The Classroom: The Classroom: The Foundation for The Foundation - - PowerPoint PPT Presentation

George D. Kuh George D. Kuh

Defining and Promoting Defining and Promoting Student Success Student Success

Faculty Resource Network Faculty Resource Network November 21, 2008 November 21, 2008

The Classroom: The Classroom: The Foundation for The Foundation for Student Success Student Success

Javier Javier Sarah Sarah Nicole Nicole

We all want the same thing We all want the same thing— —an 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.

Overview Overview

• 21st century knowledge, skills

and competencies

• Today’s students
• Why engagement matters
• Implications for institutional

and curricular policies and classroom practices

Advance Organizers Advance Organizers  To what extent do your students To what extent do your students engage in productive learning engage in productive learning activities, inside activities, inside and and outside the

• utside the

classroom? classroom?  How do you know? How do you know?  What could we do differently What could we do differently --

• - or
• r

better better --

• - to enhance student

to enhance student success? success?

Student Success in College Student Success in College

Academic achievement, engagement Academic achievement, engagement in educationally purposeful activities, in educationally purposeful activities, satisfaction, acquisition of desired satisfaction, acquisition of desired knowledge, skills and competencies, knowledge, skills and competencies, persistence, attainment of persistence, attainment of educational objectives, and post educational objectives, and post-

• college performance

college performance

Association of American Colleges and Universities

Narrow Learning is Not Enough Narrow Learning is Not Enough— — The Essential Learning Outcomes The Essential Learning Outcomes



Knowledge of Human Cultures Knowledge of Human Cultures and the and the Physical Physical & Natural World & Natural World   Intellectual and Practical Skills Intellectual and Practical Skills   Personal and Social Responsibility Personal and Social Responsibility   “ “Deep Deep” ”/Integrative Learning /Integrative Learning

Deep/Integrative Learning Deep/Integrative Learning

• Attend to the underlying meaning of

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

• Integrate and synthesize different

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

• Discern patterns in evidence or

Discern patterns in evidence or phenomena phenomena

• Apply knowledge in different

Apply knowledge in different situations situations

• View issues from multiple

View issues from multiple perspectives perspectives

Most Important Skills Employers Look For In New Hires

Teamwork skills Critical thinking/ reasoning Oral/written communication Ability to assemble/

• rganize information

Innovative/thinking creatively Able to work with numbers/statistics Foreign language proficiency

3% 9% 20% 21% 30% 33% 44%

Recent Grads*

38% 37% 37% 10% 21% 4% 6% * Skills/abilities recent graduates think are the two most important to employers

Employers On Accountability Challenge – December 2007 – Hart Research for 7% 33% 35% 46% 69%

Supervised internship/community-based project

83% 79% 60% 56% 32%

Senior project (e.g., thesis, project) Essay tests Electronic portfolio & faculty assessments Multiple-choice tests

Evidence of College Graduates Evidence of College Graduates Skills and Knowledge Skills and Knowledge

Very effective Fairly effective

Know Your Students Know Your Students “Part of being a good teacher (not all) is knowing that you always have something new to learn – not so much about teaching techniques but about these particular students at this particular time and their particular set of aspirations, confusions, misconceptions, and ignorance” (Bain, 2004, p.174)

Today Today’ ’s Students s Students

• Who are they?

Who are they?

• What are they telling us?

What are they telling us?

Students Today Students Today

• An entitlement

An entitlement mentality mentality

Trends in High School Grades Trends in High School Grades

5 10 15 20 25 30 35 40 45 1969 1974 1979 1984 1989 1994 2008 A- or better C+ or less

Students Today Students Today

• An entitlement

An entitlement mentality mentality

• Cumulative

Cumulative deficit re: deficit re: attitudes, study attitudes, study habits, academic habits, academic skills skills

What to Do?!? What to Do?!? Student success requires that Student success requires that professors explain more things professors explain more things to today to today’ ’s students that we once 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)

Students Today Students Today

• More diverse than

More diverse than previous cohorts previous cohorts

• Techno

Techno-

• savvy

savvy “ “NetGens NetGens” ”

• Connected to

Connected to family family

Factors That Threaten Persistence and Factors That Threaten Persistence and Graduation from College Graduation from College   academically underprepared for academically underprepared for college college-

• level work

level work   first first-

• generation college student

generation college student   gap between high school and college gap between high school and college   30+ hours working per week 30+ hours working per week   part part-

• time enrollment

time enrollment   single parent single parent   financially independent financially independent   children at home children at home

What Really Matters in College: Student Engagement Student Engagement

Because i Because 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 institutions should focus on the ways they can shape their the ways they can shape their academic, interpersonal, and academic, interpersonal, and extracurricular offerings to extracurricular offerings to encourage encourage student student engagement engagement. .

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

Foundations of Student Engagement Foundations of Student Engagement

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

(Tyler, 1930s)

Quality of effort Quality of effort (Pace, 1960

(Pace, 1960-

• 70s)

70s)

Student involvement Student involvement (Astin,

(Astin, 1984) 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) 2005)

Student Engagement Trifecta Student Engagement Trifecta

• What students

What students do do --

• - time and energy

time and energy devoted to educationally purposeful devoted to educationally purposeful activities activities

• What institutions

What institutions do do --

• - using

using effective educational practices to effective educational practices to induce students to do the right induce students to do the right things things

• Educationally effective institutions

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

Good Practices in Good Practices in Undergraduate Education Undergraduate Education

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

  Student Student-

• faculty contact

faculty contact   Active learning Active learning   Prompt feedback Prompt feedback   Time on task Time on task   High expectations High expectations   Respect for diverse learning styles Respect for diverse learning styles   Cooperation among students Cooperation among students

National Survey of National Survey of Student Engagement Student Engagement

(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student Engagement Engagement

(pronounced “cessie”)

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

Documenting Documenting Good Practice Good Practice Institutional Institutional Improvement Improvement Public Public Advocacy Advocacy NSSE Core Purposes NSSE Core Purposes

NSSE Project Scope NSSE Project Scope Since 2000: Since 2000:

 2,000,000+ students from 1,334

2,000,000+ students from 1,334 different schools different schools

 80+% of 4

80+% of 4-

• yr U.S.

yr U.S. undergraduate FTE undergraduate FTE

 50 states, Puerto Rico

50 states, Puerto Rico

 59 Canadian IHEs

59 Canadian IHEs

 100+ consortia

100+ consortia

NSSE Questionnaire NSSE Questionnaire

Student Behaviors Institutional Actions & Requirements Reactions to College Student Background Information

Student Learning & Development

Effective Educational Practices Effective Educational Practices

Level of Level of Academic Academic Challenge Challenge Active & Active & Collaborative Collaborative Learning Learning Enriching Enriching Educational Educational Experiences Experiences Supportive Supportive Campus Campus Environment Environment Student Student-

• Faculty

Faculty Interaction Interaction

NSSE Scalets and Modules NSSE Scalets and Modules

• Course Challenge

Course Challenge

• Writing

Writing

• Higher

Higher-

• Order

Order Thinking Skills Thinking Skills

• Integrative Learning

Integrative Learning

• Active Learning

Active Learning

• Collaborative

Collaborative Learning Learning

• Course Interaction

Course Interaction

• Out

Out-

• of
• f-
• Class

Class Interaction Interaction

• Information

Information Technology Technology

• Diversity Experience

Diversity Experience

• Support for Student

Support for Student Success Success

• Interpersonal

Interpersonal Environment Environment

Key findings Key findings

Grades, persistence, student Grades, persistence, student satisfaction, and engagement satisfaction, and engagement go hand in hand go hand in hand

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

Student-Faculty Interaction: First-Year Students at Liberal Arts Institutions

20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 11 12

Liberal Arts Institutions

Percentile 10 Percentile 50 Percentile 90

Level of Academic Challenge: Seniors at Doc-Extensive Schools

20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Doc-Extensive Institutions

Percentile 10 Percentile 50 Percentile 90

Worth Pondering Worth Pondering How do we reach How do we reach

• ur least engaged
• ur least engaged

students? students?

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

• Many of the effects of college

are “conditional”

• Some are compensatory

Who Who’ ’s more engaged? s more engaged?

• Women

Women

• Fraternity & sorority members

Fraternity & sorority members

• Full

Full-

• time students

time students

• Students who live on campus

Students who live on campus

• Students with diversity

Students with diversity experiences experiences

• Learning community students

Learning community students

High Impact Activities High Impact Activities

  First First-

• Year Seminars and Experiences

Year Seminars and Experiences   Common Intellectual Experiences Common Intellectual Experiences   Learning Communities Learning Communities   Writing Writing-

• Intensive Courses

Intensive Courses   Collaborative Assignments and Projects Collaborative Assignments and Projects   “ “Science as Science Is Done Science as Science Is Done” ”; ; Undergraduate Research Undergraduate Research   Diversity/Global Learning Diversity/Global Learning   Service Learning, Community Service Learning, Community-

• Based

Based Learning Learning   Internships Internships   Capstone Courses and Projects 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

• utside of class

 Analyzing the basic elements

• f an idea, experience, or

theory

Essential Learning Outcome Essential Learning Outcome NSSE Deep/ I ntegrative 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

Course Emphasis Course Emphasis

FACULTY report very FACULTY report very much or quite a bit of much or quite a bit of emphasis on memorizing emphasis on memorizing STUDENTS report very STUDENTS report very much or quite a bit of much or quite a bit of emphasis on memorizing emphasis on memorizing

30% / 23% 30% / 23%

Lower Lower Division Division Upper Upper Division Division

67% / 60% 67% / 60%

1 1st

st yr.

yr. Students Students Seniors Seniors

Effects of Participating in High Effects of Participating in High‐ ‐Impact Practices Impact Practices

• n Deep/Integrative Learning and Gains
• n 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 +++ ++ +++ ++ Senior Culminating Experience ++ ++ ++ ++

+ p < .001, ++ p < .001 & Unstd B > .10, +++ p < .001 & Unstd B > .30

NSSE Writing Items NSSE Writing Items

• Prepared two or more drafts of a paper or

assignment before turning it in

• Worked on a paper or project that

required integrating ideas or information from various sources

• Written papers or reports of 20 pages or

more

• Written papers or reports between 5 and

pages

• Written papers or reports of fewer than 5

pages

National Survey of Student Engagement

Long Papers & Writing Gains

First-Year Students Seniors

1 1.5 2 2.5 3 3.5 4 20 40 60 80 100 120 140 160 180 200

Number of Pages Written Number of Pages Written— —20 Page Papers 20 Page Papers

Self-Reported Gains in Writing Clearly & Effectively

National Survey of Student Engagement

Short Papers & Writing Gains

First-Year Students Seniors

1 1.5 2 2.5 3 3.5 4 20 40 60 80 100 120 140 160 180 200

Number of Pages Written Number of Pages Written--

• - Fewer than 5 Page Papers

Fewer than 5 Page Papers

Self-Reported Gains in Writing Clearly & Effectively

National Survey of Student Engagement

Writing and Deep Learning

1 1.5 2 2.5 3 3.5 4 50 100 150 200 250 300

Number of Pages Written Number of Pages Written Average Deep Learning

Seniors First-Year Students

National Survey of Student Engagement

Feedback and Deep Learning Feedback and Deep Learning

1.00 1.50 2.00 2.50 3.00 3.50 4.00 Never Sometimes Often Very often

Frequency of Prompt Feedback from Faculty Frequency of Prompt Feedback from Faculty Average Deep Learning

Seniors First-Year Students

Prompt Feedback Prompt Feedback

FACULTY gave prompt FACULTY gave prompt feedback often or very feedback often or very

• ften
• ften

STUDENTS received prompt STUDENTS received prompt feedback often or very often feedback often or very often

88% / 90% 88% / 90%

Lower Lower Division Division Upper Upper Division Division

53% / 63% 53% / 63%

1 1st

st yr.

yr. Students Students Seniors Seniors

High Impact Activities High Impact Activities

  First First-

• Year Seminars and Experiences

Year Seminars and Experiences   Common Intellectual Experiences Common Intellectual Experiences   Learning Communities Learning Communities   Writing Writing-

• Intensive Courses

Intensive Courses   Collaborative Assignments and Projects Collaborative Assignments and Projects   “ “Science as Science Is Done Science as Science Is Done” ”; ; Undergraduate Research Undergraduate Research   Diversity/Global Learning Diversity/Global Learning   Service Learning, Community Service Learning, Community-

• Based

Based Learning Learning   Internships Internships   Capstone Courses and Projects Capstone Courses and Projects

Effects of Participating in High Effects of Participating in High‐ ‐Impact Practices Impact Practices

• n Student Engagement
• n 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 ++ +++ +++ ++ Senior Culminating Experience ++ ++ +++ ++

+ p < .001, ++ p < .001 & Unstd B > .10, +++ p < .001 & Unstd B > .30

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 matters about substantive matters   Experience diversity Experience diversity   Get more frequent feedback Get more frequent feedback   Reflect & integrate learning Reflect & integrate learning   Discover relevance of learning Discover relevance of learning through real through real-

• world applications

world applications

www.aacu.org

National Survey of Student Engagement

Senior Participation in High Impact Senior Participation in High Impact Activities Activities

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

Somewhat Important Important Very Important

Average I mportance Faculty Placed on the Experience

Percentage of Seniors Who Did the Experience Culminating Senior Experience Research with a Faculty Member Study Abroad

Faculty Priorities and Faculty Priorities and Student Engagement Student Engagement

AVG AVG STUDENT STUDENT AVG AVG FACULTY FACULTY

Acad Academic emic c chall hallenge enge Act Active ive-

• c

collab

• llab

Diversity Diversity e experiences xperiences Stu Student dent -

• f

fac aculty ulty A Ac cad ademic emic chall chall enge enge emph emph asis asis

     

Act Active ive-

• collab

collab practices practices

       

Emph Emph asis asis on diversity

• n diversity

experiences experiences

     

Emph Emph asis asis on

• n h

higher igher

• rder
• rder thinking

thinking

     

Imp Importance

• rtance enriching

enriching ed educ uc e exp xperiences eriences

     

What to Make of This? What to Make of This?

• When faculty members

emphasize certain educational practices, students engage in them to a greater extent than their peers elsewhere.

• Good things go together
• Teacher-scholars matter

Javier Javier Sarah Sarah Nicole Nicole

If We Could Do Two Things If We Could Do Two Things… … 1.

• 1. Make the classroom the locus of

Make the classroom the locus of community building community building

Classroom Engaging Pedagogies Classroom Engaging Pedagogies 1.

• 1. One minute papers (variations)

One minute papers (variations) 2.

• 2. Case studies

Case studies 3.

• 3. Debates

Debates 4.

• 4. Small group problem sets

Small group problem sets… … 5.

• 5. Others

Others

If We Could Do Two Things If We Could Do Two Things… … 2.

• 2. Make it possible for

Make it possible for every student every student to do at least one to do at least one “ “high high-

• impact

impact” ” experience in the first year and experience in the first year and another later linked to the major another later linked to the major

Institutional Reflection Institutional Reflection

Areas of Areas of Effective Effective Educational Educational Practice Practice Areas of Areas of Question or Question or Improvement Improvement

Last Word Last Word  We cannot change the lineage of We cannot change the lineage of

• ur students.
• ur students.

 Campus cultures do not change Campus cultures do not change easily or willingly. easily or willingly.  But we can counter both by using But we can counter both by using promising policies and practices promising policies and practices more consistently throughout the more consistently throughout the institution to increase the odds institution to increase the odds that students will succeed. that students will succeed.  Do we have the Do we have the will will to do so? to do so?

Questions & Questions & Discussion Discussion