chanceserendipity to chance
Advance OrganizersAdvance Organizers
1.1. What can we do individually What can we do individually and collectively to enhance and collectively to enhance transfer student success? transfer student success?
2.2. How do we get transfer How do we get transfer students to take greater students to take greater advantage of their school’s advantage of their school’s resources for learning? resources for learning?
OverviewOverview
What the Research Says About What the Research Says About Student Success Student Success
Effective Educational Effective Educational Practice Practice
Selected NSSE FindingsSelected NSSE Findings Transfer Friendly Schools Transfer Friendly Schools
What Matters What Matters to Student Successto Student Success
Lessons from the researchLessons from the research
Lessons From the ResearchLessons From the Research
What matters more to desired What matters more to desired outcomes is what students outcomes is what students dodo, , not who they arenot who they are
A key factor for student learning A key factor for student learning is the is the quality of effortquality of effort students students devote to educationally devote to educationally purposeful activitiespurposeful activities
What What ReallyReally Matters in College: Matters in College: Student EngagementStudent Engagement
““The research is unequivocal: The research is unequivocal: students who are actively involved students who are actively involved in both academic and out-of-class in both academic and out-of-class activities gain more from the activities gain more from the college experience than those who college experience than those who are not so involved.”are not so involved.”
Ernest T. Pascarella & Patrick T. Terenzini, Ernest T. Pascarella & Patrick T. Terenzini, How College Affects StudentsHow College Affects Students
Engagement, grades, Engagement, grades, and persistence go and persistence go hand in handhand in hand
Lessons From the ResearchLessons From the Research
What matters most is what What matters most is what students do, not who they arestudents do, not who they are
A key factor is the quality of effort A key factor is the quality of effort students expendstudents expend
Educationally effective institutions Educationally effective institutions channel student energy toward the channel student energy toward the right activitiesright activities
Two Components of Two Components of Student EngagementStudent Engagement
What students do -- time and What students do -- time and energy devoted to educationally energy devoted to educationally purposeful activitiespurposeful activities
What institutions do -- using What institutions do -- using effective educational practices effective educational practices to induce students to do the to induce students to do the right thingsright things
Principles for Good Practice in Principles for Good Practice in Undergraduate EducationUndergraduate Education
(Chickering & Gamson, 1987)(Chickering & Gamson, 1987)
Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Respect for diverse learning Respect for diverse learning
stylesstyles Cooperation among studentsCooperation among students
Student Engagement QuizStudent Engagement Quiz
What percent of full-time What percent of full-time senior transfer students senior transfer students study two hours or more for study two hours or more for every hour in class?every hour in class?(a) 13% (b) 20% (c) 31% (d) (a) 13% (b) 20% (c) 31% (d) 39% (e) 49%39% (e) 49%
a.a. 13%13% (Starters – 13%)
Student Engagement QuizStudent Engagement Quiz
What percent of senior What percent of senior transfer students transfer students nevernever did did community service or community service or volunteer work during volunteer work during college? college?
(a) 14% (b) 19% (c) 30% (d) (a) 14% (b) 19% (c) 30% (d) 37% (e) 45%37% (e) 45%
e.e. 45%45% (starters – 29%)(starters – 29%)
Student Engagement QuizStudent Engagement Quiz
What percent of senior What percent of senior transfer students transfer students nevernever worked with a faculty worked with a faculty member on activities other member on activities other than coursework? than coursework?
(a) 14% (b) 29% (c) 39% (d) (a) 14% (b) 29% (c) 39% (d) 46% (e) 59%46% (e) 59%
e.e. 59%% (starters – 39%)(starters – 39%)
Student Engagement QuizStudent Engagement Quiz
True or false?True or false?
Senior transfers are more Senior transfers are more likely to come to class likely to come to class unprepared than starters. unprepared than starters.
False False (only 17% vs 24% of (only 17% vs 24% of starters are “frequently” starters are “frequently” unprepared)unprepared)
Evidence of Evidence of Student EngagementStudent Engagement
To what extent do To what extent do transfer students transfer students engage in engage in effective effective educational educational practices?practices?
National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)(pronounced “nessie”)
Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “sessie”)(pronounced “sessie”)
College student surveys that assess College student surveys that assess the extent to which students engage the extent to which students engage in educational practices associated in educational practices associated with high levels of learning and with high levels of learning and developmentdevelopment
NSSE Project ScopeNSSE Project Scope
435,000 students from 730 435,000 students from 730 different schools different schools
58% of 4-yr undergraduate FTE 58% of 4-yr undergraduate FTE
50 states, Puerto Rico50 states, Puerto Rico
50+ consortia50+ consortia
The College Student ReportThe College Student Report
Student Behaviors
Institutional Actions & Requirements
Reactions to College
Student BackgroundInformation
Student Learning &
Development
NSSENSSE
www.iub.edu/~nsse
NSSENSSE
www.iub.edu/~nsse
NSSENSSE
www.iub.edu/~nsse
NSSENSSE
www.iub.edu/~nsse
NSSE BenchmarksNSSE Benchmarks
Level of Level of Academic Academic ChallengeChallenge
Active & Active & Collaborative Collaborative
LearningLearning
EnrichingEnrichingEducational Educational ExperiencesExperiences
SupportiveSupportiveCampusCampus
EnvironmentEnvironment
StudentStudentFaculty Faculty
InteractionInteraction
Academic ChallengeAcademic Challenge
Temple University Temple University undergraduates complete undergraduates complete five writing-intensive five writing-intensive courses, including a courses, including a capstone writing experience capstone writing experience in the major.in the major.
Active & Collaborative Learning Active & Collaborative Learning
University of Texas at El University of Texas at El Paso uses learning Paso uses learning communities and course-communities and course-based service learning and based service learning and volunteerism to actively volunteerism to actively engage its mostly commuter, engage its mostly commuter, first-generation students.first-generation students.
Student-Faculty InteractionStudent-Faculty Interaction
University of Kansas University of Kansas mandates that students mandates that students constitute 20% of campus constitute 20% of campus policy-making committees and policy-making committees and sponsors “Meet-a-Professor” sponsors “Meet-a-Professor” nights in the residence halls. nights in the residence halls. Most classes (79%) have fewer Most classes (79%) have fewer than 30 students. than 30 students.
Enriching ExperiencesEnriching Experiences
Diversity at George Mason Diversity at George Mason University is deeply rooted, University is deeply rooted, and intentionally woven into and intentionally woven into the curriculum, especially at the curriculum, especially at New Century College. Through New Century College. Through the STAR Center and other the STAR Center and other venues students are venues students are encouraged to use technology encouraged to use technology to enrich learning. to enrich learning.
Supportive EnvironmentSupportive Environment
At Fayetteville State At Fayetteville State University all first- and University all first- and second-year students are second-year students are assigned to University assigned to University College, which is designed as College, which is designed as a transitional bridge. “Failure a transitional bridge. “Failure is not an option here…”is not an option here…”
RespondentsRespondents
56,000 senior “starters” 56,000 senior “starters”
33,500 senior transfers33,500 senior transfers
420 4-year institutions420 4-year institutions
Transfer Status by Age
79%
26%
63%
21%
74%
37%
0%
25%
50%
75%
100%
Under 24 24 and older Total
Started here
Transferred
% Transfer by Carnegie Type:Traditional Age (under 24)
78%75% 74%
90%
81%
22%25% 26%
10%
19%
0%
25%
50%
75%
100%
Doc-Ext Doc-Int Master's Lib Arts Bac-Gen
Started here
Transferred
% Transfer by Carnegie Type:Older Students (24 and older)
29% 28%24% 23%
26%
71% 72%76% 77%
74%
0%
25%
50%
75%
100%
Doc-Ext Doc-Int Master's Lib Arts Bac-Gen
Started here
Transferred
Other Types of Colleges Attended: Senior Transfers by Age
10%
32%41%
90%
68%59%
0%
25%
50%
75%
100%
Voc Tech Comm Coll Four Year
Under 24
24 or older
Key QuestionKey Question
Are senior transfer students Are senior transfer students generally more or less generally more or less engaged compared with engaged compared with starter students?starter students?
LessLess engagedengaged
Transfer Transfer tremortremor?!??!?
Percent "Frequently"
62%
41%
24%
41%
53%
87%
13%
72%72%
60%
86%
17%
46%
12%
0%
25%
50%
75%
100%
Asked questions
Class presentation
Prepared 2+ drafts
Project requiring
integration
Came to class
unprepared
In-class group project
Community project (course)
Starters
Transfers
Percent "Frequently" or "Yes"
48%
26%
14%
61%
71%
55%
37%
51%
0%
25%
50%
75%
Worked w/ classmates
outside class
Talked about career plans
Worked w/ faculty outside
of class on activities
Community service
(% "Yes")
Starters
Transfers
Hours per week
20%
9% 7%
27% 28%23% 21% 24%
20%26%
0%
25%
50%
75%
100%
Preparing for class (21+ hrs)
Working off campus (16-30 hrs)
Working off campus
(30+ hrs)
Relaxing and socializing
(16+ hrs)
Caring for dependents
(16+ hrs)
Starters
Transfers
Relationships with Students
29%
69%
60%
2%3%
36%
0%
25%
50%
75%
Unfavorable Neutral Favorable
Starters
Transfers
Relationships with Faculty
35%
63%60%
2%3%
36%
0%
25%
50%
75%
Unfavorable Neutral Favorable
Starters
Transfers
Relationships with Adminstrators/Offices
54%
34%
40%
12%12%
48%
0%
25%
50%
75%
Unfavorable Neutral Favorable
Starters
Transfers
Lessons From NSSE Lessons From NSSE
Transfers engage in required, Transfers engage in required, class-related effective educational class-related effective educational practices to same degree as practices to same degree as starters. starters.
Transfers are less engaged in out-Transfers are less engaged in out-of-class “discretionary” activities.of-class “discretionary” activities.
Life exigencies (work, family) may Life exigencies (work, family) may preclude taking advantage of preclude taking advantage of opportunities for learningopportunities for learning
Institutional ReflectionInstitutional Reflection
Areas of Areas of EffectiveEffective
EducationalEducationalPracticePractice
Areas of Areas of Question or Question or ImprovementImprovement
What Can We Do? What Can We Do?
AdministratorsAdministrators
StudentsStudents
Faculty MembersFaculty Members
Tau SigmaTau Sigma
Academic honor society to Academic honor society to recognize and promote the recognize and promote the academic excellence and academic excellence and involvement of transfer involvement of transfer students. students.
Founded in 1999 by Prof. Founded in 1999 by Prof. Lee Colquitt at Auburn U.Lee Colquitt at Auburn U.
De aqui no se puedeDe aqui no se puede
Can’t get there from hereCan’t get there from here
Transfer-friendly Transfer-friendly colleges and colleges and universities universities
Project DEEPProject DEEP
To discover, To discover, document and document and describe what high describe what high performing performing institutions do and institutions do and how they achieved how they achieved this level of this level of effectiveness.effectiveness.
Project DEEP PartnersProject DEEP Partners
DEEP Selection CriteriaDEEP Selection Criteria
A.A. Higher-than-predicted Higher-than-predicted graduation ratesgraduation rates
B.B. Higher-than-predicted Higher-than-predicted student engagement student engagement scoresscores
Project DEEPProject DEEP
Doctoral ExtensivesDoctoral Extensives
University of KansasUniversity of Kansas
University of MichiganUniversity of Michigan
Doctoral IntensivesDoctoral Intensives
George Mason UniversityGeorge Mason University
Miami University (Ohio)Miami University (Ohio)
University of Texas El PasoUniversity of Texas El Paso
Master’s GrantingMaster’s Granting
Fayetteville State UniversityFayetteville State University
Gonzaga UniversityGonzaga University
Longwood UniversityLongwood University
Liberal ArtsLiberal Arts California State, Monterey BayCalifornia State, Monterey Bay
Macalester CollegeMacalester College
Sweet Briar CollegeSweet Briar College
The Evergreen State CollegeThe Evergreen State College
University of the SouthUniversity of the South
Ursinus CollegeUrsinus College
Wabash College Wabash College
Wheaton College (MA)Wheaton College (MA)
Wofford CollegeWofford College
Baccalaureate GeneralBaccalaureate General
Alverno CollegeAlverno College
University of Maine at FarmingtonUniversity of Maine at Farmington
Winston-Salem State UniversityWinston-Salem State University
Longwood UniversityLongwood University
Transfers are valued (e.g., 10 Transfers are valued (e.g., 10 scholarships annually)scholarships annually)
Phi Theta Kappa honor society Phi Theta Kappa honor society for transfersfor transfers
Systematic evaluation of Systematic evaluation of programmatic initiativesprogrammatic initiatives
http://www.longwood.edu/http://www.longwood.edu/newstudent/evaluationgoals.htmlnewstudent/evaluationgoals.html
Hay muchas maneras de Hay muchas maneras de matar pulgasmatar pulgas
There are many ways to kill fleasThere are many ways to kill fleas
Key CharacteristicKey Characteristic
Many roads to a transfer-Many roads to a transfer-friendly institutionfriendly institution
No one best modelNo one best model Different combinations of Different combinations of
complementary, interactive, complementary, interactive, synergistic conditionssynergistic conditions
Key CharacteristicKey Characteristic
Learning centeredLearning centered ““Cool passion” for talent Cool passion” for talent
development of development of allall students students Bent toward engaging Bent toward engaging
pedagogies pedagogies Labor-intensive enterpriseLabor-intensive enterprise
It Takes a Whole Campus It Takes a Whole Campus to Promote Student Successto Promote Student Success
Principles For Promoting Principles For Promoting Student EngagementStudent Engagement
Collaboration (pull many Collaboration (pull many levers)levers)
IntentionalityIntentionality Alignment (mission, Alignment (mission,
curriculum, student curriculum, student experiences)experiences)
Assessment and feedback Assessment and feedback to guide/document to guide/document improvementimprovement
Points to PonderPoints to Ponder
1.1. What can we do individually What can we do individually and collectively to enhance and collectively to enhance transfer student success? transfer student success?
2.2. How do we get transfer How do we get transfer students to take greater students to take greater advantage of their school’s advantage of their school’s resources for learning? resources for learning?
Questions & Questions & DiscussionDiscussion