What We Know About Student Developing and Assessing High Impact - PDF document

2/21/2010 What We Know About Student Developing and Assessing High Impact Success: Educational Programs to Support First • Student success in college is Year Student Learning and Success no accident. 29 th Annual Conference on The First ‐ Year Experience • Student engagement in intentionally designed February, 14, 2010 educationally purposeful activities is necessary to achieve desirable learning outcomes. hi d i bl l i Jillian Kinzie, Ph.D. Indiana University Center for Postsecondary • Institutions must deploy resources appropriately Research and provide students explicit messages about Frank E. Ross, Ph.D. success ‐ oriented behaviors. Indiana University – Purdue University Indianapolis (IUPUI) • Institutions need information about how well Scott Evenbeck, Ph.D. they’re doing & to use this information to Indiana University – Purdue University Indianapolis (IUPUI) enhance student engagement & success. New Markers for Student Success Sources • Need more comprehensive framework for • National Survey of Student judging student success Engagement (NSSE) – results – How students spend their educational time from first ‐ year students & – How frequently, and with what results, do students seniors at 1,300 institutions engage in educational practices—curricular, co ‐ g g p • Student Success in College curricular, and pedagogical—that provide them opportunities to develop the learning they need (2005) – documents what 20 • Persistence still counts, but a contemporary high ‐ performing institutions do to promote student success framework for student success needs to address both student learning outcomes and the kinds • AAC&U and Kuh’s (2008) High ‐ of practices that foster intended outcomes. Impact Educational Practices Findings from NSSE and High ‐ Impact Practices AAC&U: Some Educational Activities Educational experiences that are Unusually Effective make a significant difference to student persistence, learning student persistence, learning Growing evidence that outcomes, and student success. “high-impact practices” 1. Structural features provide substantial 2. Pedagogical practices for educational benefits to all classrooms students 1

2/21/2010 NSSE Finding: Value of High ‐ High Impact Activities Impact Practices � First First- -Year Seminars and Experiences Year Seminars and Experiences � Common Intellectual Experiences Common Intellectual Experiences � Learning Communities Learning Communities � Writing Writing- -Intensive Courses Intensive Courses � Collaborative Assignments and Projects � Collaborative Assignments and Projects Collaborative Assignments and Projects Collaborative Assignments and Projects � Undergraduate Undergraduate Research Research � Diversity/Global Learning Diversity/Global Learning � Service Learning, Community Service Learning, Community- -Based Based Learning Learning � Internships Internships � Capstone Courses and Projects Capstone Courses and Projects Positive Effects of Highlights: High ‐ Impact Activities High ‐ Impact Practices in the First Year • Related to gains in 3 clusters of learning & • Learning communities . Most personal development outcomes , & in engaging positive structures include: in deep approaches to learning integrated assignments, activities, or discussion • In contrast to surface ‐ level learning, deep ‐ level groups; peer mentors; required out ‐ of ‐ class processing emphasizes acquiring information and processing emphasizes acquiring information and activities. i i i understanding the underlying meaning of • First Year Seminar. Research about what works from information. Students who use deep approaches The National Resource Center for The First ‐ Year earn higher grades and retain, integrate, and Experience and Students in Transition transfer information at higher rates. • Service learning. Most beneficial when connected • Students who have these experiences are also to course; particularly within learning community; more engaged in all practices measured on NSSE most powerful as community ‐ based research. Do All Students Experience High ‐ High Impact Practices Impact Practices? • Nope . High Impact Practices Only Reach A • Structures like learning communities are Fraction of Students great, but are there other “less formal” educational activities that make a Participation Levels: First Year Students: First Year Students: diff difference for first year student success? f fi d ? Learning Communities 17% Service Learning 36% Seniors: Research With Faculty 19% YES! Internship 53% Study Abroad 19% First ‐ generation, racial ‐ ethnic, major differences too 2

2/21/2010 Results: Engagement & Retention Educational Activities that Matter to Success in the First Year NSSE items, Educationally Purposeful Activities : • Asked questions in class or contributed to class discussions • Made a class presentation • Prepared two or more drafts of a paper or assignment • Worked with other students on projects during class • Worked with classmates outside of class on assignments • Tutored or taught other students (paid or voluntary) • Participated in a community based project as part of course • Participated in a community ‐ based project as part of course • Talked about career plans with a faculty member or advisor • Discussed ideas from readings/classes with faculty outside class • Received prompt feedback on your academic performance • Worked harder than you thought 1. Engagement in effective educational • Worked with faculty on activities outside coursework (committees, activities in the first year is essential student life, etc.) • Discussed ideas from readings/classes with others to student persistence & success • Had serious conversations with students of a different race or ethnicity and those who differ from you ‐ religious beliefs, political opinions, or personal values Results: Engagement & Retention Compensatory Effect of Engagement - Student engagement positively related to student grades and to persistence for all students - Engagement has compensatory 1. Engagement in the first year is effect on FY grades & persistence to essential to student persistence & success the second year -- Historically 2. Some students appear to benefit underserved students tend to more than others from the same benefit more from engagement than majority students. educational practices Marked by 6 Conditions 1. Time on Task What is it about � these magical, Activities demand students devote considerable time & effort to purposeful tasks. high-impact � Most require daily decisions that deepen activities that activities that students’ investment in the activity. t d t ’ i t t i th ti it appear to be so 2. Faculty and Peer I nteraction effective with � Nature of activities puts students in students? circumstances that essentially demand interaction with faculty and peers about substantive matters over a period of time. 3

2/21/2010 Marked by 6 Conditions Marked by 6 Conditions 3. I nteraction with Diversity 5. Connections between learning context and real-world settings � Participation increases the likelihood that students will experience diversity through � Opportunities for students to see how what interaction with people who are different from they are learning works in on and off campus y g p themselves. Students are challenged to develop settings. new ways of thinking & responding to novel 6. Occur in context of Coherent, circumstances. Academically Challenging Curriculum 4. Frequent Feedback � I nfused with opportunities for active, � May be faculty, internship supervisors, peers, collaborative learning. Students better others. Close proximity may provide understand themselves in relation to others opportunities for nearly continuous feedback. and the larger world. What to do?? To Ponder… Make it possible for every Make it possible for every student student How might you... to participate in at least two to participate in at least two high high � develop structural HIPs and ensure impact activities impact activities � One in First Year students take part? One in First Year • FY seminars FY seminars � increase first ‐ year students � i fi d • Learning Learning i communities communities engagement in pedagogical HIPs? • Service learning Service learning � One Later in Major � ensure that the 6 conditions that One Later in Major • Study abroad Study abroad mark HIPs are more a part of your • Student- Student -faculty research faculty research • Field placement or internship Field placement or internship first ‐ year experience program? • Capstone project Capstone project High Impact Educational IUPUI Students Programs in Practice: IUPUI Student Profile: � 18,305 full ‐ time students • Indiana University – Purdue University Indianapolis � 11,549 part ‐ time students (IUPUI) � 57.9% female; 42.1% male – Downtown Indianapolis � Students from 50 states; 122 countries; all 92 � Students from 50 states; 122 countries; all 92 – Public comprehensive four year Indiana counties institution � 53% under 25 years of age – Over 185 academic programs � About 59% are first generation – Doctoral/Research Intensive � Around 70% work more than 30 hours a week 4