High Impact Practices - HIPs November 28, 2017 12-2pm POD - 372
Today’s Presenters: Kait Taylor-Asquini Project Manager, CCR & Student Leadership, Ryerson Student Affairs k8taylor@ryerson.ca x.2128 Lisa Endersby Educational Developer, York University Teaching Commons lendersb@yorku.ca
HIGH-IMPACT PRACTICES (HIPs) The National Survey of Student Engagement (NSSE) describes High Impact Practices (HIPs) as “enriching educational experiences that can be life-changing.” 1 1 NSSE - National Survey of Student Engagement. (n.d.). Retrieved March 20, 2017, from http://nsse.indiana.edu/html/high_impact_practices.cfm
Not quite this HIP.
But close.
HIGH IMPACT PRACTICES 1st YEAR SENIOR Learning Community ✔ ✔ Service Learning ✔ ✔ Research with Faculty ✔ ✔ Internship/Field Experience ✔ Study Abroad ✔ Culminating Senior Experience ✔ NSSE - National Survey of Student Engagement. (n.d.). Retrieved March 20, 2017, from http://nsse.indiana.edu/html/high_impact_practices.cfm
ENGAGEMENT INDICATORS 1 THEME ENGAGEMENT INDICATORS Academic Challenge Higher-Order Learning Reflective & Integrative Learning Learning Strategies Learning with Peers Collaborative Learning Discussions with Diverse Others Experiences with Faculty Student-Faculty Interaction Effective Teaching Practices Campus Environment Quality of Interactions Supportive Environment 1 NSSE - National Survey of Student Engagement. (n.d.). Retrieved March 20, 2017, from http://nsse.indiana.edu/html/high_impact_practices.cfm
What are you doing?
LEVEL UP Ryerson University’s Co-Curricular Recognition Program
WHY? “To provide Ryerson students with a way to discover, track, and reflect upon their involvement opportunities. Ryerson students are eager to participate more fully in their university experience but lack an efficient mechanism through which they can easily identify relevant opportunities to do so.” 1 1 Ryerson University’s Co-Curricular Recognition Program: A Proposed Roadmap for Student Engagement, Development, and Achievement
LEVEL UP • Ryerson’s answer to a co-curricular record (CCR) • A four-level, non-linear program encouraging students to make meaning of their experiences on and off campus, inside and outside of the classroom • Rooted in theory and closely tied to HIP’s • Integrated into D2L • Validated through storytelling
The levels
Some data
THE PILOT • Launched in November 2016 • 153 Total Participants • Included: • Student Life student staff • Residence Advisors • SHARP Ambassadors • Lead BLUE members • Any student who registered individually
1st
77% FIRST GENERATION STUDENTS
What students said… can explain the importance of on/off campus involvement in the development 80.6% of the whole student. 77.4% can describe their strengths in relationship to their work with others. 77.4% can describe how to find new involvement opportunities on ConnectRU. 78.6% better understand their learning through experiences they’ve had. can identify five (5) co-curricular experiences that have prepared them for 71.4% their future. 71% would recommend this program to other students.
THE LAUNCH • September 2017 • Includes platforms for specialized interest groups in addition to main campus. • 3666 current participants
866 ACTIVE ePORTFOLIOS
Including: • Campus-Wide (general) • Faculty of Arts (coming soon!) 12 • First Year Science (SCI 180) • CareerBoost On-Campus • Student Life Student Staff • Tri-Mentoring Program ACTIVE • International Student Support • Residence Life Team ORGANIZATIONS • Live-Out Team (Residence) • Glocal Links • SHARP • Ryerson Rams – Ghana 2018
LEVEL UP: Arts
Exploring Student Engagement & Retention: An Initial Analysis of Selected LA&PS NSSE Data
Project Goals since “…[engagement] matters most during the critical first year of college” (Tinto, 2006, p. 4), the National Survey of Student Engagement (NSSE) that York participates in is a logical place to look for evidence or factors affecting student engagement, which impacts retention (About NSSE, 2016; Miller, Sarraf, Dumford & Rocconi, n.d.; NSSE Reliability, 2016; Pike, 2012) • Explore the impact of engagement on retention as defined/demonstrated as part of students’ in class experiences • Explore and analyze NSSE results as an opportunity to capture and define student engagement at York • Offer data-driven support for identified faculty challenges related to student engagement & retention
Defining Our Terms Retention “retention [is] an institutional measure and persistence … [is] a student measure” (Hagedorn, 2005, p. 6) • Retention: Continued enrollment (or degree completion) within the same institution • Persistence: Continued enrollment (or degree completion) at any institution https://nscresearchcenter.org/snapshotreport-persistenceretention18/ Retention at the University • Given institutional data, we define retention with a focus on students remaining in program and/or at institution year to year (emphasis on year 1 to year 2)
Defining Our Terms Engagement • “the amount of physical and psychological energy that the student devotes to the academic experience” (Astin, 1984, p. 297)
Connecting NSSE, Engagement, and Retention • “[engagement] matters most during the critical first year of college” (Tinto, 2006, p. 4) • Pike (2012) studied the validity of the NSSE as a measure of student engagement, finding that “…the NSSE benchmarks appear to be adequate and appropriate measures of student engagement for the purposes of assessment and evaluation…” (p. 165). (excerpt from report) • Positive engagement can be defined by students’ participation in High Impact Practices (HIPs)
NSSE High Impact Practices Learning community or some other formal program where groups of students take two or more classes together Courses that included a community-based project (service-learning) Work with a faculty member on a research project Internship, co-op, field experience, student teaching, or clinical placement Study abroad Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, portfolio, etc)
NSSE Engagement Indicators Theme Engagement Indicators Academic Challenge Higher-Order Thinking Reflective & Integrative Learning Learning Strategies Quantitative Reasoning Learning with Peers Collaborative Learning Discussions with Diverse Others Experiences with Faculty Student-Faculty Interaction Effective Teaching Practices Campus Environment Quality of Interactions Supportive Environment
Include High Impact Engagement Practices Indicators (Involvement) Opportunities Positively Constructs to Define Associated with Engagement Retention What might/does How might/do we engagement look like engage students on on campus? campus? e.g. Learning (in) e.g. Collaborative Community Learning Inform
Initial Findings • First year students (in three identified academic programs) are reporting low levels of participation in High Impact Practices (HIPs) against the reported provincial average (NSSE, 2014) • First year students (in three identified academic programs) are reporting lower scores across NSSE Engagement Indicators (EI) against the reported provincial average (NSSE, 2014)
Connections to Literature • Concurrently, a 2014 university retention study found that ‘leavers’ were more likely to be working for pay and worked considerably more hours per week than ‘stayers’ (Northrup, 2014) • Students who worked for pay during the school year (12 or more hours per week) had lower GPAs than those who worked fewer hours (Popovic & Green, 2012) “Students who work 30 or more hours are juggling two lives: a work life and a student life. Their decision to leave is … a reflection on the difficulties of their dual status as a student and as a worker.” (Northrup, 2014, p. 6)
Connections to Institutional Context • The majority of students today are commuters who could be, for example, full-time students living with their parents or part-time students working full time in a career and/or who have children (Jacoby, 2000) • With such a diverse and conflicting array of demands on students’ time outside the classroom, there is renewed interest in exploring how characteristics of High Impact Practices (often defined by NSSE’s Engagement Indicators) could be translated to the in class experience, where the majority of institution-student contact may now occur
Engagement Indicators for In Class Engagement Strategies How might engagement indicators be translated or integrated into an in class experience?
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