Student Engagement & SEM: A Shared Vision for Institutional Effectiveness
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AACRAO SEM Conference Nashville AACRAO SEM Conference Nashville 2010 2010 ©Smith/Moore Student Engagement & SEM: A Shared Vision for Institutional Effectiveness 1 Clayton Smith, University of Windsor Alicia Moore, Central Oregon Community College
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Student Engagement & SEM: A Shared Vision for Institutional Effectiveness. Clayton Smith, University of Windsor Alicia Moore, Central Oregon Community College. Topics. Welcome & Introductions History & Context Key Research Findings Understanding Institutional Culture & Readiness - PowerPoint PPT Presentation
Transcript of Student Engagement & SEM: A Shared Vision for Institutional Effectiveness
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©Smith/Moore
Student Engagement & SEM: A Shared Vision for Institutional
Effectiveness
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Clayton Smith, University of WindsorAlicia Moore, Central Oregon Community College
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Topics
Welcome & Introductions
History & Context
Key Research Findings
Understanding Institutional Culture & Readiness
Connecting Back to SEM
Best Practices
Discussion, Resources & Wrap-Up
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Welcome &Introductions
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Student Engagement:Setting the Stage
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Institutional Reputation
At first focused on inputs:• Student characteristics (prior academic performance
mostly); the more selective, the better
• Institutional resources (quality of faculty, campus infrastructure, books in the library)
This formed the basis for rankings (e.g., US News & World Report, Maclean’s)
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Predicting College Success
It isn’t what you think:• Test scores
• High school grades
• First term performance
It is completion of Algebra II in high school
But it is not used in the admission decision process at many institutions, including open-door community colleges
- U. S. DOE, 1999
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But . . .
The nature and quality of first year students’ experiences in the classroom, with faculty, and with peers are better predictors of desired educational outcomes associated with college attendance than precollege characteristics.
-Gerken & Volkwien, 2000
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The Rest of the Story
What happens during the student’s campus experience is as, or more, critical than student inputs
Institutions began to survey students on their satisfaction with programs & services (e.g., Noel Levitz’s SSI, CUSC) & external bodies followed (state/provincial governments, Maclean’s, Globe & Mail)
Now some of these measures are considered accountability measures (e.g., NSSE, CSSE)
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Student Engagement: Key Concepts
Students’ sustained involvement in learning activities
Early studies focused on time-on-task behaviors, on students’ willingness to participate in routine activities, such as attending classes, submitting required work and following teachers’ directions in class
But student engagement can also be inferred from more subtle cognitive, behavioral and affective indicators
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Student Engagement:Key Concepts
Evidence from decades of studies indicates that:
• The level of challenge and students’ time on task are positively related to persistence
• The degree to which students are engaged in their studies impacts directly on the quality of their learning and their overall educational experience
• The more opportunities a student has to build a connection to campus, the better their chances of success
• The characteristics of student engagement can serve as proxies for quality
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3 Key Student Success Processes
Active involvement: Time & energy invested in learning experience inside and outside classroom (Astin, Tinto, Pace)
Social integration: Interaction, collaboration & interpersonal relationships between students & peers, faculty, staff & administrators (Tinto)
Personal reflection: Think deeply on learning experiences (Entwistle & Ramsden, Flavell, Svinicki, Vygotsky)
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A Comparative Look: Student Engagement in the US & Canada
Differ in term of the frequency with which they engage in active and collaborative learning and student-faculty interaction. Why?
• The Canadian classroom experience involves less active participation by students and less individual contact with faculty members
• The large size of most Canadian universities and higher student-faculty ratios makes collaborative learning experiences and faculty contact more challenging
- Kandiko, 2009
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A Comparative Look, continued
Students in Canada participate less in three of the best practices in undergraduate education: active learning, peer collaboration, and student-faculty interaction. Three possible explanations:
1. As faculty spend more time doing research, there is less time available for students
2. Full-time non-tenure and part-time faculty are often overloaded with classes and unable to devote time and effort towards fully engaging students
3. Increasing student-faculty ratios leave fewer faculty assigned to larger cohorts of students.
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A Comparative Look, continued
Student engagement in Canada and the U.S. was found to differ by academic major.
• Students in professional fields, such as finance, management and pre-law had similar responses in both countries. The narrowest gaps occurred in the business and professional fields.
• In contrast, there was a marked difference between Canadian and U.S. students in arts and humanities, life sciences and social sciences. Canadian students in those majors reported considerably less engagement overall compared to their U.S. peers.
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Student Engagement:New Perspectives
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Vital Engagement
Builds on the new discipline of positive psychology
Rather than focusing on student deficiencies, teach and support to student strengths
Strength Quest instrument, Gallup Organization’s Higher Education Division
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Vital Engagement
Students find meaning and purpose and a sense of satisfaction in life after they discover their signature strengths and after they gain experience in playing to these strengths.
-Larry Braskamp (2006)-Larry Braskamp (2006)
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Vital Engagement Principles
1. Measurement of student characteristics includes strengths.
2. Educators personalize the learning experience by practicing individualization whereby they think about and act upon the strengths of each student.
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Vital Engagement Principles
3. Networking with personal supporters of strengths development affirms the best in people and provides praise and recognition for strengths-based successes.
4. Deliberate application of strengths within and outside of the classroom fosters development and integration of new behaviors associated with positive outcomes.
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Vital Engagement Principles
5. Intentional development of strengths requires that educators and students actively seek out novel experiences and previously unexplored venues for focused practice of their strengths through strategic course selection, use of campus resources, involvement in extracurricular activities, internships, mentoring relationships, or other targeted growth opportunities.
-Lopez & Louis (2009)
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Student Engagement:Key Research Findings
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Key Research Findings
How an institution deploys its resources and organizes the curriculum, other learning opportunities and support services leads to positive experiences and desired outcomes such as persistence, satisfaction, learning and graduation (Kuh, 2001; Pascarella/Terenzini, 2005)
Retention is achieved through the development of supportive social and education communities in which all students are integrated (Tinto, 1987)
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Key Research Findings
Students learn more when the are involved in both the academic and social aspects of the collegiate experience. An involved student is one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty (Astin, 1993).
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Key Research Findings
Student engagement varies more within any given school or institutional type than between schools or institutional types (Pascarella/Terenzini, 2005)
• Though smaller schools generally engage students more effectively, colleges and universities of similar size can vary widely (NSSE, 2005)
• Student engagement is unrelated to selectivity (Kuh/Pascarella, 2004; NSSE, 2003)
• Some non-residential schools & community colleges have exemplary student engagement practices
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Key Research Findings
Some students – such as first generation students, males, transfer students and those who live off-campus – are generally less engaged than others
Some single mission schools confer engagement advantages to their students (Kinzie et al, 2007)
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Key Research Findings
CCSSE
Relationships matter
Disconnect between students’ aspirations and actions
Students don’t know what they don’t know
Finances are of primary concern
More than half expect to work 20+ hours per week
Students report more stress over taking tests than other study skills
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Aspirations:
Percent of entering students who strongly agree or agree that they have the motivation to do what it takes to succeed in college:90%
Percent of entering students who strongly agree that they are academically prepared to succeed in college:84%
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Key Research Findings
NSSE
• Academic Challenge• Active & Collaborative Learning• Student-Faculty Interaction• Supportive Campus Environment• Enriching Educational Experiences
Similar “best practices” outlined by Gardiner et al., Astin, Chickering/Gamson, Tinto and countless others
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Student Engagement:Understanding Institutional
Culture & Readiness
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Critical Aspects of Student Engagement
Include & engage faculty
Move away from an “a la carte” approach to meeting student needs
Be part of an intentional institution-wide strategy
Assess – and scrutinize – effectiveness
Scalable
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Shared Vision
Involve faculty, student affairs educators, institutional researchers, SEM practitioners . . . and anyone on campus who will listen!
IR as the lead for making sense of data
Participate where ever possible:• All campus, division-specific or faculty-only retreats• Keynote speakers• State- or province-wide consortiums and work teams
Honor institutional culture
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Learn More About Students
Gain a broad perspective on the student population
Monitor engagement of specific groups of students
• Entire subpopulations of students may be retention risks (transfer students, athletes, Aboriginal students)
Learn about needs of individual students
Who is vulnerable to departure?• Who is not making transition to PSE well?
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Use Multiple Data Sources
Confirm findings are consistent across multiple surveys & assessment methods
Link results from NSSE, CESSE, CUSC to other student data such as GPA, residential status, etc.
• Helps determine if engagement varies across groups
• Helps identify gaps—or potentially inter-institutional best practices-- in student support structures
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Using NSSE (& Other) Data
NSSE, CSSE, CUSC, SENSE & others to plan & improve students’ experiences
Some examples include:• Collaborate & communicate results• Use multiple sources for triangulation• Use data to learn more about students• Use data for assessment• Enhance the first-year experience• Link results from engagement and satisfaction
surveys to student data (e.g., GPA, residency, credits completed, program, student groups)
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10 Working Principles
1. Create & maintain a stimulating intellectual environment
2. Value academic work and high standards
3. Monitor & respond to demographic subgroup differences and their impact on engagement
4. Ensure expectations are explicit and responsive
5. Foster social connections
- Krause, 2005 34
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10 Working Principles
6. Acknowledge the challenges
7. Provide targeted self-management strategies
8. Use assessment to shape the student experience and encourage engagement
9. Manage online learning experiences with care
10. Recognize the complex nature of engagement in your policy and practice
- Krause, 2005 35
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In the End . . .
Breathe.
Keep it simple.
Find something that clicks, and rally around it.
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Student Engagement:Key Research Findings
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Connecting It Back to SEM
What is the SEM practitioner’s role in student engagement activities?
Can NSSE, CSSE & other surveys be used to set SEM goals?
Where & how should one begin?
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SEM & Student Engagement Goals
Students who are:
Better connected
Increasingly involved on campus
Deeply invested in learning & growth
…are more likely to persist & graduate.
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Important Note
The relationship between student engagement & student persistence is not linear
Increased level of academic engagement, when not connected with high levels of social engagement, is negatively related to student persistence
High level social engagement in social activities is positively connected to student persistence
- Hu, 2010
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SEM Transition Model
Denial
Nominal
Structural
Tactical
Strategic
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A Few Student Engagement Stand-Outs
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University of Nevada – Las VegasCollege of Urban Affairs: Learning
Communities Project
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Overview
Purpose:• Create connections with peers• Increase course satisfaction• Increase interaction with faculty and students• Increase understanding of connection between disciplines• Increase awareness of college resources• Assistance in building a complete resume• Improve ability to graduate within five years• Increase satisfaction with collegiate experience
http://urbanaffairs.unlv.edu/advising/learning
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Program
Seven focus areas, depending on student interests:
Shared advising and instructors
Service-Learning requirement
End of the semester celebration
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Everett Community College: Writing on the Rocks
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Overview
Purpose:• Increase course satisfaction
• Increase student success in target courses
• Build student connection to one another and to the campus
• Increase interaction amongst faculty
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Overview
Description:Join a fun and supportive community of learners to study Mother
Earth from a variety of perspectives; perform hands-on lab experiments; observe the awesome power of Mt. St. Helens, personally, in the field; and connect those activities through writing projects. This course combines the study of the dynamic processes of the Earth (plate tectonics, earthquakes, volcanoes and geologic time) with the study of the dynamic process of writing effective essays. Enhance your knowledge of the Earth by exploring it through a variety of essay formats. And hone your writing skills by focusing on an in-depth study of our planet.
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The University of Windsor’s Outstanding Scholars Program
http://www.uwindsor.ca/outstandingscholars/
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Overview
Purpose:• To increase high achieving student enrollment in
selected low enrollment programs
• To enhance quality of teaching assistants
An annual base renewable scholarship
A paid (200 hours per year) academic appointment in their home department
Strong relationships with faculty members
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Overview
HS GPA 4-Yr Scholarship
3-Yrs of Academic Appointments
Total
80-84.9 $4,000 $6,000 $10,000
85-89.9 $6,000 $6,000 $12,000
90-94.9 $8,000 $6,000 $14,000
95+ $10,000 $6,000 $16,000
…and most other awards can be held concurrentlywith an Outstanding Scholars award!
The Outstanding Scholars Award
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Overview
Renew Eligibility Requirements
• Achieve a minimum 10.0 cumulative and 10.5 major (out of 13) GPA
• Attend monthly meetings with the program coordinator during the first year
• Complete a 2-day pre-academic appointment training program at the beginning of the 2nd year
• Hold an academic appointment during years 2-4
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Portland Community College: Accelerated Math
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Overview
Purpose• Accelerate a students progress through developmental-
level math courses
• Decrease student tuition costs
• Increase student sense of accomplishment
Responding to state initiatives
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Program
Math Skill Building Course• Five-day, 15-hour program with varying dates and times• Non-credit• Pre- and post-testing for placement• Targeted towards students who tested into MTH 60 (Algebra I)• Saves spaces in more advanced math classes for those
completing this program• Offered just prior to the term beginning
Initial cohort: 56% increased math placement levels
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Lethbridge College: First Nations,Métis and Inuit Transition Program
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http://www.lethbridgecollege.ab.ca/index.php?option=com_content&task=view&id=1049&Itemid=907
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Program
Provides 12 students with a $12,000 scholarship to aid with finances
Provides 3 steps to aid in transition• Course on introduction to college life (August)
• Additional course in 1st term on skills and attitudes needed for college success
• Class on leadership skills (January)
Spiritual support from elders; help from mentors and advisors
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Comprehensive Plan for Faculty Development at Bethune-Cookman
University Faculty-driven faculty development program
Emphasizes communities of practice
The synergy created by drawing colleagues from the eight schools, institutional research and planning, the Faculty Development Center, and student affairs
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Central Oregon Community College: Math Course Redesign
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Overview
Purpose• Increase student success in and progress though
developmental math courses
• Increase student sense of accomplishment
• Decrease cost of instruction
Responding to internal SEM goals and state initiatives
http://www.thencat.org/index.html
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Program
Math Skill Building Course• Meet once per week in lecture format• Two hours per week required in a drop-in lab• Lab is open Monday – Thursday, 8 am – 8 pm; Fridays, 8 am
– 3 pm; Sundays, 12 pm – 8 pm• Staffed by two “lab assistants”
Future Directions• Allow students to move at self-pace and up to two courses per
term
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Program
Results• Failure rate decreases by up to 20%• Retention rate increases by up to 30%• Instructional costs reduced by 20 - 77%
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Ontario: Foundations for Success Project
Offers case-managed support services & financial incentives to students at 3 Ontario colleges (Seneca, Mohawk & Confederation)
• Assesses students after admission but before begin, identifying those that would benefit from academic tutoring, peer mentorship & career counselling
• Highest impact when matched with (small) financial bursary
• Has led to 6.4% increase in student retention
• Project specifically benefited low-income students, ESL students, students entering with low (under 65%) high school grades, & women
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And Some Other Strategies…
Aboriginal/Native American student access/retention
Academic civility
Academic programs/courses – specialized
Academic support – writing
Access – special populations
Bridging programs
Building connections between curricular and extracurricular experiences
Career development
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And Some Other Strategies…
Coaching (case managed access to student services, coaching first-year students on probation)
Co-curricular record
Community outreach
Cross-departmental collaboration
Cultural sensitivity
Emotional Intelligence interventions
Faculty development
Financial aid
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And Some Other Strategies…
Graduate student teaching development workshops
Integration of enrolment management & student services
Learning & information commons
Peer mentor programs
Planning (staff/faculty retreats and symposia)
Recognition for staff & faculty
Residence (academic, bridging and transition programs)
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And Some Other Strategies…
Service learning
Supplemental instruction
Teaching (clickers, critical thinking, early feedback, hybrid courses, idea incubator, technology in large classes)
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Case Studies
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Case Study Questions
What would you do to increase institutional capacity for student engagement?
What SEM practices might help this institution reach its student engagement goals?
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Wrap-Up
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Resources
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Resources
National Survey on Student Engagement National Survey on Student Engagement Website: Website: http://nsse.iub.edu/html/reports.cfm
National Resource Center for the First-Year National Resource Center for the First-Year Experience and Students in Transition Web Experience and Students in Transition Web site: site: http://www.sc.edu/fye/
Community College Survey on Student Community College Survey on Student Engagement: http://www.ccsse.org/index.cfm Engagement: http://www.ccsse.org/index.cfm
Canadian SEM Website: Canadian SEM Website: www.uwindsor.ca/sem• Student Engagement BibliographyStudent Engagement Bibliography• Student Engagement Programs in CanadaStudent Engagement Programs in Canada
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Contact Us
Clayton [email protected]
519.253.3000
Alicia [email protected]
541.383.7244
