Indiana University. Center for Postsecondary Research.

Kuh, George D.

Symposium of the Carrefour de la réussite au collégial

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What Matters to Student Success: Lessons from High Performing CollegesGeorge D. Kuh5TH SYMPOSIUM OF THE CARREFOUR DE LA RÉUSSITE AU COLLÉGIALMontrealApril 2, 2009Copie de conservation autorisée par les ayants droit  - Centre de documentation collégiale, disponible sur le serveur Web: URL = http://www.cdc.qc.ca/pdf/033690-kuh-what-matters-to-student-success-lessons-from-high-performing-colleges-2009.pdf Format : 82 pages PDF.JavierSarahNicoleWe all want the same thing—an undergraduate experience that results in high levels of learning and personal development for all students.Overview¾ What the world needs now¾ Why engagement matters¾ Lessons from high-performing institutions¾ ImplicationsAdvance Organizers To what extent do your students engage in productive learning activities, inside and outside the classroom? How do you know? What could we do differently -- or better -- to enhance student success? Student Success in CollegeAcademic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, attainment of educational objectives, and post-college performanceAssociation of American Colleges and UniversitiesNarrow 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 Learning¾ Attend to the underlying meaning of information as well as content¾ Integrate and synthesize different  ideas, sources of information¾ Discern patterns in evidence or phenomena¾ Apply knowledge in different situations¾ View issues from multiple perspectivesMost Important Skills Employers Look For In New HiresTeamwork skillsCritical thinking/ reasoningOral/written communicationAbility to assemble/organize informationInnovative/thinking creativelyAble to work with numbers/statisticsForeign language proficiency 3%9%20%21%30%33%44%RecentGrads*38%37%37%10%21%4%6%* Skills/abilities recent graduates think are the two most important to employersFactors That Threaten Persistence and Graduation from College  academically underprepared for college-level work first-generation college student gap between high school and college  30+ hours working per week part-time enrollment single parent financially independent children at homePre-college Characteristics Associated with Student Success9Academic preparation9Ability and college-level skills9Family education and support9Financial wherewithalEarly College Indicators of Persistence and Success9 Goal realization9 Psycho-social fit9 Credit hours completed9 Academic and social support9 Involvement in the “right” kinds of activitiesWhat Really Matters in College: Student EngagementBecause individual effort and involvement are the critical determinants of college impact,  institutions should focus on the ways they can shape their  academic, interpersonal, and extracurricular offerings to encourage student engagement. Pascarella & Terenzini, 2005, p. 602Foundations of Student EngagementTime 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)College impact (Pascarella, 1985)Student engagement (Kuh, 1991, 2005)Student Engagement Trifecta¾What students do -- time and energy devoted to educationally purposeful activities¾What institutions do -- using effective educational practices to induce students to do the right things¾Educationally effective institutions channel student energy toward the right activitiesGood Practices in Undergraduate Education(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)9 Student-faculty contact9 Active learning9 Prompt feedback9 Time on task9 High expectations9 Respect for diverse learning styles9 Cooperation among studentsNational 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 developmentNSSE Project ScopeSince 2000:92,000,000+ students from 1,334 different schools 980+% of 4-yr U.S. undergraduate FTE  950 states, Puerto Rico959 Canadian IHEs9100+ consortiaCCSSE Project ScopeSince 2003:9Almost 1,000,000 students from 717 different schools 967+% of credit students949 states, Marshall IslandsNSSE & CCSSE QuestionnairesStudent Behaviors Institutional Actions & RequirementsReactions to CollegeStudent BackgroundInformationStudent Learning & DevelopmentEffective Educational PracticesLevel of Academic ChallengeActive & Collaborative LearningEnrichingEducational ExperiencesSupportiveCampusEnvironmentStudent-Faculty InteractionKey findingsGrades, persistence, student satisfaction, and engagement go hand in handStudent engagement varies more within than between institutions.Student-Faculty Interaction: First-Year Students at Liberal Arts Institutions0204060801001 2 3 4 5 6 7 8 9 10 11 12Liberal Arts InstitutionsPercentile 10Percentile 50Percentile 90Worth PonderingHow do we reach our least engaged students?It’s more complicated than this…¾Many of the effects of college are “conditional”¾ Some are compensatoryNSSE: Who’s more engaged?¾ Women¾ Full-time students¾ Students who live on campus¾ Students with diversity experiences¾ Students who start and stay at the same schoolCommunity College Survey of Student EngagementCCSSE: Who Is More Engaged?More Engaged Less EngagedFull-time students Part-time studentsNontraditional-age students (those over age 24) Traditional-age students (those 24 and younger)Students seeking credentials Students not seeking credentialsStudents who have completed 30 or more creditsStudents who have not completed 30 or more creditsFemale students Male studentsBlack students Students who are not blackInternational students U.S. studentsStudents who work fewer than 30 hours per weekStudents who work more than 30 hours per weekStudents who have taken developmental coursesStudents who have not taken developmental coursesStudents who have taken study skill courses Students who have not taken study skill coursesStudents who have participated in orientation Students who have not participated in orientationStudents who have participated in learning communitiesStudents who have not participated in learning communitiesComparison of Distance Education and Campus-Based Learners Benchmarks of Effective Educational Practice   First-Year   Senior  Level of academic challenge  + +Active & collaborative learning  – –Student-faculty interaction  + =Enriching educational experiences + =Supportive campus environment  = +What does an educationally effective college look like?Project DEEPTo discover, document, and describe what high performing institutions do to achieve their notable level of effectiveness.DEEP Schools*Doctoral ExtensivesUniversity of KansasUniversity of MichiganDoctoral IntensivesGeorge Mason UniversityMiami University (Ohio)University of Texas El PasoMaster’s Granting Fayetteville State UniversityGonzaga UniversityLongwood UniversityLiberal ArtsCalifornia State, Monterey BayMacalester CollegeSweet Briar CollegeThe Evergreen State CollegeSewanee: University of the SouthUrsinus CollegeWabash College Wheaton College (MA)Wofford CollegeBaccalaureate GeneralAlverno College University of Maine at FarmingtonWinston-Salem State University*Higher-than predicted NSSE scores and graduation ratesResearch ApproachCase study method 9Team of 24 researchers review institutional documents and conduct multiple-day site visits9Observe individuals, classes, group meetings, activities, events• 2,700+ people, 60 classes, 30 events 9Discover and describe effective practices and programs, campus cultureWorth NotingMany roads to an engaging institution9 No one best model9 Different combinations of complementary, interactive, synergistic conditions9 Anything worth doing is worth doing well at scaleSix 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 Ponder This1. Which of these areas needs attention right now at your institution?2. What might you do about it?Creating Conditions That Matter to Student SuccessDEEP LessonsWe can’t leave serendipity to chance1. Lay out the path to student successa. Intentionality mattersb. Engagement early is criticalc. Front load resources to smooth transitions d. Teach newcomers about academic culture & expectationsd. Focus on underengaged studentse. If something works, maybe require it?Lessons from National Center for Academic Transformation9 If doing something is important, require it (first-year students don’t do ‘optional’)9 Assign course points to the activity9 Monitor and intervene when necessaryhttp://www.thencat.org/Newsletters/Apr06.htm#1Fayetteville 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 needsCal State Monterey Bay“Assets” philosophy acknowledges students’ prior knowledge“Meet students where they are”Something Else That Really Matters in CollegeThe greatest impact appears to stem from students’ total level of campus engagement, particularly when academic, interpersonal, and extracurricular involvements are mutually reinforcing…Pascarella & Terenzini, 2005, p. 647It Takes a Whole Campus to Educate a Student2. Recruit, socialize and rewardcompetent peoplea. Recruit faculty and staff committed to student learning b. Emphasize a relentless focus on student learning in faculty and staff orientation c. Reward and support competent staff to insure high quality student support services MentoringU of Michigan Mentorship Program matches groups of four first-year students with an older student and a faculty or staff member who share similar academic interests. The goal is to provide students with mentoring relationships, networking opportunities, yearlong guidance and support, and in general to help ease the transition to college. “Difference Makers”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. “Miss Rita”3. Promote and reward collaborationa. Tighten the philosophical and operational linkages between academic and student affairs – Peer tutoring and mentoring – First year seminars– Learning communitiesb. Make governance a shared responsibility 4. Put money where it will make a          difference to student success “…in professional baseball it still matters less how much you have than how well you spend it”4. Put money where it will make a    difference to student success a. Align resources and reward system with institutional mission, values, and prioritiesb. Sunset redundant and ineffective programsc. Invest in “high-impact”activities that contribute to student successwww.aacu.orgNarrow 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 LearningHigh Impact Activities 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 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 theoryEssential 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 issueEffects of Participating in High‐Impact Activitieson Deep/Integrative Learning and Gains  Deep LearningGainsGeneral GainsPersonalGainsPractical  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  Effects of Participating in High‐Impact Activitieson Student Engagement  Level of Academic ChallengeActive and Collab. LearningStudent‐Faculty InteractionSupportive 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  High Impact ActivitiesIncrease Odds Students Will:9 Invest time and effort 9 Interact with faculty and peers about substantive matters9 Experience diversity9 Get more frequent feedbackNational Survey of Student EngagementFeedback and Deep Learning1.001.502.002.503.003.504.00Never Sometimes Often Very oftenFrequency of Prompt Feedback from FacultyAverage Deep LearningSeniorsFirst-Year StudentsHigh Impact ActivitiesIncrease Odds Students Will:9 Invest time and effort 9 Interact with faculty and peers about substantive matters9 Experience diversity9 Get more frequent feedback9 Reflect & integrate learning9 Discover relevance of learning through real-world applications4. Put money where it will make a    difference to student success a. Align reward system with institutional mission, values, and prioritiesb. Sunset redundant and ineffective programsc. Invest in activities that contribute to student success d. Scale up effective practicesHigh-Impact Practices and the Disparities Within…Frosh: Service Learning and LCs9 Parity among racial/ethnic groups9 Fewer 1st gen students 9 Fewer part-time students9 Fewer transfer students9 Fewer older studentsHigh-Impact Practices and the Disparities Within…Seniors in All HIPs9 Fewer 1st gen students9 Fewer students of color9 Fewer transfer students9 Fewer part-time students9 Fewer older studentsAssessing Student Engagement inHigh-Impact PracticesTo what extent does your institution provide these experiences? [√ = have on campus; √ = required; estimate the % of various student populations in these activities]National Survey of Student EngagementSenior Participation in High Impact Activities0%10%20%30%40%50%Somewhat Important Important Very ImportantAverage Importance Faculty Placed on the ExperiencePercentage of Seniors Who  Did the ExperienceCulminating Senior ExperienceResearch with a Faculty MemberStudy AbroadFaculty Priorities and Student EngagementAVG STUDENTAVG FACULTYAcademicchallengeActive-collabDiversity experiencesStudent -facultyAcademic challengeemphasis 9 9 9Active-collabpractices 9 9 9 9Emphasis on diversityexperiences 9 9 9Emphasis on higherorder thinking 9 9 9Importance enrichingeduc experiences 9 9 95. Focus on culture sooner than laterUltimately, it’s all about the culture…a. Expand the number of cultural practitioners on campusb. Instill an ethic of positive restlessnessPositive Restlessness¾Confident, responsive, but never quite satisfied…¾“We know who we are and what we aspire to.”¾Self-correcting orientation¾Continually question, “are we performing as well as we can?”5. Focus on culture sooner than laterUltimately, it’s all about the culture…a. Expand the number of cultural practitioners on campusb. Instill an ethic of positive restlessnessc. Identify and address cultural properties that impede success “Checking the Truth”9 What is distinctive about your school? To students? To faculty/staff?9 How do these distinctive aspects affect the learning environment? Student success?9 In what ways do the campus culture and subcultures promote, or inhibit, student learning and success?  DEEP Practice Briefs Available: www.nsse.iub.eduDownload the series!6. Put someone in charge When everyone is responsible for something, no one is accountable for it…a. Senior leadership is keyb. Some individual or group (high profile ‘think force’) must coordinate, monitor and report the status of initiativesc. Those ‘in charge’ not solely responsible for bringing about change7. Stay the courseThe 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)7. Stay the course¾ Academic leadership¾ Intentionality¾ If it works, consider requiring it¾ Beware the implementation dipIf We Could Do Four Things…1. Make the classroom the locus for community building2. Use engaging pedagogies campus-wideClassroom Engaging Pedagogies 1. One minute papers (variations)2. Case studies3. Debates4. Small group problem sets…5. OthersIf We Could Do  Four Things…1. Make the classroom the locus for community building2. Use engaging pedagogies campus-wide3. Make excellence inclusive – have every  student do at least one “high-impact” activity in the first year and another later4. Ensure programs are high quality.  Institutional ReflectionAreas of EffectiveEducationalPracticeAreas of Question or ImprovementLast WordWe cannot change the lineage of our students. Campus cultures do not change easily or willingly. But we can counter both by using promising policies and practices more consistently throughout the institution to increase the odds that students will succeed. Do we have the will to do so?Questions & Discussion

What Matters to Student Success : Lessons from High Performing Colleges /

http://www.cdc.qc.ca/pdf/033690-kuh-what-matters-to-student-success-lessons-from-high-performing-colleges-2009.pdf

What Matters to Student Success : Lessons from High Performing Colleges /

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