What Matters to What Matters to Student Success Student Success

George D. KuhGeorge D. Kuh

University of British ColumbiaUniversity of British ColumbiaMay 7, 2009May 7, 2009

JavierJavier

SarahSarah

NicoleNicole

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 and personal development for all students.all students.

OverviewOverview

What students and the world need now

Why engagement matters Lessons from high-

performing institutions Implications

Ponder ThisPonder This

To what extent do UBC students To what extent do UBC students engage in productive learning engage in productive learning activities, inside activities, inside andand outside the outside the classroom? classroom?

How do we get students to take greater advantage of UBC’s resources for learning?

What can UBC do What can UBC do differently -- or differently -- or betterbetter -- to enhance student -- to enhance student learning and success?learning and success?

Student Success in UniversityStudent Success in University

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

Ponder ThisPonder This

To what extent do UBC students engage To what extent do UBC students engage in productive learning activities, inside in productive learning activities, inside andand outside the classroom? outside the classroom?

How do we get students to take greater advantage of UBC’s resources for learning?

What can UBC do What can UBC do differently -- or betterdifferently -- or better -- to enhance student learning and -- to enhance student learning and success?success?

For what shall UBC be known?For what shall UBC be known?

UBC CommitmentsUBC Commitments

The University provides a rich learning experience that develops communication skills, critical thinking and creativity, facilitates social engagement and service, and helps individuals be global citizens.

The University supports innovative and transformative teaching that actively engages students in building their own learning experience.

UBC CommitmentsUBC Commitments

The University promotes connections among faculties and units to create, develop, and share vital initiatives that advance the interests of UBC and its many communities.

The University engages in reflection and action to build cross-cultural aptitudes, create a strong sense of inclusion, and enrich our intellectual and social life.

Association of American Colleges and Universities

Narrow Learning is Not Enough:The Essential Learning Outcomes

Knowledge of Human Cultures and the Physical & Natural World

Intellectual and Practical Skills

Personal and Social Responsibility

““Deep” Integrative LearningDeep” Integrative Learning

Deep, Integrative LearningDeep, Integrative Learning

Attend to the underlying meaning of Attend to the underlying meaning of information as well as contentinformation as well as content

Integrate and synthesize different Integrate and synthesize different ideas, sources of informationideas, sources of information

Discern patterns in evidence or Discern patterns in evidence or phenomenaphenomena

Apply knowledge in different Apply knowledge in different situationssituations

View issues from multiple View issues from multiple perspectivesperspectives

Most Important Skills According to Employers and

Recent Graduates

Teamwork skills

Critical thinking/ reasoning

Oral/written communication

Ability to assemble/organize information

Innovative/thinking creatively

Able to work with numbers/statisticsForeign language

proficiency 3%

9%

20%

21%

30%

33%

44%

RecentGrads*

38%

37%

37%

10%

21%

4%

6%* Skills/abilities recent graduates think are the two most important to employers

Pre-university Characteristics Pre-university Characteristics Associated with Student SuccessAssociated with Student Success

Academic preparationAcademic preparationAbility and college-level skillsAbility and college-level skillsFamily education and supportFamily education and supportFinancial wherewithalFinancial wherewithal

Early University Indicators of Early University Indicators of Persistence and SuccessPersistence and Success

Goal realizationGoal realization Psycho-social fitPsycho-social fit Credit hours completedCredit hours completed Academic and social supportAcademic and social support Involvement in the “right” kinds Involvement in the “right” kinds

of activitiesof activities

What Really Matters in University: 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 the institutions should focus on the ways they can shape their ways they can shape their academic, interpersonal, and academic, interpersonal, and extracurricular offerings to extracurricular offerings to encourage encourage student engagementstudent engagement. .

Pascarella & Terenzini, 2005, p. 602Pascarella & Terenzini, 2005, p. 602

Student Engagement TrifectaStudent Engagement Trifecta

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

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

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

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

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

NSSE Project ScopeNSSE Project Scope

Since 2000:Since 2000:

2,000,000+ students from 1,334 2,000,000+ students from 1,334 different schools different schools

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

50 states, Puerto Rico50 states, Puerto Rico

59 Canadian IHEs59 Canadian IHEs

100+ consortia100+ consortia

NSSE QuestionnaireNSSE Questionnaire

Student Behaviors

Institutional Actions & Requirements

Reactions to College

Student BackgroundInformation

Student Learning &

Development

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

Key findingsKey findings

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

UBC Comparison GroupsUBC Comparison Groups

G-13

Dalhousie University

University of Alberta

University of Calgary

Selected US Peers

University of Texas at Austin

University of Illinois at Urbana-Champaign

University of Minnesota-Twin Cities

University of North Carolina at Chapel Hill

University of VirginiaUniversity of Wisconsin-

Madison

Carnegie Canadian Peers

Concordia University

McGill University

McMaster University

University of Alberta

University of Calgary

University of Toronto

York University

Academic Challenge

What percent of UBC seniors study 10 or fewer 10 or fewer hours per week?

(a) 7% (b) 12% (c) 20% (d) 26% (e) 35%

Student Engagement Quiz

e.e. 35% 35% (34% 1st years)

What percent of UBC seniors frequentlyfrequently (often or very often) come to class unprepared?

(a) 9% (b) 17% (c) 29% (d) 40% (e) none of the above

Student Engagement Quiz

d.d. 40% 40% (37% 1st years)

Come to class without completing readings or assignmentsSeniors

Active and Collaborative Learning

What percent of UBC 1st years nevernever did a service learning project?

(a) 12% (b) 29% (c) 42% (d) 59% (e) 71%

Student Engagement Quiz

e.e. 71% 71% (70% seniors)

Participated in a community-based project (e.g. service learning) as part of a regular course

First-Year Students

Asked questions in class or contributed to class discussionsFirst-Year Students

Student-Faculty Interaction

What percent of UBC first years nevernever discussed ideas from readings or classes with a faculty member outside of class?

(a) 14% (b) 28% (c) 39% (d) 47% (e) none of the above

Student Engagement Quiz

d.d. 47% 47% ((39% seniors)

Received prompt feedback from faculty on your academic performanceFirst-Year Students

Enriching Educational Experiences

Supportive Campus Environment

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

Academic Challenge: Fourth-Years 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

Student-Faculty Interaction: First-Year Students at Liberal Arts Institutions

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12

Liberal Arts Institutions

Percentile 10

Percentile 50

Percentile 90

Worth PonderingWorth Pondering

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

It’s more complicated than this…It’s more complicated than this…

Many of the effects of college are “conditional”

Some are compensatory

NSSE: NSSE: Who’s more engaged?Who’s more engaged?

WomenWomen Full-time studentsFull-time students Students who live on campusStudents who live on campus Students with diversity Students with diversity

experiencesexperiences Students who start and stay at Students who start and stay at

the same schoolthe same school

What does an What does an educationally effective educationally effective university look like?university look like?

Project DEEPProject DEEP

To discover, To discover, document, and document, and describe what high describe what high performing performing institutions do to institutions do to achieve their achieve their notable level of notable level of effectiveness.effectiveness.

DEEP SchoolsDEEP Schools*

Doctoral ExtensivesDoctoral Extensives

University of KansasUniversity of Kansas

University of MichiganUniversity of Michigan

Doctoral IntensivesDoctoral Intensives

George Mason UniversityGeorge Mason University

Miami University (Ohio)Miami University (Ohio)

University of Texas El PasoUniversity of Texas El Paso

Master’s Granting Master’s Granting

Fayetteville State UniversityFayetteville State University

Gonzaga UniversityGonzaga University

Longwood UniversityLongwood University

Liberal ArtsLiberal Arts

California State, Monterey BayCalifornia State, Monterey Bay

Macalester CollegeMacalester College

Sweet Briar CollegeSweet Briar College

The Evergreen State CollegeThe Evergreen State College

Sewanee: University of the SouthSewanee: University of the South

Ursinus CollegeUrsinus College

Wabash College Wabash College

Wheaton College (MA)Wheaton College (MA)

Wofford CollegeWofford College

Baccalaureate GeneralBaccalaureate General

Alverno College Alverno College

University of Maine at FarmingtonUniversity of Maine at Farmington

Winston-Salem State UniversityWinston-Salem State University

*Higher-than *Higher-than predicted predicted

NSSE scores NSSE scores and and

graduation graduation ratesrates

Research ApproachResearch Approach

Case study method Case study method Team of 24 researchers review Team of 24 researchers review

institutional documents and conduct institutional documents and conduct multiple-day site visitsmultiple-day site visits

Observe individuals, classes, group Observe individuals, classes, group meetings, activities, eventsmeetings, activities, events

• 2,700+ people, 60 classes, 30 2,700+ people, 60 classes, 30 events events

Discover and describe effective Discover and describe effective practices and programs, campus practices and programs, campus cultureculture

Worth NotingWorth Noting

Many roads to an engaging Many roads to an engaging institutioninstitution

No one best modelNo one best model Different combinations of Different combinations of

complementary, interactive, complementary, interactive, synergistic conditionssynergistic conditions

Anything worth doing is Anything worth doing is worth doing well at scaleworth doing well at scale

Six Shared ConditionsSix Shared Conditions

““Living” Mission and “Lived” Living” Mission and “Lived” Educational PhilosophyEducational Philosophy

Unshakeable Focus on Student Unshakeable Focus on Student Learning Learning

Environments Adapted for Environments Adapted for Educational EnrichmentEducational Enrichment

Clearly Marked Pathways to Clearly Marked Pathways to Student SuccessStudent Success

Improvement-Oriented EthosImprovement-Oriented Ethos Shared Responsibility for Shared Responsibility for

Educational Quality Educational Quality

Ponder ThisPonder This

1.1. Which of these areas needs Which of these areas needs attention right now at UBC??attention right now at UBC??

2.2. What might you or others do What might you or others do about it?about it?

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

DEEP LessonsDEEP Lessons

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

1. Lay out the path to student success1. Lay out the path to student success

a.a. Intentionality mattersIntentionality mattersb.b. Engagement early is criticalEngagement early is criticalc.c. Front load resources to smooth Front load resources to smooth

transitions transitions d.d. Teach newcomers about academic Teach newcomers about academic

cultureculture & & expectations expectationsd.d. Focus on underengaged studentsFocus on underengaged studentse.e. If something works, maybe require If something works, maybe require

it?it?

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

Targets of OpportunityTargets of Opportunity

Require advising and orientationRequire advising and orientation Use valid placement testsUse valid placement tests Reduce D/W/F ratesReduce D/W/F rates Deploy early warning systemsDeploy early warning systems Communicate with at-risk student Communicate with at-risk student

family membersfamily members

Fayetteville StateFayetteville StateFaculty members “teach the Faculty members “teach the

students they have, not those they students they have, not those they wish they had”wish they had”

Center for Teaching and Learning Center for Teaching and Learning sponsors development activities on sponsors development activities on diverse learning needsdiverse learning needs

Cal State Monterey BayCal State Monterey Bay““Assets” philosophy acknowledges Assets” philosophy acknowledges

students’ prior knowledgestudents’ prior knowledge

““Meet students where they are”Meet students where they are”

MentoringMentoring

U of Michigan Mentorship Program matches groups of four first-year students with an older student and a faculty or staff member who share similar academic interests. The goal is to provide students with mentoring relationships, networking opportunities, yearlong guidance and support, and in general to help ease the transition to college.

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

Something Else That Something Else That Really MattersReally Matters in University in University

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

Pascarella & Terenzini, 2005, p. Pascarella & Terenzini, 2005, p. 647647

2. Recruit, socialize and 2. Recruit, socialize and reward competent peoplereward competent people

a.a. Recruit faculty and staff Recruit faculty and staff committed to student learning committed to student learning

b.b. Emphasize a relentless focus Emphasize a relentless focus on student success in faculty on student success in faculty and staff orientation and staff orientation

c.c. Reward and support competent Reward and support competent staff to insure high quality staff to insure high quality student support services student support services

““Difference Makers”Difference 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.

““Miss Rita”Miss Rita”

3. Promote and reward collaboration3. Promote and reward collaboration

a.a. Tighten the philosophical and Tighten the philosophical and operational linkages between operational linkages between academic and student affairs academic and student affairs

b.b. Potential collaborations:Potential collaborations:

– Peer tutoring and mentoring Peer tutoring and mentoring

– First year seminarsFirst year seminars

– Learning communitiesLearning communities

4. Put money where it will make a 4. Put money where it will make a difference to student success difference to student success

“…in professional baseball it still matters less how much you have than how well you spend it”

4. Put money where it will make a 4. Put money where it will make a difference to student success difference to student success

a.a. Align resources and reward Align resources and reward system with institutional system with institutional mission, values, and prioritiesmission, values, and priorities

b.b. Sunset redundant and Sunset redundant and ineffective programsineffective programs

c.c. Invest in Invest in “high-impact”“high-impact” activities that contribute to activities that contribute to student successstudent success

www.aacu.org

High Impact ActivitiesHigh Impact Activities

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

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: NSSE Deep/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

Effects of Participating in High-Impact ActivitiesEffects of Participating in High-Impact Activitieson Deep/Integrative Learning and Gainson Deep/Integrative Learning and Gains

Deep

Learning Gains

General Gains

Personal Gains

Practical

First Year

Learning Communities +++ ++ ++ ++ Service Learning +++ ++ +++ ++

Fourth Year

Study Abroad ++ + ++ Student-Faculty Research +++ ++ ++ ++ Internship ++ ++ ++ ++

Service Learning +++ ++ +++ ++ Culminating Experience ++ ++ ++ ++ + p < .001, ++ p < .001 & Unstd B > .10, +++ p < .001 & Unstd B > .30

Effects of Participating in High-Impact ActivitiesEffects of Participating in High-Impact Activitieson Student Engagementon Student Engagement

Level of Academic Challenge

Active and Collab.

Learning

Student-Faculty

Interaction

Supportive Campus

Env.

First Year Learning Communities ++ +++ +++ ++ Service Learning ++ +++ +++ ++

Fourth Year Study Abroad ++ ++ ++ + Student-Faculty Research +++ +++ +++ ++ Internship ++ +++ +++ ++

Service Learning ++ +++ +++ ++ Culminating Experience ++ ++ +++ ++ + p < .001, ++ p < .001 & Unstd B > .10, +++ p < .001 & Unstd B > .30

High Impact Activities High Impact Activities Increase Odds Students Will:Increase Odds 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 Reflect & integrate learningReflect & integrate learning Discover relevance of learning Discover relevance of learning

through real-world applicationsthrough real-world applications

Community service or volunteer work

First-Year Students

Community service or volunteer work

Seniors

Learning community or some other formal programFirst-Year Students

Research project with a faculty member outside of course requirements

Seniors

Study abroad

Seniors

Practicum, internship, field experience, co-op experience, or clinical assignment

Seniors

Culminating senior experience (capstone course, senior project/thesis, comp exam, etc.)

Seniors

High-Impact Practices and the High-Impact Practices and the Disparities Within…Disparities Within…

11stst Years: Service Learning and LCs Years: Service Learning and LCs Parity among racial/ethnic groupsParity among racial/ethnic groups Fewer 1Fewer 1stst gen students gen students Fewer part-time studentsFewer part-time students Fewer transfer studentsFewer transfer students Fewer older studentsFewer older students

High-Impact Practices and the High-Impact Practices and the Disparities Within…Disparities Within…

44thth Years in All HIPs Years in All HIPs Fewer 1Fewer 1stst gen students gen students Fewer students of colorFewer students of color Fewer transfer studentsFewer transfer students Fewer part-time studentsFewer part-time students Fewer older studentsFewer older students

Assessing Student Engagement inAssessing Student Engagement in High-Impact PracticesHigh-Impact Practices

To what extent does your institution provide these experiences? [√ = have on campus; √ = required; estimate the % of various

student populations in these activities]

NSSE and FSSE Data

44thth Years’ Participation in Years’ Participation in High Impact ActivitiesHigh Impact Activities

0%

10%

20%

30%

40%

50%

Somewhat Important Important Very Important

Average Importance Faculty Placed on the Experience

Perc

en

tag

e o

f S

en

iors

Wh

o H

ad

th

e E

xp

eri

en

ce Culminating Experience

Research with a Faculty MemberService Learning

5. Focus on culture sooner than later5. Focus on culture sooner than later

Ultimately, it’s all about the Ultimately, it’s all about the culture…culture…

a.a. Expand the number of cultural Expand the number of cultural practitioners on campuspractitioners on campus

b.b. Identify and address cultural Identify and address cultural properties that impede successproperties that impede success

c.c. Instill an ethic of positive Instill an ethic of positive restlessnessrestlessness

Positive RestlessnessPositive Restlessness

Confident, responsive, but never Confident, responsive, but never quite satisfied… quite satisfied…

““We know who we are and what We know who we are and what we aspire to.”we aspire to.”

Self-correcting orientationSelf-correcting orientationContinually question, “are we Continually question, “are we

performing as well as we can?” performing as well as we can?”

6. Put someone in charge 6. Put someone in charge

When everyone is responsible for When everyone is responsible for something, no one is accountable something, no one is accountable for it…for it…

a.a. Senior leadership is keySenior leadership is keyb.b. Some individual or group (high Some individual or group (high

profile ‘think force’) must profile ‘think force’) must coordinatecoordinate, , monitormonitor and and reportreport the the status of initiativesstatus of initiatives

c.c. Those ‘in charge’ not solely Those ‘in charge’ not solely responsible for bringing about responsible for bringing about changechange

7. Stay the course7. Stay the course

The good-to-great-transformations never happened in one fell swoop. There was no single defining action, no grand program, no one killer innovation, no solitary lucky break, no miracle moment. Sustainable transformations follow a predictable pattern of buildup and breakthrough…

(Collins, 2001, p. 186)

7. Stay the course7. Stay the course

Academic leadershipAcademic leadership

IntentionalityIntentionality

Scale up effective practicesScale up effective practices

If it works, consider requiring itIf it works, consider requiring it

Beware the implementation dipBeware the implementation dip

JavierJavier

SarahSarah

NicoleNicole

Classroom Engaging Pedagogies Classroom Engaging Pedagogies

1.1. One minute papers (variations)One minute papers (variations)2.2. Case studiesCase studies3.3. DebatesDebates4.4. Small group problem sets…Small group problem sets…5.5. OthersOthers

If We Could Do Four Things…If We Could Do Four Things…

3.3. Make it possible for Make it possible for every studentevery student to do at least one “high-impact” to do at least one “high-impact” experience in the first year and experience in the first year and another later linked to the major  another later linked to the major 

If We Could Do Four Things…If We Could Do Four Things…

4.4. Ensure programs are of high Ensure programs are of high quality. quality.

What is your evidence for effectiveness?

Last WordLast Word

We must embrace the lineage of We must embrace the lineage of our students. our students.

Campus cultures do not change Campus cultures do not change easily or willingly. easily or willingly.

To foster more student success To foster more student success we must use promising policies we must use promising policies and practices more consistently and practices more consistently throughout the institution.throughout the institution.

Do we have the Do we have the willwill to do so? to do so?

to consider & discussTo what extent are students’ academic performance and out-of-

class lives consistent with the institution’s expectations?

In what ways do students’ out-of-class lives facilitate and inhibit their learning and success?

What’s working well to foster student engagement at UBC? What needs to improve? How could you influence this change?

What structures and processes are in place to identify students who are less engaged in educationally-purposeful activities than they should be to succeed?

Photo by: stephenccwu. Used under Creative Commons license.

Questions Questions & &

DiscussionDiscussion