Student engagement Student engagement varies more varies more withinwithin than than between institutions.between institutions.

Supportive Campus Environment: Seniors at Master's Institutions

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Master's Institutions

Percentile 10

Percentile 50

Percentile 90

0

10

20

30

40

50

60

%

PreprareMultiple Drafts

Fac ActivitiesOut-of-Class

Tutored Others ServiceLearning

Faculty CareerPlans

Fac Ideas Out-of-Class

Seniors Never Participating

Worth PonderingWorth Pondering

How do we reach How do we reach our least engaged our least engaged students?students?

What does an educationally What does an educationally effective university look like?effective university look like?

Some Lessons Some Lessons from from

Project DEEPProject DEEP

Jossey-Bass Jossey-Bass 20052005

DEEP Selection CriteriaDEEP Selection Criteria

Controlling for student and institutional Controlling for student and institutional characteristics (i.e., selectivity, diversity, characteristics (i.e., selectivity, diversity, institutional type), DEEP schools have: institutional type), DEEP schools have:

Higher-than-predicted graduation Higher-than-predicted graduation rates rates Higher-than-predicted NSSE scoresHigher-than-predicted NSSE scores

Region, institutional Region, institutional type, special missiontype, special mission

Project DEEP SchoolsProject DEEP Schools

Doctoral Extensives

University of Kansas

University of Michigan

Doctoral Intensives

George Mason University

Miami University (Ohio)

University of Texas El PasoUniversity of Texas El Paso

Master’s Granting

Fayetteville State University

Gonzaga University

Longwood 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 Sewanee: University of the Sewanee: University of the SouthSouth Ursinus CollegeUrsinus College Wabash College Wabash College Wheaton College (MA)Wheaton College (MA) Wofford College Wofford College

Baccalaureate GeneralBaccalaureate General Alverno College Alverno College University of Maine at University of Maine at FarmingtonFarmington Winston-Salem State UniversityWinston-Salem State University

DEEP Guiding QuestionsDEEP Guiding Questions

What do strong-performing What do strong-performing institutions do to promote institutions do to promote student success?student success?

What campus features -- policies, What campus features -- policies, programs, and practices – are programs, and practices – are related to higher-than-predicted related to higher-than-predicted graduation rates and student graduation rates and student engagement?engagement?

Research ApproachResearch Approach

Case study method Case study method Team of 24 researchers review Team of 24 researchers review

institutional documents and conduct institutional documents and conduct multiple-day site visitsmultiple-day site visits

Observe individuals, classes, group Observe individuals, classes, group meetings, activities, eventsmeetings, activities, events

2,700+ people, 60 classes, 30 events 2,700+ people, 60 classes, 30 events Discover and describe effective Discover and describe effective

practices and programs, campus practices and programs, campus cultureculture

Worth NotingWorth Noting

Many roads to an engaging Many roads to an engaging institutioninstitution

No one best modelNo one best model Different combinations of Different combinations of

complementary, interactive, complementary, interactive, synergistic conditionssynergistic conditions

Anything worth doing is Anything worth doing is worth doing well at scaleworth doing well at scale

Six Shared ConditionsSix Shared Conditions

““Living” Mission and “Lived” Living” Mission and “Lived” Educational PhilosophyEducational Philosophy

Unshakeable Focus on Student Unshakeable Focus on Student Learning Learning

Environments Adapted for Environments Adapted for Educational EnrichmentEducational Enrichment

Clearly Marked Pathways to Clearly Marked Pathways to Student SuccessStudent Success

Improvement-Oriented EthosImprovement-Oriented Ethos Shared Responsibility for Shared Responsibility for

Educational Quality Educational Quality

Using Data to Create Conditions Using Data to Create Conditions That Matter to Student SuccessThat Matter to Student Success

We can’t leave We can’t leave serendipity to chanceserendipity to chance

1. Get the ideas right1. Get the ideas right

Connect student health to other Connect student health to other key issueskey 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

2. Lay out the path to student success2. Lay out the path to student success

a.a. Draw a map for student success Draw a map for student success b.b. Front load resources to smooth Front load resources to smooth

the transition, increase coherencethe transition, increase coherencec.c. Teach newcomers about the Teach newcomers about the

campus culturecampus culture d.d. If something works, maybe require If something works, maybe require

it? it?

What to Do?!?What to Do?!?

Student success requires that Student success requires that professors explain more things professors explain more things to today’s students that we once to today’s students that we once took for granted – took for granted –

““You must buy the book, you You must buy the book, you must read it and come to class, must read it and come to class, you must observe deadlines or you must observe deadlines or make special arrangements make special arrangements when you miss one”when you miss one”Prof. Richard Turner (1998, p.4)

Lessons from National Center for Lessons from National Center for Academic TransformationAcademic Transformation

If doing something is important, If doing something is important, require it (first-year students require it (first-year students don’t do ‘optional’)don’t do ‘optional’)

Assign course points to the Assign course points to the activityactivity

Monitor and intervene when Monitor and intervene when necessarynecessary

http://www.thencat.org/Newsletters/Apr06.htm#1http://www.thencat.org/Newsletters/Apr06.htm#1

Potential “High Impact” ActivitiesPotential “High Impact” Activities

First-year seminars and First-year seminars and experiencesexperiences

Common intellectual experiencesCommon intellectual experiences Learning communitiesLearning communities

Effects of Learning Communities on EngagementEffects of Learning Communities on Engagement

Standardized Standardized Regression Regression CoefficientCoefficient Sig.Sig.

Y-Y-Standardized Standardized

Effect sizeEffect size

Standardized Standardized Regression Regression CoefficientCoefficient Sig.Sig.

Y-Y-Standardized Standardized

Effect sizeEffect size

Engagement ActivitiesEngagement Activities

Academic EffortsAcademic Efforts .16.16 ****** .32.32 .12.12 ****** .28.28

Higher Order ThinkingHigher Order Thinking .20.20 ****** .40.40 .15.15 ****** .35.35

Academic IntegrationAcademic Integration .19.19 ****** .39.39 .16.16 ****** .38.38

Active and Collaborative LearningActive and Collaborative Learning .26.26 ****** .53.53 .24.24 ****** .54.54

Interactions with FacultyInteractions with Faculty .30.30 ****** .60.60 .22.22 ****** .51.51

Diversity ExperiencesDiversity Experiences .21.21 ****** .41.41 .16.16 ****** .36.36

Perception of Campus EnvironmentPerception of Campus Environment

Quality of Academic AdvisingQuality of Academic Advising .12.12 ****** .23.23 .08.08 ****** .17.17

Supportive Campus EnvironmentSupportive Campus Environment .19.19 ****** .37.37 .14.14 ****** .32.32

SatisfactionSatisfaction .13.13 ****** .25.25 .10.10 ****** .23.23

Learning OutcomesLearning Outcomes

Gains in Personal and Social Gains in Personal and Social .24.24 ****** .48.48 .18.18 ****** .40.40

Gains in Practical CompetenceGains in Practical Competence .22.22 ****** .45.45 .16.16 ****** .36.36General Education GainsGeneral Education Gains .18.18 ****** .36.36 .11.11 ****** .24.24

First-yearFirst-year SeniorSenior

Potential “High Impact” ActivitiesPotential “High Impact” Activities

First-year seminars and First-year seminars and experiencesexperiences

Common intellectual experiencesCommon intellectual experiences Learning communitiesLearning communities Writing-intensive coursesWriting-intensive courses Collaborative assignmentsCollaborative assignments ““Science as science is done”Science as science is done” Diversity/global learningDiversity/global learning

Who Is Most Likely to Who Is Most Likely to Experience Diversity?Experience Diversity?

MoreMoreStudents of color Students of color

Traditional-age Traditional-age studentsstudents

WomenWomen

First-year studentsFirst-year students

LessLessWhite studentsWhite students

Older studentsOlder students

Men Men

Upper-division Upper-division studentsstudents

Diversity Diversity Diversity Diversity

Density Climate In Course- Diversity Density Climate In Course- Diversity

Dependent variable Index Diversity Work Press Index Diversity Work Press

Student Engagement

Academic challenge + + + Higher order thinking + + + + + +Active and Collaborative + + + + + +Diversity-related activities + + + + + + + +Supportive Campus Env.

Supportive Campus Env. + + Interpersonal - + Support for learning + + + + + +Satisfaction - + +Gains-Interpers. Dev.

Gains - Personal/social + + + + + + +Gains-Social Awareness

Gains-Understanding div. + + + + + + + +Gains -Cont. to community + + + + + +Gains-Understand self + + + + + +

First-year students Seniors

Potential “High Impact” ActivitiesPotential “High Impact” Activities First-year seminars and experiencesFirst-year seminars and experiences Common intellectual experiencesCommon intellectual experiences Learning communitiesLearning communities Writing-intensive coursesWriting-intensive courses Collaborative assignmentsCollaborative assignments ““Science as science is done”Science as science is done” Diversity/global learningDiversity/global learning Service learning/community serviceService learning/community service InternshipsInternships Capstone experiences/projectsCapstone experiences/projects

3. Align initiatives: 3. Align initiatives:

a.a. Student preparation, ability, interestsStudent preparation, ability, interests

b.b. Existing complementary effortsExisting complementary efforts AAC&U: “Greater Expectations”

“Inclusive Excellence” Gen ed reform Carnegie SOTL/CASTL Service learning/Campus

Compact Internationalization and diversity

It Takes a Whole Campus It Takes a Whole Campus to Educate a Studentto Educate a Student

4. Promote and reward collaboration4. Promote and reward collaboration

a.a. Tighten the philosophical and Tighten the philosophical and operational linkages between operational linkages between academic and student affairs academic and student affairs

– Peer tutoring and mentoring Peer tutoring and mentoring – First year seminarsFirst year seminars– Learning communitiesLearning communities

b.b. Harness available expertiseHarness available expertisec.c. Reward and support competent Reward and support competent

staff to insure high quality staff to insure high quality student support services student support services

Organized learning supportOrganized learning support

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

Difference MakersDifference Makers

Staff membersStaff membersStudent success is the product of Student success is the product of thousands of small gestures thousands of small gestures extended on a daily basis by extended on a daily basis by caring, supportive educators caring, supportive educators sprinkled throughout the sprinkled throughout the institution who enact a talent institution who enact a talent development philosophy. development philosophy.

Ms. RitaMs. Rita

5. Put money where it will make a 5. Put money where it will make a difference in student difference in student

engagementengagement

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

5. Put money where it will make a 5. Put money where it will make a difference to student successdifference to student success

a.a. Align reward system with Align reward system with institutional mission, values, institutional mission, values, and prioritiesand priorities

b.b. Sunset redundant and Sunset redundant and ineffective programsineffective programs

c.c. Invest in activities that foster Invest in activities that foster student engagement and student engagement and responsible behavior – responsible behavior – assessmentassessment!!

Using Student Experience Data: Using Student Experience Data: Lessons LearnedLessons Learned

Make sure faculty and staff Make sure faculty and staff understand understand whatwhat is being is being measured and measured and whywhy

Explain what the data Explain what the data dodo and and do notdo not represent represent

Collect enough data to Collect enough data to disaggregate at meaningful disaggregate at meaningful levels levels

Benchmarking ApproachesBenchmarking Approaches

NormativeNormative - compares your students to students at other colleges and universities.

CriterionCriterion - compares your school’s performance against a predetermined value or level appropriate for your students, institutional mission, size, curricular offerings, funding, etc.

Using Student Experience Data: Using Student Experience Data: Lessons LearnedLessons Learned

Link ACHA-NCHA results to Link ACHA-NCHA results to other information about the other information about the student experience and student experience and complementary initiativescomplementary initiatives

Triangulate multiple data sourcesTriangulate multiple data sources

ACT/SAT score reportsACT/SAT score reports BCSSEBCSSE NSSENSSE FSSEFSSE CIRP/CSSCIRP/CSS Noel LevitzNoel Levitz CLACLA ACT CAAPACT CAAP

Using Student Experience Data: Using Student Experience Data: Lessons LearnedLessons Learned

Link ACHA-NCHA results to Link ACHA-NCHA results to other information about the other information about the student experience and student experience and complementary initiativescomplementary initiatives

Examine the results from Examine the results from multiple perspectivesmultiple perspectives

Don’t Forget Students!Don’t Forget Students!

Illinois State University – focus Illinois State University – focus groups with students to get groups with students to get reactions and alternative reactions and alternative interpretationsinterpretations

Oregon State UniversityOregon State University

Using Student Experience Data: Using Student Experience Data: Lessons LearnedLessons Learned

Use and report results wiselyUse and report results wisely Manage the “politics of denial”Manage the “politics of denial” Leave no number unexplainedLeave no number unexplained

6. Focus on culture sooner than later6. Focus on culture sooner than later

Ultimately, it’s all Ultimately, it’s all about the culture…about the culture…

a.a. Practice “positive restlessness”Practice “positive restlessness”

Positive restlessnessPositive restlessness

““We know who we are and what We know who we are and what we aspire to.”we aspire to.”

Confident, responsive, but Confident, responsive, but never quite satisfied… never quite satisfied…

Self-correcting orientationSelf-correcting orientation

Continually question, “are we Continually question, “are we performing as well as we can?” performing as well as we can?”

6. Focus on culture sooner than later6. Focus on culture sooner than later

Ultimately, it’s all about the culture…Ultimately, it’s all about the culture…

a.a. Practice “positive restlessness”Practice “positive restlessness”b.b. Expand the number of cultural Expand the number of cultural

practitioners on campuspractitioners on campusc.c. Identify cultural properties that Identify cultural properties that

impede success and obviate impede success and obviate personal responsibilitypersonal responsibility

Assessing Assessing Conditions Conditions for Student for Student Success:Success:

An Inventory to An Inventory to Enhance Educational Enhance Educational

EffectivenessEffectiveness

Kuh, Kinzie, Schuh, & Whitt, 2005

Jossey-Bass

““Checking the Truth”Checking the Truth”

Institutional CulturesInstitutional Cultures What is distinctive about your What is distinctive about your

institution: To students? To staff?institution: To students? To staff? How do these distinctive aspects How do these distinctive aspects

affect the campus climate? Student affect the campus climate? Student performance? Healthy lifestyles?performance? Healthy lifestyles?

In what ways do the institutional In what ways do the institutional culture and dominant subcultures culture and dominant subcultures promote, or inhibit, student learning promote, or inhibit, student learning and personal responsibility? and personal responsibility?

““Checking the Truth”Checking the Truth”

Student CulturesStudent Cultures How do students describe what, how How do students describe what, how

and from whom they learn? In what and from whom they learn? In what ways are their experiences consistent ways are their experiences consistent or not with what the institution desires?or not with what the institution desires?

How do the student culture and/or How do the student culture and/or dominant student subcultures promote dominant student subcultures promote or inhibit student learning and personal or inhibit student learning and personal responsibility?responsibility?

What opportunities exist to celebrate What opportunities exist to celebrate responsible student behavior? responsible student behavior?

7. Stay the course7. Stay the course

The good-to-great-transformations The good-to-great-transformations never happened in one fell swoop. never happened in one fell swoop. There was no single defining action, There was no single defining action, no grand program, no one killer no grand program, no one killer innovation, no solitary lucky break, innovation, no solitary lucky break, no miracle moment. Sustainable no miracle moment. Sustainable transformations follow a predictable transformations follow a predictable pattern of buildup and pattern of buildup and breakthrough…breakthrough…

(Collins, 2001, p. 186)

Last WordLast Word

A college or university cannot A college or university cannot change the lineage of its students. change the lineage of its students. Campus cultures do not change Campus cultures do not change easily or willingly. But we can do far easily or willingly. But we can do far more to shape the way students more to shape the way students approach college and what they do approach college and what they do after they arrive. after they arrive.

Do we have the Do we have the willwill to more to more consistently use promising policies consistently use promising policies and practices to increase the odds and practices to increase the odds that more students “get ready,” that more students “get ready,” “stay well,” and “get through?”“stay well,” and “get through?”

Questions & Questions & DiscussionDiscussion

DEEP Practice Briefs

Available: www.nsse.iub.edu