Achieving Students Success

Achieving Our Dreams for Student Success: : 

Achieving Our Dreams for Student Success: Building on a Strong Foundation Randy L. Swing, Ph.D. Co-Director & Senior Scholar, Policy Center on the First Year of College Fellow, National Resource Center on The First-Year Experience & Students in Transition Southampton, EnglandJuly 13, 2005

A Strong Foundation : 

A Strong Foundation Dissemination Innovation Dedicated Professionals

Unfinished Business : 

Unfinished Business Churning of Existing Programs Priority – Leadership Limited Number of Students Served Coordination & Integration Faculty Involvement

The good news is that some institutions have already found ways around these challenges. The trail has already been blazed and is ready for others to follow. : 

The good news is that some institutions have already found ways around these challenges. The trail has already been blazed and is ready for others to follow.

Perennial Questions about FYS Course Structures : 

Perennial Questions about FYS Course Structures How many contact hours per week? What content to cover? Who should teach? Graded or pass/fail? Required or elective?

First-Year Initiative Benchmarking Survey : 

First-Year Initiative Benchmarking Survey 72 colleges & universities Over 41, 294 students Over 1,961 course sections FYI is owned by Educational Benchmarking, Inc. http://www.webebi.com

How many contact hours per week is best? : 

How many contact hours per week is best? It all depends... on your goals for the course. Answer. . .

FYI Findings.... : 

FYI Findings.... 1 contact hour courses Orientation to Services 2 contact hour courses Study Strategies Peer Connections Faculty Connections 3 contact hour courses Academic Skills Critical Thinking

Details.... : 

Details.... (OVER ACHIEVING 1-hr courses) Some 1 contact-hour courses had results that were equal to the average for 3-hour courses. (UNDER ACHIEVING 3-hr courses) Some 3 contact-hour courses had results that were as low as the average for 1-hour courses.

Structures did NOT account for most of the variation in outcomes...Something else mattered more. : 

Structures did NOT account for most of the variation in outcomes...Something else mattered more.

Engaging Pedagogy Factor : 

Engaging Pedagogy Factor Degree to which the course included … A variety of teaching methods Meaningful class discussions Challenging assignments Productive use of classroom time Encouragement to speak in class Encouragement for students to work together Meaningful homework

Average “Engaging Pedagogy” Score by Contact Hours : 

Average “Engaging Pedagogy” Score by Contact Hours 1-hr courses 2-hr courses 3-hr courses

Slide 13: 

Some structures improve the chances of high Engaging Pedagogy occurring. But structures do not assure high levels of Engaging Pedagogy.

A Strong Foundation : 

A Strong Foundation Dissemination Innovation Dedicated Professionals Quality

Cooperative Institutional Research ProgramCIRP : 

Cooperative Institutional Research ProgramCIRP Dr. Alexander Astin.... Over 30 years data about new college students Colleges have adjusted programs and services in response to the changing characteristics of new student students. Student characteristics when they enter college.

Learning Outcomes : 

Learning Outcomes Camp One: Direct measures of student knowledge after experiencing college. Camp Two: Measures of student engagement – how they spend their timeIndirect measurement of student learning

Marginalizing the Quality Question : 

Marginalizing the Quality Question Quality of students (at admissions) Quality of Outcomes (at graduation day) Tested knowledge? How engaged in college?

A Strong Foundation : 

A Strong Foundation Dissemination Innovation Dedicated Professionals Quality

Self-fulfilling prophesies : 

Self-fulfilling prophesies Women are not suited for higher education. Higher education is for the elite (vocational education is for the lower class). Minority students lack the capacity to excel in higher education. Faculty will do whatever they wish – you can’t “manage” or “train” faculty. You cannot evaluate the quality of teaching. NOT TRUE! NOT TRUE! NOT TRUE! NOT TRUE! NOT TRUE!

The Third Wave.... : 

The Third Wave.... Establish high aspirations to truly reach for the stars. Seriously evaluate our achievement of these highest aspirations Set a course for action – change based on institutional ownership of the educational process.

Take aways.... : 

Take aways.... We have a strong foundation... innovation dissemination The next challenge is to increase the quality of our efforts by focusing on what institutions do (rather than what students do).

Don’t Ever Give Up! : 

Don’t Ever Give Up! Randy L. Swing, Ph.D. Co-Director and Senior Scholar Policy Center on the First Year of College (828) 966-5312 swing@fyfoundations.org www.fyfoundations.org