Taking Student Learning Seriously Vincent Tinto Syracuse University

Taking Student Learning SeriouslyTaking Student Learning Seriously

Vincent TintoVincent TintoSyracuse UniversitySyracuse University

““Mobilizing for Student Success: An Institutional Responsibility”Mobilizing for Student Success: An Institutional Responsibility”

Association of Canadian Community CollegesAssociation of Canadian Community Colleges

Vancouver, British ColumbiaVancouver, British Columbia

January 29, 2004January 29, 2004

Taking Student Learning SeriouslyTaking Student Learning Seriously

Moving from Teaching to LearningMoving from Teaching to Learning

Conditions for Student LearningConditions for Student Learning

What do we know about the conditions that promote student learning?


ExpectationsExpectations


ExpectationsExpectations– High expectationsHigh expectations


ExpectationsExpectations– High expectationsHigh expectations– Clear, consistent advisingClear, consistent advising


ExpectationsExpectations SupportSupport



– Academic Support (academic assistance, Academic Support (academic assistance, advising, tutoring, etc.)advising, tutoring, etc.)



– Academic Support (academic assistance, Academic Support (academic assistance, advising, tutoring, etc.)advising, tutoring, etc.)

– Social Support (mentoring, counseling, Social Support (mentoring, counseling, advising, etc.)advising, etc.)


ExpectationsExpectations SupportSupport FeedbackFeedback


ExpectationsExpectations SupportSupport FeedbackFeedback

– Frequent, early, in-classFrequent, early, in-class


ExpectationsExpectations SupportSupport FeedbackFeedback InvolvementInvolvement



– Contact with students, faculty, and staffContact with students, faculty, and staff



– Contact with students, faculty, and staffContact with students, faculty, and staff– Time on taskTime on task

Students will become more involved in Students will become more involved in learning and spend more time learning learning and spend more time learning when they are placed in supportive settings when they are placed in supportive settings that hold high expectations for their learning, that hold high expectations for their learning, provide frequent feedback about their provide frequent feedback about their learning, and require them to learning, and require them to shareshare the the experience of learning with others.experience of learning with others.

Differing strategies to promote Differing strategies to promote student involvement and learningstudent involvement and learning

Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:Some PossibilitiesSome Possibilities

Cooperative learningCooperative learning

Building Involvement / Promoting Learning:Building Involvement / Promoting Learning:

Cooperative learningCooperative learning Problem-based learningProblem-based learning


Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities


Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities Service learningService learning


Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities Service learningService learning Classroom assessmentClassroom assessment


Cooperative learningCooperative learning Problem-based learningProblem-based learning Learning communitiesLearning communities Service learningService learning Classroom assessmentClassroom assessment Supplemental instruction/Study groupsSupplemental instruction/Study groups


Cooperative/Collaborative LearningCooperative/Collaborative Learning

Positive interdependencePositive interdependence Promotive group processingPromotive group processing Interpersonal and group skillsInterpersonal and group skills Individual and group accountabilityIndividual and group accountability

Problem-Based Learning: Shared Problem Problem-Based Learning: Shared Problem Solving within the ClassroomSolving within the Classroom

Learning in groups to solve problem(s)Learning in groups to solve problem(s) Curriculum/pedagogy organized to promote Curriculum/pedagogy organized to promote

problem solving. problem solving.

Learning CommunitiesLearning Communities

Building involvement across the curriculumBuilding involvement across the curriculum


Students enroll in classes togetherStudents enroll in classes together


Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum


Students enroll in classes togetherStudents enroll in classes together Theme or problem which organizes curriculumTheme or problem which organizes curriculum Students asked to build academic as well as Students asked to build academic as well as

social connectionssocial connections



social connectionssocial connections Team designed and sometimes team taughtTeam designed and sometimes team taught



social connectionssocial connections Team designed and sometimes team taughtTeam designed and sometimes team taught Use of cooperative/collaborative and/or Use of cooperative/collaborative and/or

problem-based learningproblem-based learning


Different types of learning communitiesDifferent types of learning communities

Linked CoursesLinked Courses

SociologySociology

Freshman WritingFreshman Writing

Linked CoursesLinked Courses

Mathematics 100

Chemistry

Freshman Interest GroupsFreshman Interest Groups

EnglishEnglish

Political SciencePolitical Science

U.S. HistoryU.S. History

Freshman SeminarFreshman Seminar

Freshman Interest GroupsFreshman Interest Groups

U.S. HistoryU.S. History

Learning to LearnLearning to Learn

EnglishEnglish

Cluster Learning CommunitiesCluster Learning Communities

ESLESL

Learning to LearnLearning to LearnSpeechSpeech

Coordinated Studies ProgramsCoordinated Studies Programs

The Presentation of Race in America

Communications

Writing 100

U.S. HistoryFaculty teamFaculty team

Research FindingsResearch Findings

Understanding the impact of shared learningUnderstanding the impact of shared learning


Developing supportive peer groupsDeveloping supportive peer groups

““In the cluster we knew each other, we were In the cluster we knew each other, we were friends, we discussed everything from all the friends, we discussed everything from all the classes. We knew things very, very well because classes. We knew things very, very well because we discussed it all so much. We had discussions we discussed it all so much. We had discussions about everything…it was like a raft running the about everything…it was like a raft running the rapids of my life.”rapids of my life.”


Developing supportive peer groupsDeveloping supportive peer groups Studying together: Becoming involved Studying together: Becoming involved

in learning in learning

“ “ You know, the more I talk to other peopleYou know, the more I talk to other peopleabout our class stuff, the homework, the tests,about our class stuff, the homework, the tests,the more I’m actually learning ... and the more the more I’m actually learning ... and the more I learn not only about other people, but also I learn not only about other people, but also about the subject because my brain is getting about the subject because my brain is getting more, because I’m getting more involved withmore, because I’m getting more involved withthe other students in the class. I’m getting more the other students in the class. I’m getting more involved with the class even after class.”involved with the class even after class.”



in learning in learning Involvement, learning, and persistenceInvolvement, learning, and persistence

Activity ScoreActivity Score CSPCSP ComparisonComparison

CourseCourse 3.05*3.05* 2.462.46

LibraryLibrary 2.15*2.15* 1.941.94

FacultyFaculty 2.25*2.25* 1.991.99

StudentsStudents 3.12*3.12* 2.852.85

WritingWriting 2.81*2.81* 2.652.65

GainGain 2.68*2.68* 2.462.46

** indicates significant difference between groups at .05 level. indicates significant difference between groups at .05 level.

Perceptions of...Perceptions of... CSP CSP ComparisonComparison

ClassesClasses 6.03*6.03* 5.165.16

Other studentsOther students 5.64*5.64* 5.195.19

FacultyFaculty 6.00*6.00* 5.625.62

AdministratorsAdministrators 4.86*4.86* 4.544.54

Campus climateCampus climate 5.31*5.31* 5.175.17

YourselfYourself 5.80*5.80* 5.015.01

** indicates significant difference between groups at .05 level indicates significant difference between groups at .05 level

LearningLearningOutcomes Community ComparisonOutcomes Community Comparison

Pass Rates . .Pass Rates . . . .

Continuation . .Continuation . .

76.6 55.976.6 55.9

57.3* 41.2*57.3* 41.2*

** estimated from several studies estimated from several studies



in learning in learning Involvement, learning, and persistenceInvolvement, learning, and persistence Learning better togetherLearning better together

“ “ I think more people should be educated I think more people should be educated in this form of education. I mean becausein this form of education. I mean becauseit is good. We learn not only how to interactit is good. We learn not only how to interactwith ourselves, but with other people of with ourselves, but with other people of different races, different sizes, differentdifferent races, different sizes, differentcolors, different everything. I mean it justcolors, different everything. I mean it justmakes it better ... not only do you learn more,makes it better ... not only do you learn more,you learn better.”you learn better.”

Supplemental InstructionSupplemental Instruction

Mini learning communities applied to Mini learning communities applied to

individual coursesindividual courses

Supplemental Instruction (SI)Supplemental Instruction (SI)

A B C D

InstructorInstructor

Tutor A Tutor B Tutor C Tutor D

Freshman English

SupplementalStudy Groups

SI Learning CommunitiesSI Learning Communities

Mathematics 100

Chemistry

Supplemental Instruction Groups

Closing Thought:Closing Thought:

Though it is true that learning is an individual Though it is true that learning is an individual experience, it is also true that individuals experience, it is also true that individuals learn better together. learn better together.

Closing Thought:Closing Thought:

Though it is true that learning is an individual Though it is true that learning is an individual experience, it is also true that individuals experience, it is also true that individuals learn better together. learn better together.

Shared learning should be the norm, not the Shared learning should be the norm, not the exception of the college experience.exception of the college experience.

Resources:Cooperative LearningResources:Cooperative Learning

Barbara Millis & Philip Cottell, Barbara Millis & Philip Cottell, Cooperative Cooperative

Learning for Higher Education FacultyLearning for Higher Education Faculty (Phoenix: (Phoenix:

Oryx Press, 1998)Oryx Press, 1998)

Resources: Problem-Based LearningResources: Problem-Based Learning

University of DelawareUniversity of Delaware Institute for Problem-Based LearningInstitute for Problem-Based Learning

http://www.udel.edu/pbl/http://www.udel.edu/pbl/

Resources: Learning CommunitiesResources: Learning Communities

The Learning Community Commons The Learning Community Commons

The National Learning Communities ProjectThe National Learning Communities Project

Evergreen State CollegeEvergreen State College

http://learningcommons.evergreen.eduhttp://learningcommons.evergreen.edu

DeAnza CollegeDeAnza CollegeLearning Community ProjectLearning Community Project

Edwina Stoll and Sally WoodsEdwina Stoll and Sally Woods (408) 864-5678(408) 864-5678

www.deanza.fhda.edu/depts/interdisp/index.htmlwww.deanza.fhda.edu/depts/interdisp/index.html

The Learning Community ListservThe Learning Community ListservTemple UniversityTemple University

[email protected]@listserv.temple.edu

Dan Tompkins and Jodi LevineDan Tompkins and Jodi Levine

Resources: Service LearningResources: Service Learning

Barbara Jacoby, Service-Learning In Higher Education: Concepts And Practices (San Francisco: Jossey-Bass, 1997)

Service Learning Project American Association for Higher Education www.aahe.org/service/www.aahe.org/service/

Resources: Supplemental InstructionResources: Supplemental Instruction

Center for Supplemental InstructionCenter for Supplemental Instruction

University of Missouri-Kansas CityUniversity of Missouri-Kansas City

www.umkc.edu/centers/cad/siwww.umkc.edu/centers/cad/si

Resources:Classroom AssessmentResources:Classroom Assessment

Thomas Angelo and Patricia Cross, Thomas Angelo and Patricia Cross, Classroom Assessment Techniques: A Classroom Assessment Techniques: A Handbook for College TeachersHandbook for College Teachers, ,

(2nd Edition(2nd Edition, , San Francisco: Jossey-Bass, 1993San Francisco: Jossey-Bass, 1993))

We too have to become connected We too have to become connected learners. Call or write if I can help.learners. Call or write if I can help.

phone: (315) 443-4763phone: (315) 443-4763email: [email protected]: [email protected]

Taking Student Learning Seriously Vincent Tinto Syracuse University

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