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Feb 28, 2023 177 likes •513 views

The challenges and opportunities of engaging this new generation of students in learning University of Rhode Island January 2010 Center of Inquiry at Wabash College www.liberalarts.wabash.edu Were in a nicotine delivery business. . .

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www.liberalarts.wabash.edu Center of Inquiry at Wabash College

The challenges and opportunities

  • f engaging this new generation
  • f students in learning

University of Rhode Island January 2010

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www.liberalarts.wabash.edu Center of Inquiry at Wabash College

“We’re in a nicotine delivery business. . .”

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www.liberalarts.wabash.edu Center of Inquiry at Wabash College

We’re in the high impact practice delivery business. . .

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www.liberalarts.wabash.edu Center of Inquiry at Wabash College

Wabash National Study

  • 49 institutions
  • More than 17,000 students to date
  • Longitudinal
  • Purpose - identify high impact practices

that promote liberal education

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What do students bring to URI?

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  • Raising a family
  • Talking with people whose ideas and values are different from their
  • wn
  • Learning complicated new material
  • Taking courses that challenge their beliefs and values
  • Working to find a cure for a disease or illness
  • Becoming passionate about or committed to their occupation
  • Having administrative responsibility for the work of others
  • Being recognized for contributions to their field of expertise
  • Making a theoretical contribution to science
  • Keeping up to date with political affairs
  • Improving their understanding of other countries and cultures
  • Working in a prestigious occupation
  • Making a lot of money
  • Getting the best grades they can
  • Working to preserve and enrich the environment
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Entering URI students place more importance on

  • Being recognized for contributions to their field of expertise
  • Making a theoretical contribution to science
  • Working to find a cure for a disease or illness
  • Working to preserve and enrich the environment
  • Keeping up to date with political affairs
  • Raising a family
  • Having administrative responsibility for the work of others
  • Making a lot of money
  • Working in a prestigious occupation
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Entering URI students place less importance on

  • Becoming passionate about or committed to their occupation
  • Improving their understanding of other countries and cultures
  • Talking with people whose ideas and values are different from

their own

  • Getting the best grades they can
  • Learning complicated new material
  • Taking courses that challenge their beliefs and values
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Compared to entering students at other large schools

  • Do URI students enjoy reading?
  • Do URI students enjoy writing?
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0% 10% 20% 30% 40% 50%

History Poetry/Literature Science

34% 43% 44% 33% 31% 34%

Reading Enjoyment

URI Large Schools

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0% 10% 20% 30% 40% 50%

Enjoy Expressing Ideas Writing for Understanding 33% 45% 33% 39%

Writing

URI Large Schools

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Expectations

  • 59% of entering URI students say that their

academic experiences will be the most important part of college

  • 24% say that their academic experiences will be

the most enjoyable part of college

  • 55% say that URI is their first choice
  • 76% plan to earn an advanced degree
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What do students say about their experience at URI?

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Compared to first year students at other large schools

  • How many readings do URI students report being assigned?
  • How many papers do URI students report being assigned?
  • Do URI students report stronger or weaker relationships with

faculty?

  • Do URI students report spending more or less time preparing

for class?

  • Do URI students report binge drinking more or less?
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0% 10% 20% 30% 40% 50%

1 to 4 5 to 10 11 to 20 More than 20 15% 32% 38% 15% 14% 22% 46% 16%

Number of assigned readings

URI Large Schools

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0% 15% 30% 45% 60%

None 1 to 4 5 to 10 More than 10 12% 32% 50% 6% 12% 23% 59% 7%

Number of 5-19 page papers or reports

URI Large Schools

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0% 20% 40% 60% 80%

73% 19% 8% 63% 22% 15%

Relationships with faculty

URI Large Schools Unavailable, unhelpful, unsympathetic Available, helpful, sympathetic Neutral

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0% 10% 20% 30% 40%

0-10 hrs 11-20 hrs > 20 hrs 23% 39% 38% 22% 39% 39%

Time per week preparing for class

URI Large School

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0% 18% 35% 53% 70%

None 1-2 times 3 or more times 8% 31% 61% 14% 44% 42%

Binge drinking episodes per week

URI Large Schools

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0% 15% 30% 45% 60%

A or A- B+ or B or B- C+ or C C- or below 1% 6% 53% 41%

What have most of your grades been up to now?

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What educational experiences make a difference?

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High-impact practices

  • 1. Good Teaching
  • 2. Academic Challenge
  • 3. Diversity Experiences
  • 4. NSSE Deep Learning
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High-impact practices

  • Good Teaching and High-Quality Interactions with “Faculty”
  • Faculty interest in teaching and student development
  • Out-of-class student/faculty interactions
  • Organization, preparation, clarity, prompt feedback
  • Academic Challenge and High Expectations
  • Hard work, challenging assignments and interactions
  • Diversity Experiences
  • Meaningful interactions
  • NSSE Deep Learning
  • Synthesis, judgment, integration, and reflection
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Outcomes

  • Openness to diversity
  • Academic motivation
  • Literacy
  • Need for cognition
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Integration Diversity Experiences Teaching Clarity

Diversity/Challenge

✓ ✓ ✓

Academic Motivation

✓ ✓ ✓

Literacy

✓ ✓ ✓

Need for Cognition

✓ ✓ ✓

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Diversity experiences

  • Attending a debate or lecture on current political/social issues
  • Participating in a cultural awareness workshop
  • Having serious discussions with student affairs staff whose

political, social, or religious opinions differ from their own

  • Having serious conversations with students who have different

ethnic identities, religious beliefs, political opinions, or personal values

  • Institutional emphasis on encouraging interaction among

students from different economic, social, and racial or ethnic backgrounds

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Integration

  • Courses that
  • Help students understand the historical, political, and social

connections of past events

  • Help students see the connections between their intended

career and how it affects society

  • Out-of-class experiences that
  • Help students connect what they’ve learned in the classroom

with life events

  • Help students translate knowledge and understanding from the

classroom into action

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Teaching clarity and organization

  • Clear explanations
  • Making good use of examples and illustrations to explain

difficult points

  • Effectively reviewing and summarizing material
  • Clear interpretations of abstract ideas and theories
  • Giving assignments that help students learn course material
  • Well-organized presentations
  • Being well prepared for class
  • Using class time effectively
  • Explaining course goals and requirements clearly
  • Have a good command of what you are teaching
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High Levels

Diversity experiences 1% Integration 13% Teaching clarity and organization 21%

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High impact practices

  • Students have changed, but the core elements of high impact

practices have not

  • Intentionality and a willingness to experiment are the most

important resources for implementing these practices

  • Money helps, but waiting for money doesn’t
  • Can be assessed by talking with and listening to your

students

  • Student perception matters, even if it doesn’t match yours
  • http://www.wabashnationalstudy.org/wns/research.html
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