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May 06, 2023 •50 likes •360 views

What do We Know about Increasing Student Success? Marilee J. Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy Founder and President, Rushing to Yoga Foundation

  1. What do We Know about Increasing Student Success? Marilee J. Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy Founder and President, Rushing to Yoga Foundation San Diego State University 3590 Camino Del Rio North San Diego, California, U.S.A. 619-594-8318 Marilee.Bresciani@mail.sdsu.edu www.rushingtoyoga.org Bresciani, M.J.

  2. Guiding Questions • What do we know about student success from our assessment of it? • With what we know, can we determine what we can do to improve student success? Bresciani, M.J.

  3. Student Success “Knowns” Informed by Research • Social and academic integration into college (Tinto, 1975; Astin, 1993, and lots more) • Match of institutional environment and/or commitment and student characteristics and/or commitment (Tinto, 1987, and lots more) • Students’ beliefs and attitudes (Bean, 1980, ditto) • Expectations of students and institutional members (Kuh, 2003; Rendon, 1994; Solorzano, Cejna, Yosso, 2000; and lots more) Bresciani, M.J.

  4. Student Success “Knowns” Informed by Research, Cont. • Academic, Social and Financial Support (Bowles & Jones, 2003) • Monitoring and feedback on student and institutional members’ performance ( Angelo & Cross, 1993) • Actual student and organizational learning (Barr & Tagg, 1995) • Academic Preparation (Kuh, Kinzie, Buckley, Bridges, &Hayek, 2007) Bresciani, M.J.

  5. Discussion Questions • How much of the aforementioned research is evident in the design of what you do for students who begin their college experience at your institution? – How about for transfer students? • How are you collaborating with each other to implement this research? • How are you evaluating your success? Bresciani, M.J.

  6. What do we know about student success from national assessment? Bresciani, M.J.

  7. * In the first 2 years, 45% of students showed no significant improvement in critical thinking, analytical reasoning, problem solving, and written communication skills * After 4 years, 36% still showed no improvement, but with greater gains for students in Liberal Arts "Academically Adrift: Limited Learning on College Campuses" (2011, University of Chicago Press) Bresciani, M.J.

  8. Learning that Employers Demand of Colleges (AAC&U, 2013) • Critical thinking and analytical reasoning skills – 82% (In 2009, it was 81%) • The ability to analyze and solve complex problems – 81% (In 2009, it was 75%) • The ability to effectively communicate orally and in writing - 80 % (In 2009, it was 89%) • The ability to apply knowledge and skills to real-world settings – 78% (In 2009, it was 79%) Bresciani, M.J.

  9. Learning that Employers Demand of Colleges (AAC&U, 2013) • The ability to locate, organize, and evaluate information from multiple sources – 72% • The ability to innovate and be creative - 71% (In 2009, it was 70%) • Teamwork skills and the ability to collaborate with others in diverse group settings – 67% (In 2009, it was 71%) • The ability to connect choices and actions to ethical decisions – 64% (In 2009, it was 75 %) Bresciani, M.J.

  10. Required Leadership Traits (Center for Creative Leadership, 2011) Leaders need to: • be creative, • navigate complexity and ambiguity, • be agile, • be adaptable, • be boundary spanning, • engage in network thinking, • be self aware, and • be co-creators Bresciani, M.J.

  11. Discussion Questions • How much of the aforementioned assessment results are evident in the design of what you do? – For transfer students? • How are you collaborating with each other to implement necessary improvements? • How are you evaluating your success? Bresciani, M.J.

  12. What else do we need to consider? Bresciani, M.J.

  13. Are we Organized in a Way to Improve Success? • How do you organize yourselves around student success? • How do you ensure the success of transfer students? • What research is evident in the way in which you organize yourself? • How well do you assess the success of your transfer students? Bresciani, M.J.

  14. The Course is in the Driver’s Seat… • Currently, higher education is organized primarily around singular course delivery – calculations for full-time equivalency and its related funding – grade point average calculation – federal financial aid packaging based on course enrollment – faculty workload assignments, construction of degrees Bresciani, M.J.

  15. The Linear Student Learning and Development Experience Performance Indicators Inputs Integrated Exp. Outcomes Outcomes-based Evidence Bresciani, M.J.

  16. The Non-Linear Learning and Development Experience Bresciani, M.J.

  17. Learning is not Linear Meaning Making/in tegrate Life Experience /Co- Content curricular Knowledge from Courses Bresciani, M.J.

  18. So, why would we focus more on modularized segmented learning and reduce funds toward that which promotes students’ meaning making and ability to think critically? Bresciani, M.J.

  19. Known and Unknown “Our explanations must be guided by truth; truth cannot be adjusted to conform to what we want to hear.” – Leonard Mlodinow (2011, p.17) Known ----------------------------------- Unknown “We don’t yet know the most fundamental laws [of nature or the human mind]…So there seems to be an irreducible mystery that science will not eliminate.” – Steven Weinberg (http://www.physlink.com/education/essay_weinberg.cfm) Bresciani, M.J.

  20. What You Focus on Changes the Structure and Function of your Brain (Alvarez & Emory, 2006; Chan, Shum, Toulopoulou, & Chen, 2008; Chiesa, Calati, Serretti, 2011; Goldin & Gross, 2010; Hölzel, Carmody, Vangel, Congleton, Yerramsetti, Gard, & Lazar, 2011; Kozasa, Sato, Lacerda, Barreiros, Radvany, Russel, Sanches, & Mello, 2012; Lutz, Slagter, Dunne, & Davidson, 2008; Todd, Cunningham, Anderson, & Thompson, 2012 ) Bresciani, M.J.

  21. We can Intentionally Change the Structure and Function of your Brain Via Attention, Emotion, and Cognitive Regulation Training Bresciani, M.J.

  22. Integrative Inquiry (Under Review, anticipated publication 2014) Known/Evidence Student learning and development Unknown/ Feel/ Spontaneous Sense Creativity Bresciani, M.J.

  23. Integrative Inquiry (Under Review, anticipated publication 2014) Known/Evidence Via Courses, PLA Unknown/ Feel/Sense Student learning Spontaneous Via and development Creativity Via Facilitated Intentional “Messy” Experiences Opportunities Bresciani, M.J.

  24. Discussion Questions • How much of the aforementioned research is evident in the design of what you do? • How are you collaborating with each other to implement necessary improvements? • How are you evaluating your success? Bresciani, M.J.

  25. Integrative Inquiry Curriculum Learn more at www.integrativeinquiry.org Or www.rushingtoyoga.org Bresciani, M.J.

  26. Questions? Contact Marilee Bresciani, Ph.D. at rushingtoyoga@gmail.com or at mbrescia@mail.sdsu.edu Bresciani, M.J.

  27. References • Bean, J.P. (1980) dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education 12(2 ):155- 187 • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Education Research 65 (Winter) : 89-125. • Tinto, V. (1987). Leaving college: Rethinking the causes and cures for student attrition. 2 nd ed. Chicago: University of Chicago Press. Bresciani, M.J.

  28. References, Cont. • Kuh, G.J., Kinzie, J., Buckley, J.A., Bridges, B.K., &Hayek, J.C. (2007),Piecing together the student success puzzle: Research, propositions, and recommendations • Rendon, L. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19, 13-52. Bresciani, M.J.

  29. References, Cont. • Solorzano, D., Cejna, M., Yosso, T. (2000). Critical race theory, racial microaggressions, and campus climate: The experiences of African American college students. Journal of Negro Education , 69, 60-73. • Kuh , G. (2003). What we’re learning about student engagement from NSSE. Change, 35, 24- 32. • Astin, A. (1993). What matters in college? San Francisco, CA: Jossey-Bass. Bresciani, M.J.

  30. References, Cont. • Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers San Francisco, CA: Jossey-Bass. • Barr, R. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November-December , 13-25 • Bowles, T.J. & Jones, J. (2003). The effect of supplemental instruction on retention: A bivariate probit model. College Student Retention: Research, Theory, and Practice, 5, 431- 439. Bresciani, M.J.

  31. References, Cont. • For details on (Alvarez & Emory, 2006; Chan, Shum, Toulopoulou, & Chen, 2008; Chiesa, Calati, Serretti, 2011; Goldin & Gross, 2010; Hölzel, Carmody, Vangel, Congleton, Yerramsetti, Gard, & Lazar, 2011; Kozasa, Sato, Lacerda, Barreiros, Radvany, Russel, Sanches, & Mello, 2012; Lutz, Slagter, Dunne, & Davidson, 2008; Todd, Cunningham, Anderson, & Thompson, 2012) please refer to the Supporting Research tab at www.rushingtoyoga.org Bresciani, M.J.

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