"high-impact" practices: what we know about their impact on underserved students jayne e....
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"High-Impact" Practices: "High-Impact" Practices: What We Know about their What We Know about their Impact on Underserved Impact on Underserved StudentsStudents
Jayne E. BrownellAlma R. Clayton-Pedersen
October 17, 2008
Compass ProjectCompass Project
Literature Review ProjectLiterature Review ProjectWhat are the proven outcomes of 5 “high
impact” activities?◦ Learning communities◦ Service learning◦ Undergraduate research◦ First-year seminars◦ Capstone experiences
Is there a differential impact on underserved student populations?
What is the quality of this research?Where are the gaps?
In today’s presentation…In today’s presentation…
Do these results ring true with your experience?
How might these results inform your own practice on your campus?
What else do you need to know to make this information useful for your use?
Underserved StudentsUnderserved Students
Underrepresented students of color
Low-income students
First-generation students
Underrepresented Students Underrepresented Students of Colorof ColorNow represent about 1 in 3 college
students, compared to 17% in 1976
Students enrolled in postsecondary education immediately after high school:◦ Latino: 46.9%◦ African-American/Black: 52.7%◦ Native American: 46%◦ White students: 68.9% ◦ Asian-American students: 75.2%
Still lag behind in rates of degree attainment
Low-Income studentsLow-Income students
Less rigorous HS curriculum, likely to begin in a community college and to attend part time, and likely to be older, first-generation students
Lowest quartile
Highest quartile
HS Graduate 69% 93%Continued to college 40% 81%Graduated from college 12% 73%
First-Generation StudentsFirst-Generation Students
22% of college students entering from 1992 to 2000 were first-generation
Twice as likely to leave without a degree compared to those whose parents earned a bachelor’s degree
Progress toward the degree at a slower rate, taking fewer classes and more stop outs
Learning CommunitiesLearning Communities
Types of Learning Types of Learning CommunitiesCommunitiesTwo or more linked courses on a common
theme
Linked courses with an extended orientation FYS
Linked courses with an integrative seminar
Residentially based or not (LLC)
Cohorts could travel together class to class, or may be enrolled in larger classes and brought together for an attached seminar
Outcomes studiedOutcomes studiedPositive impact on persistenceMixed or minimal impact on GPAPositive impact on:
◦Transition to college◦Peer and faculty interaction◦Sense of belonging◦Levels of engagement, in and out of the
classroom◦Perception of a supportive campus
climate
Outcomes, continuedOutcomes, continuedLiberal education outcomes:
Critical thinkingIntellectual developmentIntegrative thinkingReading/writing skillsOpen to new perspectives/ ideasEngagement with diversityCivic engagementDevelopment of values and ethics
Outcomes for Underserved Outcomes for Underserved StudentsStudentsHigher grades and persistence
Easier college transition
More faculty and peer interaction
Builds identity as a learner/ helps to find one’s voice
Sense of belonging
Gains in intellectual development
Quality mattersQuality mattersSelection of courses to link
◦Gateway courses◦Addition of seminars
Course design and goals for the classes
Use of instructional teamsUse of engaging pedagogiesClassroom environmentFaculty development
Service-LearningService-Learning
Service-LearningService-LearningA form of experiential education that
connects community based activities with opportunities that are intentionally designed to promote student learning and development (Jacoby 1996).
Academic course or program with service component (not co-curricular volunteerism absent a curricular element).
Outcomes StudiedOutcomes StudiedAcademic Outcomes
◦ Course grades and GPA◦ Persistence ◦ Higher levels of academic engagement◦ Gains in critical thinking, writing skills
Civic Outcomes◦ Civic behavior◦ Social responsibility◦ Social justice orientation◦ Sense of self-efficacy◦ Commitment to service-oriented career
Outcomes, continuedOutcomes, continuedOther Outcomes
◦Gains in moral reasoning◦Greater tolerance/reduced
stereotyping◦Greater interaction with faculty
Outcomes for Underserved Outcomes for Underserved StudentsStudentsIncreased retention rates
Better academic performance (grades)
Positive changes in civic attitudes
Negative experiences/ isolation due to orientation or nature of service-learning experience
Quality MattersQuality MattersOpportunities for structured
reflection
Faculty connects material with service experience
Number of service hours
Quality of service (e.g., contact with clients vs. paperwork)
Supervision at site
Undergraduate ResearchUndergraduate Research
Undergraduate ResearchUndergraduate ResearchInquiry, creative activity, or
scholarship conducted by undergraduates mentored by faculty (typically in major)
Can be collaborative or individual project
Intentional usage with underrepresented students– UROPs and SROPs
Outcomes StudiedOutcomes StudiedPersistenceGraduate school enrollmentImprovement in research skillsIncreased interaction with faculty
and peersGains in problem-solving and
critical thinkingGreater satisfaction with
educational experience
Outcomes for Underserved Outcomes for Underserved StudentsStudentsMostly limited to SROPs/UROPs
Persistence
Graduate school enrollment
Quality MattersQuality of faculty mentoring
First-Year SeminarsFirst-Year Seminars
Types of First-Year Types of First-Year SeminarsSeminarsExtended orientation seminarsAcademic seminars with uniform
content across sectionsAcademic seminars with variable
contentPre-professional or discipline-
linked seminarsBasic student skills seminarsHybrid
Outcomes studiedOutcomes studiedPositive impact on persistence and
graduationMinimal, short-term impact on GPAPositive impact on:
◦Peer and faculty interaction◦Levels of engagement, in and out of the
classroom◦Perception of a supportive campus climate◦Knowledge of campus resources◦Ability to manage one’s time◦Multicultural awareness
Outcomes for Underserved Outcomes for Underserved StudentsStudentsShort-term benefits for grades
and persistence
No studies looked at other outcomes for these populations
Quality MattersQuality MattersSelection of FYS type based on
goals
Number of credits offered
Use of instructional teams
Use of engaging pedagogies
Connections with learning communities, service-learning
Capstone ExperiencesCapstone Experiences
Capstone ExperiencesCapstone ExperiencesTypically in senior yearCan be a course, seminar, project
(overlap with undergraduate research)
Learning Focus: Learning in major (majority of
capstones) or Learning over college career
(general education – less common)
Outcomes StudiedOutcomes StudiedMost “research” involves
description of capstone courses vs. examination of outcomes
Some limited evidence for applying and integrating knowledge in major
No studies identified related to underserved students
Assessment of the Assessment of the researchresearchMostly single institution studies
Tend to look at outcomes over a short span of time
Limited range of outcomes studiedSelection bias, lack of control
groups, reliance on self-report measures
Little information about the impact on underserved students
Recommendations for Future Recommendations for Future ResearchResearchStudy experiences of underserved
students
Expand outcomes research from just grades/persistence to student learning
Work to eliminate selection bias
Utilize comparison groups
Longitudinal approaches
Back to our early Back to our early questionsquestionsDo these results ring true with
your experience?
How might these results inform your own practice on your campus?
What else do you need to know to make this information useful for your use?
One more question…One more question…How are you, or could you, add to
this body of knowledge based on the work you’re doing on your campuses?
We would love your We would love your feedbackfeedbackThe full draft document will be
available for review from AAC&U
Questions for us?Questions for us?