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George D. Kuh George D. Kuh U of Maine System U of Maine System March 20, 2007 March 20, 2007 Strengthening Strengthening Institutional Institutional Responsibility for Responsibility for Student Success: Student Success: Lessons from NSSE Lessons from NSSE

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Page 1: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

George D. KuhGeorge D. KuhU of Maine SystemU of Maine System

March 20, 2007March 20, 2007

Strengthening Institutional Strengthening Institutional Responsibility for Student Responsibility for Student

Success:Success:Lessons from NSSELessons from NSSE

Page 2: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 3: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

OverviewOverview

Students today Why engagement matters Rethinking classroom

practices Conversation

Page 4: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Advance OrganizersAdvance 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 andand outside the outside the classroom? classroom?

How do you know? How do you know? What must you do differently -- or What must you do differently -- or

better -- to enhance student better -- to enhance student success? success?

Page 5: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Student Success in CollegeStudent Success in College

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

Page 6: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Students Today

Entitlement mentality

Page 7: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Trends in High School Grades

0

5

10

15

20

25

30

35

40

45

1969 1974 1979 1984 1989 1994 2006

A- or better

C+ or less

Page 8: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Student Success QuizStudent Success Quiz

What percent of high school What percent of high school seniors have college-level seniors have college-level reading skills?reading skills?

(a) 51% (b) 59% (c) 68% (d) 77% (a) 51% (b) 59% (c) 68% (d) 77% (e) none of the above(e) none of the above

a. 5151%% (ACTACT, 2006)

Page 9: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Student Success QuizStudent Success Quiz

True or false:True or false:

26% of first-year first-time frosh 26% of first-year first-time frosh take one or more remedial take one or more remedial courses in college.courses in college.

FalseFalse. 40%. 40%

Page 10: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Student Success QuizStudent Success Quiz

What percent of students who What percent of students who take at least one remedial course take at least one remedial course in in readingreading do do notnot earn a earn a certificate or degree within 8 certificate or degree within 8 years of first enrollment? years of first enrollment?

(a) 18% (b) 33% (c) 43% (a) 18% (b) 33% (c) 43% (d) 61% (e) 70%(d) 61% (e) 70%

e. e. 7070%%

Page 11: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Student Success QuizStudent Success Quiz

True or false:True or false:

About $300 million is spent About $300 million is spent annually on postsecondary annually on postsecondary remediation coursework.remediation coursework.

FalseFalse. $1+ . $1+ billionbillion

Page 12: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Students Today

Entitlement mentality

Cumulative deficit re: attitudes, study habits, academic skills

Page 13: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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)

Page 14: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Students Today

More diverse than previous cohorts

Techno-savvy “NetGens”

Page 15: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 16: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Factors That Threaten Persistence and Factors That Threaten Persistence and Graduation from College Graduation from College

academically underprepared for academically underprepared for college-level workcollege-level work

first-generation college studentfirst-generation college student gap between high school and college gap between high school and college 30+ hours working per week30+ hours working per week part-time enrollmentpart-time enrollment single parentsingle parent financially independentfinancially independent children at homechildren at home

Page 17: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

What Really Matters in College: What Really Matters in College: Student EngagementStudent Engagement

Because iBecause individual effort and ndividual effort and involvement are the critical involvement are the critical determinants of impact, determinants of 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 engagementengagement. .

Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 602, 2005, p. 602

Page 18: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Foundations of Student EngagementFoundations of Student Engagement

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

Quality of effort Quality of effort (Pace, 1960-70s)(Pace, 1960-70s)

Student involvement Student involvement (Astin, 1984)(Astin, 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)

Outcomes Outcomes (Pascarella, 1985)(Pascarella, 1985)

Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005)2005)

Page 19: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Student Engagement TrinityStudent Engagement Trinity

What students What students dodo -- time and energy -- time and energy devoted to educationally purposeful devoted to educationally purposeful activitiesactivities

What institutions What institutions dodo -- using -- using effective educational practices to effective educational practices to induce students to do the right induce students to do the right thingsthings

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

Page 20: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Good Practices in Good Practices in Undergraduate EducationUndergraduate Education

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

Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Respect for diverse learning stylesRespect for diverse learning styles Cooperation among studentsCooperation among students

Page 21: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “cessie”)

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

Page 22: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

NSSE Project ScopeNSSE Project Scope

One million+ students from One million+ students from 1,100 different schools 1,100 different schools

80% of 4-yr U.S. undergraduate 80% of 4-yr U.S. undergraduate FTE FTE

50 states, Puerto Rico50 states, Puerto Rico

35 Canadian universities35 Canadian universities

100+ consortia100+ consortia

Page 23: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

NSSE SurveyNSSE Survey

Student Behaviors

Institutional Actions & Requirements

Reactions to People & Environment

Student BackgroundInformation

Student Learning &

Development

Page 24: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

In your experience at your institution during the current school year, about how often have you done each of the following?

1

Page 25: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 26: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 27: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 28: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Effective Educational PracticesEffective Educational Practices

Level of Level of Academic Academic ChallengeChallenge

Active & Active & Collaborative Collaborative

LearningLearning

EnrichingEnrichingEducational Educational ExperiencesExperiences

SupportiveSupportiveCampusCampus

EnvironmentEnvironment

Student-Student-Faculty Faculty

InteractionInteraction

Page 29: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 30: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 31: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Level of Academic Challenge: Seniors at Doc-Extensive Schools

0

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

Page 32: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Academic Challenge by Institutional TypeAcademic Challenge by Institutional Type

 

Seniors

25

30

35

40

45

50

55

60

65

70

75

DocExt

DocInt

MABacLA

BacGen Nation

First-Year Students

25

30

35

40

45

50

55

60

65

70

75

DocExt

DocInt

MA BacLA

Bac Gen

Nation

Ben

chm

ark

Sco

res

Page 33: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Worth PonderingWorth Pondering

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

Page 34: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Behold the Behold the compensatorycompensatory effects of engagementeffects of engagement

Page 35: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 36: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 37: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 38: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

What Are Faculty Telling Us?What Are Faculty Telling Us?

Page 39: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Faculty Survey of Faculty Survey of Student EngagementStudent Engagement

(pronounced “fessie”)

FSSE measures FSSE measures faculty faculty expectations and expectations and activities related activities related to student to student engagement in engagement in effective effective educational educational practicespractices

Page 40: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

FSSE and NSSE Point to FSSE and NSSE Point to “Disorienting Dilemmas”“Disorienting Dilemmas”

Situations in which usual perspectives or ways of responding do not work or don’t fit are more likely to motivate us to learn and change (Mezirow, 1990)

Page 41: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Course EmphasisCourse Emphasis

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

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

29% / 14%29% / 14%

Lower Lower DivisionDivision

Upper Upper DivisionDivision

65% / 63%65% / 63%

11stst yr. yr. StudentsStudents SeniorsSeniors

Page 42: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Prompt FeedbackPrompt Feedback

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

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

93% / 93%93% / 93%

Lower Lower DivisionDivision

Upper Upper DivisionDivision

64% / 76%64% / 76%

11stst yr. yr. StudentsStudents SeniorsSeniors

Page 43: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Association of American Colleges and Universities

Page 44: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Knowledge of Human Cultures Knowledge of Human Cultures and the and the Physical & Natural WorldPhysical & Natural World

Intellectual and Practical SkillsIntellectual and Practical Skills

Personal and Social ResponsibilityPersonal and Social Responsibility

Integrative LearningIntegrative Learning

Page 45: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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 theory

Essential Learning Outcome: 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 issue

NSSE DEEP LEARNING SCALE

Page 46: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Essential Learning Outcome: Intellectual and Practical Skills

NSSE SELF-REPORTED GAINS Acquiring job or work-related knowledge and skills

Writing clearly and effectively

Speaking clearly and effectively

Thinking critically and analytically

Analyzing quantitative problems

Using computing and information technology

Working effectively with others

Solving complex real-world problems

Page 47: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

NSSE SELF-REPORTED GAINS Voting in local, state, or national elections

Learning effectively on your own

Understanding yourself

Understanding people of other racial and ethnic backgrounds

Developing a personal code of values and ethics

Contributing to the welfare of your community

Developing a deepened sense of spirituality

Essential Learning Outcome: Personal & Social Responsibilities

Page 48: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Gains in Intellectual and Practical Skills by Deep Learning Quartiles

lowest second third highest

Deep Learning Quartiles

First-Year

Senior

Very much

Quite a bit

Some

Very little

Page 49: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Gains in Personal and Social Responsibilities by Deep Learning Quartiles

lowest second third highest

Deep Learning Quartiles

First-Year

Senior

Very much

Quite a bit

Some

Very little

Page 50: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Effective Educational PracticesEffective Educational Practices

First-Year Seminars and Experiences First-Year Seminars and Experiences  Common Intellectual ExperiencesCommon Intellectual Experiences Learning CommunitiesLearning Communities Writing-Intensive CoursesWriting-Intensive Courses Collaborative Assignments and ProjectsCollaborative Assignments and Projects “ “Science as Science Is Done”; Science as Science Is Done”;

Undergraduate Research Undergraduate Research Diversity/Global LearningDiversity/Global Learning Service Learning, Community-Based Service Learning, Community-Based

Learning Learning InternshipsInternships Capstone Courses and ProjectsCapstone Courses and Projects

Page 51: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 52: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 53: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Faculty Time Devoted to Research and Faculty Time Devoted to Research and Probability of Students Doing ResearchProbability of Students Doing Research

0

0.13

0.25

0.38

0.50

Pro

bab

ilit

y o

f U

nd

erg

rad

uate

Researc

h

2.02 6.04 10.07 14.09 18.11

Faculty Research (hours)

Page 54: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Faculty Time on Research with Faculty Time on Research with Undergraduates and Probability of Student Undergraduates and Probability of Student

Participation in ResearchParticipation in Research

0

0.13

0.25

0.38

0.50

Pro

bab

ilit

y o

f U

nd

erg

rad

uate

R

esearc

h

0.91 2.17 3.42 4.68 5.93

Faculty Research with Undergraduates (hours)

Page 55: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Faculty View of Importance of Doing Research Faculty View of Importance of Doing Research with Students and Probability of Students Doing with Students and Probability of Students Doing

ResearchResearch

0.13

0.25

0.38

0.50

0Pro

bab

ilit

y o

f U

nd

erg

rad

uate

Researc

h

1.87 2.25 2.62 2.99 3.37

Importance of Undergraduate Research

Page 56: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Effective Educational Practices Increase Effective Educational Practices Increase Odds That Students Will:Odds That Students Will:

Invest time and effort Invest time and effort Interact with faculty and peers Interact with faculty and peers

about substantive mattersabout substantive matters Experience diversityExperience diversity Get more frequent feedbackGet more frequent feedback Discover relevance of their Discover relevance of their

learning through real-world learning through real-world applicationsapplications

Page 57: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Learning-intensive practicesLearning-intensive practices

George Mason requires every George Mason requires every student to take from 1-3 writing-student to take from 1-3 writing-intensive courses. Most DEEP intensive courses. Most DEEP schools have strong writing schools have strong writing centers to emphasize and support centers to emphasize and support the importance of good writing. the importance of good writing.

Page 58: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE
Page 59: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Technology enriched learningTechnology enriched learning

U of Kansas faculty make large U of Kansas faculty make large lecture classes engaging via lecture classes engaging via PowerPoint, Blackboard software, PowerPoint, Blackboard software, and other technology including and other technology including slides and videos, and “interactive slides and videos, and “interactive lecturing,” which incorporates lecturing,” which incorporates various opportunities for students various opportunities for students to participate. to participate.

Page 60: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Reasons for Taking Online CoursesReasons for Taking Online Courses

77%

70%

34%

27%

21%

8%

96%

0% 20% 40% 60% 80% 100%

Convenience

Work at own pace

Prefer learning on own

Course NA nearby

Online learners my age

Less expensive

Easier grading

Page 61: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Comparison of Distance Education and Comparison of Distance Education and Campus-Based Learners 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 = +

Page 62: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Comparison of Distance Education and Comparison of Distance Education and Campus-Based LearnersCampus-Based Learners

Gains

First-Year Senior

Practical competence + +

Personal & social devlpmt + +

General education = +

Satisfaction = +

Page 63: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Comparison of Distance Education and Comparison of Distance Education and Campus-Based LearnersCampus-Based Learners

Deep Learning

First-Year Senior

Higher-order learning = +

Integrative learning = =

Reflective learning + +

Page 64: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Faculty Priorities and Faculty Priorities and Student EngagementStudent Engagement

AVGAVG STUDENTSTUDENT

AVGAVG FACULTYFACULTY AcadAcad emicemic cchallhallengeenge

ActActiveive --ccollabollab

Diversity Diversity eexperiencesxperiences

StuStudentdent --ffacacultyulty

AAccadademicemic challchall engeenge emphemphasisasis

ActActiveive --collabcollab practicespractices

EmphEmph asisasis on diversityon diversity experiencesexperiences

EmphEmph asisasis on on hhigherigher orderorder thinkingthinking

ImpImportanceortance enrichingenriching ededucuc eexpxp erienceseriences

Page 65: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Faculty Who Value Faculty Who Value Effective Educational PracticesEffective Educational Practices

Areas of Emphasis

Characteristics

Academic

challenge

emphasis

Active-

collab

practices

Emphasis

on diversity

exp

Emphasis

higher order

thinking

Importance

enriching

educ exp

Faculty of color + + + a + +

Women + + + + +

Full- time facul ty + + +

Years teaching -- -

a Except for Asian/Pacific Islander faculty

Page 66: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

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

2.2. Good things go togetherGood things go together

Page 67: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Focus on Student SuccessFocus on Student Success

““Sea change” at KU to emphasize Sea change” at KU to emphasize undergraduate instruction undergraduate instruction

Experienced instructors teach lower Experienced instructors teach lower division and introductory coursesdivision and introductory courses

Faculty members from each academic Faculty members from each academic unit serve as “Faculty Ambassadors” unit serve as “Faculty Ambassadors” to the Center for Teaching Excellence to the Center for Teaching Excellence

Course enrollments kept low in many Course enrollments kept low in many undergraduate courses; 80% have 30 undergraduate courses; 80% have 30 or fewer students; 93% 50 or fewer or fewer students; 93% 50 or fewer students.students.

Page 68: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Something Else That Something Else That Really MattersReally Matters in College in College

The greatest impact appears The greatest impact appears to stem from studentsto stem from students’’ total total levellevel of campus engagement, of campus engagement, particularly when academic, particularly when academic, interpersonal, and interpersonal, and extracurricular involvements extracurricular involvements are are mutually reinforcingmutually reinforcing……

Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 647, 2005, p. 647

Page 69: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

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

Page 70: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Difference MakersDifference Makers

Student 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.

Page 71: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Creating Conditions That Matter to Creating Conditions That Matter to Student SuccessStudent Success

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

Page 72: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Institutional ReflectionInstitutional Reflection

Areas of Areas of EffectiveEffective

EducationalEducationalPracticePractice

Areas of Areas of Question or Question or ImprovementImprovement

Page 73: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Using Engagement and Other DataUsing Engagement and Other Data

How well do our programs work and how How well do our programs work and how do we know?do we know?

How many students do our efforts How many students do our efforts reach in meaningful ways and how reach in meaningful ways and how

do we do we know? know? To what degree are our programs and To what degree are our programs and

practices complementary and practices complementary and synergistic? synergistic?

What are we doing that is not What are we doing that is not represented among the DEEP represented among the DEEP practices? Should we continue practices? Should we continue

to do it?to do it? What are we not doing that we What are we not doing that we

should? should?

Page 74: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

Last WordLast Word

Most institutions cannot change the Most institutions cannot change the lineage of their students. Campus lineage of their students. Campus cultures do not change easily or cultures do not change easily or willingly. But we can do far more to willingly. But we can do far more to shape the way students approach shape the way students approach college and what they do after they college and what they do after they arrive. 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,” “get that more students “get ready,” “get in,” and “get through?”in,” and “get through?”

Page 75: George D. Kuh U of Maine System March 20, 2007 Strengthening Institutional Responsibility for Student Success: Lessons from NSSE

ConversationConversation

http://nsse.iub.edu/pdf/Connecting_the_Dots_Report.pdf

http://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf