Holbrook's dissertation presentation
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Transcript of Holbrook's dissertation presentation
Committee Members
Dr. James O’Hanlon, Chair
Dr. James Griesen, Member
Dr. Richard Hoover, Member
Dr. Susan Sheridan, Member
Statement of the Problem Importance of the first year of college (FY)
Flat retention and graduation rates & gaps for
underserved students
FY programs often disjointed & without clear
outcomes
Call for institutions to do more assessment of
own programs to guide improvement and
promote student success
Purpose of the Study To investigate how college sophomores perceived
personal development during the first year of college
against 10 specific competencies
To understand what first year experiences
contributed to reported developmental gains
To differences based on gender, residency, race or
ethnicity and participation in meaningful
involvements
Conceptual Framework
Student Development
Chickering’s Vectors (1969/1993)
Baxter-Magolda’s Theory of Self-Authorship
(LPM)
Research
Involvement & Engagement
Impacts of the First Year
Research Question #1Do sophomore college students report differences in
current level (CL) skill as compared to their entry level (EL) skill as first year college students in
speaking skills
writing skills
problem-solving
decision-making
self-knowledge
self-esteem/confidence
ability to work in a team
understanding of people who
are different
self-responsibility
community involvement?
Research Question #2
Do any significant differences exist in
reported skill level for any
competency area based on
• Gender?
• Residency?
• Race or Ethnicity?
Research Question #3Does student participation in University-
identified meaningful activities have any
effect on reported gains in any of the
competencies?• Do students who report involvement in at least one meaningful activity
report higher overall skill gains across the 10 competencies?
• Do students who report involvement in at least one meaningful activity
report higher skill gains in any of the 10 competency areas?
• Do students who report greater involvement, as measured by their number
of meaningful activities, report higher overall skill gains across the 10
competencies?
• Do students who report greater involvement, as measured by their number
of meaningful activities, report higher gains in any of the 10
competencies?
•
Research Question #4
Do any significant differences exist
in student participation in
University-identified meaningful activities based on
• Gender?
• Residency?
• Race or Ethnicity?
Research Question #5
For competency areas in which
students’ self-reports indicate gains in
skill, what first year experiences do
participants identify as contributing to
these gains?
Methodology
Quan
Concurrent, Nested
Quan Analysis of Findings Qual
Compare/Explain Results
QUAN
Qual
Methodology Data collected simultaneously via Sophomore
Survey – first week of fall 2010
Quantitative Data for RQ #1 to 4
Likert scales to measure EL and CL competencies
Likert scales to measure involvement level
Demographic questions
Created variables from data
Qualitative Data for RQ # 5
10 open-ended responses
Sampling Sample population (N=1077): all FY2009 students
who attained sophomore status for Fall 2010
Representative sample (n=340) created retroactively
from responses
Response rate of approximately 35%
Gender (72.4% female v. 61.6% in population)
Residency (68.8% campus residents v. 68.4% in pop.)
Race or Ethnicity (88.2% white v. 89 in popluation)
Variables Dependent:
10 competencies
Involvement in meaningful activities
Independent:
Gender
Residency in first year
Race or ethnicity
Involvement in meaningful actitivities
Quantitative Methods Descriptive statistics
Paired sample t tests to compare EL & CL scores
(RQ#1)
Repeated measures ANOVA tests to compare
demographic groups and involvement groups (RQ
#2 & 3)
Between group ANOVAs to compare involvement
based on demographic variables
Qualitative MethodsEmergent thematic coding by competency
Trustworthiness established by inter-rating
coding by 2others
Data presented by type of environmental
factor(curricular or co-curricular) &
development changes
Major Quantitative Findings t-tests revealed statistically significant gains for all 10 competencies
at p <0.001
Comp t Sig. (2 tail)
Esteem/Confidence -13.467 0.000
Speaking Skills -13.281 0.000
Self-knowledge -12.768 0.000
Writing Skills -12.441 0.000
Decision-Making -10.875 0.000
Und. Of Difference -10.604 0.000
Problem-Solving -10.478 0.000
Teamwork -9.556 0.000
Comm. Involvement -9.473 0.000
Self- Responsibility -6.800 0.000
Major Quantitative Findings Gender
t-tests revealed no significant gender differences in
gains on any competency
ANOVAs found that men had lower EL and CL community involvement scores than women, F (1,
337) = 8.372, p = .004
No significant difference was found in involvement
level in meaningful activities based on gender
Major Quantitative Findings Residency
t-tests found that campus residents reported significantly higher gains in understanding of difference, F (1,337) = 6.458, p = .011) and in writing skills, (F (1,336) = 4.367, p = .037) than commuters.
ANOVAs found that residents had higher EL and CL community involvement scores than commuters,F(1,337) = 8.023, p = .005
ANOVAs revealed that residents were significantly more involved in meaningful activities than their commuting peers, F (1, 339) = 29.552, p = .000.
Major Quantitative Findings Race or Ethnicity
t-tests found no significant differences in gains on any
competency based on race or ethnicity
ANOVAs revealed that students from racially or
ethnically diverse groups were more involved in
meaningful activities than their white peers, F (1, 339)
= 8.668, p = .003
Major Quantitative Findings Involvement in Meaningful Activities
ANOVAs found no impact of involvement on
competency gains, either overall or individually.
However, between group ANOVAs found students who
were involved in these activities reported higher
overall competency scores, F (1, 338) = 8.978, p =
.003 and higher overall scores on speaking, F(1, 338) =
10.952, p = .001, teamwork, F(1, 336) = 6.063, p = .014, and
community involvement, (F(1,1) = 44.314, p = .000.
Major Qualitative Findings Participants were largely able to identify the
environmental factors contributing to their gains in
individual competencies
Academic factors predominated as contributing to
writing skills and speaking skills with most
common themes of
Core curriculum courses
Frequency of practice
Effective instruction
Individual faculty attention.
Major Qualitative Findings Co-curricular factors predominated as contributing to
decision-making skill, self-knowledge, self-esteem/confidence, understanding of differenceand community involvement with most common themes of
Exp./responsibilities of being new college student
Getting to know others & building peer support network
Living independently
Taking time to reflect on self, interests & goals
Co-curricular involvements
Major Qualitative Findings Factors of both types contributed equally to
problem-solving, ability to work in a team and
self-responsibility with common themes of
Experience of working with others in & out of class
Recognition of need for self-responsibility for
successes and mistakes, in class & interpersonally
Learning from mistakes & building on successes
Major Qualitative Findings Students’ comments demonstrated strong levels of
personal change, including examples of their own
efforts to create those changes, in five competency
areas:
problem-solving
decision-making
self-knowledge *
self/esteem/confidence*
self-responsibility **
* 2 of 3 competencies with highest reported gains
** competency with the lowest reported gains
Conclusions• Students recognize growth to varying degrees
• Areas of greatest growth showed most complex
responses- still working things out
• Core curriculum is effective in supporting personal
development
• Environment played a big role – support, peer
culture & messaging to an extent
• Strong signs in key factors cited by Reason et al
(2007) look at psychosocial development in FY
Conclusions
• Saw evidence that they were asking key questions
Baxter Magolda cites- signs that many were at
crossroads & beginning to see self as author
• Evidence that most had through autonomy and that
some were developing more mature
interrelationships & beginning to develop their identity
Implications for Practice The results have several implications for practice at
the research site:
Current FY program efforts appear to be effective for most students, given that students perceived significant gains in all 10 competency areas, regardless of gender, residency, and race or ethnicity current FY program
However, because men and commuting students report both lower EL & CL scores on some competencies despite achieving significant gains, there is an opportunity for more focused efforts with these student populations to try to close their gaps over the first year.
Implications for Practice Results indicating significantly more involvement by
students of color than by white students provides
evidence to support current practices with this
population and may offer justification for increased
resources as this population grows
The study suggests that these effective practices
may be replicated successfully with other segments
of the population, including commuters and men to
encourage increased engagement.
Implications for Practice The results illustrate that intentional messaging
about the value of diversity are being heard and
taken to heart, but also imply the need for more
programming for commuters given that they reported
significantly lower growth in this competency.
In addition, the findings provide population specific
material for messaging at new student orientation to
both highlight areas of positive growth and those
where improvement might be called for.
Implications for Practice Given the uneven reporting of personal growth,
including personal efforts to affect change, across
the competencies, there are implications that the
institution might be well served by increasing
intentional conversations and partnerships with
students to support and challenge their growing self-
authorship
Recommendations for Study Longitudinal study of multiple FY cohorts is needed
both to verify the findings and validate the
instrument.
Given the lack of effect for involvement in meaningful
engagements warrants further research with the
population to determine if other meaningful
engagements should be studied.
Recommendations for Study Follow-up interviews or focus groups with other
administrations of the survey would allow for
improved understanding of the ways in which
students make connections between gains on the
various competencies. This would
Provide a more holistic view of individual development
Improve assessment of specific elements within the
environment
Enhance understanding of environmental factors
fostering engagement of students of color
Recommendations for Study Replication of the study controlling for other
variables relevant to the population, including hours
worked and time spent on campus by commuters,
might further explain differences for this population.
Replication of the study to ensure statistical
representation by gender may provide further insight
into differences between men and women
Recommendations for Study Comparison of results with NSSE data would
triangulate findings and increase their validity
The survey could be modified and used by other
institutions to examine first year student
development on their campuses. This would
contribute to the knowledge base about first year
student development
Limitations Combining race and ethnicity
Applicable at the research site, but cannot be
generalized
Gender findings may not be fully generalizeable
Only provides information on students who were
retained
Assumption that student self-reports are accurate
Additional testing is needed on the instrument