PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration … · 2013. 5. 21. · PSY...
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 1
©2010 KEAW
John F Kremer – Psychology Kate A Thedwall – Gateway
Kenneth EA Wendeln – Business
Promoting First-Year Student Success
Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience 2
Today’s Agenda 1. Introduction
IUPUI and ‘Gateway’ First-Year Initiatives
2. Measuring Progress Retention and ‘DFW’ Trends
3. Explaining & Motivating Students B104 Introductory Psychology
4. Collaboration at IUPUI ‘Gateway’ Success Stories
5. Questions
23rd International Conference on the First-Year Experience
23rd International Conference on the First-Year Experience 3
Forbes: Best Colleges in the Midwest
http://www.forbes.com/2009/11/18/best-colleges-midwest-thought-leaders-public-2009_slide_9.html
23rd International Conference on the First-Year Experience 4
‘Gateway’ First-Year Initiatives
10 Year Retention Initiative
55 ‘Gateway’ Gen-Ed Courses
22,600 Fall Semester Grades
450 Instructors
55 Course Coordinators
Director and Advisory Board
Current Focus: Early Identification
and Active Intervention
40%
45%
50%
55%
60%
65%
70%
75%
80%
F96 F97 F98 F99 F00 F01 F02 F03 F04 F05 F06 F07 F08 F09
All Entering FTFT (F-T Beginners) Transfers P-T Beginners
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15pp Improvement (+27%) In Fall-to-Fall Retention
IUPUI Entering Students Fall-to-Fall Retention Trends
Source: KEAW Analysis of IU Retention Reports
-90%
-80%
-70%
-60%
-50%
-40%
-30%
-20%
-10%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
F96 F97 F98 F99 F00 F01 F02 F03 F04 F05 F06 F07 F08 F09
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Fall-to-Fall Retention for Full-Time Beginners Only
IUPUI FTFT Students Retention vs DFW Grades
Source: KEAW Analysis of IUPUI DFW Reports
DFW Grades for Fall Gateway Courses
FTFT Retention
FTFT DFW Grades
Cohort
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 2
-95%
-85%
-75%
-65%
-55%
-45%
-35%
-25%
-15%
-5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
F96 F97 F98 F99 F00 F01 F02 F03 F04 F05 F06 F07 F08 F09
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Fall-to-Fall Retention for All Students Entering in Fall
IUPUI All Entering Students Retention vs DFW Grades
Source: KEAW Analysis of IUPUI DFW Reports
DFW Grades for Fall Gateway Courses
Retention All Entering
Students
All Gateway DFW Grades
0%
0% 5% 10% 15% 20% 25% 30% 35%
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Fall 07
27.2% #22637
Fall 06
Fall 05
Fall 04
Fall 03
Fall 02
Semester
31.5% #23041
32.1% #23345
31.5% #24124
31.1% #24091
29.7% #24089
Gateway Courses DFW Trends - All Students
Source: KEAW Analysis of IUPUI DFW Reports
All Gateway DFW% Total # of Grades
Fall 08
29.2% #22376
23.6% #22099 Fall 09
9
0 5
10 15 20 25 30 35 40 45 50
MATH #4370
PSY #1831
CHEM #1246
BIOL #1077
Gateway #23225
BUS #1869
SOC #881 ENG #2552
HIST #1649
PHIL #620
COMM #1503
ANTH #567
LEARN COMM #2378
Fall 09 Fall 08 Fall 07 Fall 06 Fall 05 Fall 04 Fall 03 Fall 02
Gateway Courses DFW Trend by Department
# Grades Fall 02-09
Ranked by Average DFW%
Source: KEAW Analysis of IUPUI DFW Reports
23rd International Conference on the First-Year Experience
Σ
23rd International Conference on the First-Year Experience 10
0 5
10 15 20 25 30 35 40 45
MATH #4112
BIOL #1097
Gateway# 22099
PSY #1803
CHEM #1456
ENG #2400
HIST #1461 BUS #1625
COMM #1444
SOC #778
PHIL #509
LEARN COMM #2544
ANTH #504
Fall 09 All
Fall 09 FTFT
Fall 09 Other
Gateway Courses Fall 2009 DFW by Student Type
DFW% by Type
Σ
# Grades Fall 09 by Dept
Source: KEAW Analysis of IUPUI DFW Reports
Psychology B104 DFW Trends
Semester Fall
2002 Fall
2003 Fall
2004 Fall
2005 Fall
2006 Fall
2007 Fall
2008 Fall
2009
# Grades 1516 1692 1559 1463 1365 1222 1377 1434
DFW % 26.8 31.6 35.9 32.7 45.9 34.3 32.0 22.9
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Can We ….. These Students?
…..Describe
…..Explain
…..Predict
…..Change
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Example: B104: Introductory Psychology
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 3
Possible Reasons for DFW Grades
Prior to IUPUI o High School GPA and SAT/ACT
Personal Preparation, Attitudes and Perceptions o Test Preparation Skills o Perseverance in Studying o Interest in Doing Homework o Expect Success in Study Efforts
Current Academic Behavior o Number of Hours This Semester o Homework Completion
Current Non-Academic Behavior o Hours Working o Life Stress
13 23rd International Conference on the First-Year Experience 14
% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders ? No No No
Non-compliers ? Yes No No
Low Performers
? Yes Yes No
Drop Outs ? Yes Yes Yes
What Group has the Lowest Percentage of DFW Students?
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% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders No No No
Non-compliers Yes No No
Low Performers
Yes Yes No
Drop Outs 10% Yes Yes Yes
What Group has the Lowest Percentage of DFW Students?
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Explaining Dropouts (10%)
Are Dropouts related to HS GPA or SAT/ACT?
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Explaining Dropouts (10%)
NOT related to HS GPA or SAT/ACT
No quantitative data explained these students. Qualitative interviews suggested the following
Severe Stress
Working 40 hrs/wk
Taking 6-15 hours
Plus: One course takes 2-3 hrs/day; &/or
Plus: Major life event
Cannot Predict Dropouts 17 23rd International Conference on the First-Year Experience
Examples Dropouts (10%)
Person A Working 40 hrs/wk
Another Course: 2 hrs/day
Husband sent to jail
Can’t afford internet connection
Nothing related to the course
Person B Working 42 hrs/wk
Brother committed suicide
Sleeps 10-12 hrs/day: Migraine pain
Nothing related to the course
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 4
Support for Stressed Students
Create Flexible Course Structure C: Tests available 10 hrs/day, 7 days/wk during 3-
week period
C: Count highest of 3 test scores
C: If miss a class, may substitute any of 30 other sections: JagTag
Actively Reach Out M: Contact & Understand
U: Advising?
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C: Course Design
M: Course Mentoring
U: University Support & Policies
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% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders ? No No No
Non-compliers ? Yes No No
Low Performers
? Yes Yes No
Drop Outs 10% Yes Yes Yes
What Group has the Highest Percentage of DFW Students?
23rd International Conference on the First-Year Experience
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% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders No No No
Non-compliers 40% Yes No No
Low Performers
Yes Yes No
Drop Outs 10% Yes Yes Yes
Describing Non-compliers
23rd International Conference on the First-Year Experience
Explaining Non-compliers (40%)
Are non-compliers related to HS GPA OR SAT/ACT?
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Explaining Non-compliers (40%)
NOT related to HS GPA OR SAT/ACT
Motivational factors explained ONLY 21% of homework completion
Hours working
Perseverance in Studying
Perception of Quality of Homework
Implies many factors differing remarkably across students
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Explaining Non-compliers (40%)
Key Factor:
Homework in High School o HS = 4 hrs/wk for ALL courses
o Two separate surveys of 400 students each
o Survey of 15 high school, social studies teachers
o B104 & all SOS courses = 4 hrs/wk for each
o 15 hour load = 20 hrs/wk
o College requires approximately 5X the amount of studying outside of class than high school
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 5
Predicting Non-compliers (40%)
Homework predicts test scores (r=.4-.5)
Homework in the 1st week of the semester predicted total homework completed for the semester(r2 = .62)
25 23rd International Conference on the First-Year Experience 26
% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders ? No No No
Non-compliers 40% Yes No No
Low Performers
? Yes Yes No
Drop Outs 10% Yes Yes Yes
What Percentageof DFWs Were Non-attenders?
23rd International Conference on the First-Year Experience
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% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders 25% No No No
Non-compliers 40% Yes No No
Low Performers
? Yes Yes No
Drop Outs 10% Yes Yes Yes
What Percentageof DFWs Were Non-attenders?
23rd International Conference on the First-Year Experience
Explaining Non-attenders (25%)
Are non-attenders related to HS GPA or SAT/ACT?
28 23rd International Conference on the First-Year Experience
Explaining Non-attenders (25%)
NOT related to HS GPA or SAT/ACT
No quantitative data predicted these students.
Unable to interview even with extreme effort
Students are Unavailable and do not attend for Unknownreasons
29
WHO should be responsible for contacting chronic non-attenders?
23rd International Conference on the First-Year Experience
10 Minute Student Survey
100% of students on first day of class stated they were definitely or very likely to complete the course
Yet, 25% do not complete the course
Why?
A few reasons?
Many different reasons?
30
Beginning of the semester asked all students about completing the course
23rd International Conference on the First-Year Experience
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 6
Follow-up Student Survey
80 students who did not take all exams
51 different reasons (listed are >5%)
Personal reasons (job – 8%)
Test Taking (nervous, poor test taker – 15%)
Study behaviors (didn’t do HWK or didn’t prepare well/didn’t know material – 16%)
Motivation (lazy, skip class – 16%)
31
Why would you NOT successfully complete the course?
23rd International Conference on the First-Year Experience
Understanding Non-attenders to Motivate Them
C: Motivate on 1st day of class
M: Contact & Understand
U: Threat of Administrative Withdrawal
U: Revise Early Warning System
U: Who (advisors?) follows-up on early warning
U: Change Ws to WX (not official grade)?
32
Need Early & Active Interventions
23rd International Conference on the First-Year Experience
C: Course Design
M: Course Mentoring
U: University Support & Policies
6 weeks
4 weeks
2 weeks
1 week
33
Predicting the Incompleters Non-attenders and Non-compliers
When can we predict the students who will not complete their work?
23rd International Conference on the First-Year Experience
Students who do not complete the class can be identified in first 3-4 weeks of the semester by:
Attendance &
HWK completion (r2 = .42)
Students who do not complete the class can be identified in first week of the semester by:
Attendance &
HWK completion (r2 = .26)
34
Attendance & homework completion QUICKLY predict the Incompleters
Predicting the Incompleters Non-attenders and Non-compliers
23rd International Conference on the First-Year Experience
Students who do not complete the class can be identified in first 5 days of the semester by:
attendance &
Homework completion 54% successfully completed 2 points of homework
13% successfully completed 1 point of homework
7% completed 1 HWK but below criteria
26% did not complete any homework
35
Attendance & homework completion QUICKLY predict the Incompleters
Predicting the Incompleters Non-attenders and Non-compliers
23rd International Conference on the First-Year Experience
Developing Motivation Create Relevance in Course Content
C: Class pts HWK & timely finish
C: Interesting HWK with validity
C: Application to students’ lives
Early and Multiple Interventions M: Interview, identify obstacles, problem solve, set
goals, follow-up
M: Emphasize weeks 1-4
U: Administrative Withdrawal tied to homework completion, response to an early warning system?
36 23rd International Conference on the First-Year Experience
C: Course Design
M: Course Mentoring
U: University Support & Policies
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 7
Moderate changes in homework
1st change recommended homework = 3
Actual homework completion = 2.74
Excluding online courses
37
Results for Incompleters I Non-attenders and Non-compliers
Did these changes in course structure, assistance, & policy increase homework completion?
23rd International Conference on the First-Year Experience
Homework completion dependent on faculty who are teaching the course
2 faculty had the lowest 6 sections with a 2.2 homework rate
3 faculty had 9 of the highest 11 sections with a 3.1 homework rate
38
Some notable exceptions:
23rd International Conference on the First-Year Experience
Results for Incompleters II Non-attenders and Non-compliers
Homework completion dependent on when class was offered
Sections outside of 7:30 – 4:30 M-R had 6 of 9 lowest sections
2 online (1.03)
4 on-campus (2.25)
39
Some notable exceptions:
23rd International Conference on the First-Year Experience
Results for Incompleters III Non-attenders and Non-compliers
Athlete section (1 of 28)
At the top in attendance
2nd highest in homework completion The highest course completion rate 2nd highest ABC (pass) rate
2nd lowest test scores 40
Some notable exceptions:
23rd International Conference on the First-Year Experience
Results for Incompleters IV Non-attenders and Non-compliers
Athletic Advisors Immediate feedback
to advisors Talk to athletes Consequence
Study hall Talk to Coaches
Coaches – If consequences Former students
41
Why Athletes Better??
23rd International Conference on the First-Year Experience
University/State/National Policy
Course Structure
Instructor
Student Assistants
Advisors
Support Group
Former Students 42
Multiple Factors for Success
23rd International Conference on the First-Year Experience
Many are Required
& Differ by Student
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 8
43
% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders 25% No No No
Non-compliers 40% Yes No No
Low Performers
? Yes Yes No
Drop Outs 10% Yes Yes Yes
What Percentageof DFWs Were the Low Performers?
23rd International Conference on the First-Year Experience 44
% of DFWs
Attend Class
Did HWK
Pass Tests
Non-attenders 25% No No No
Non-compliers 40% Yes No No
Low Performers
25% Yes Yes No
Drop Outs 10% Yes Yes Yes
Describing All DFW Students
23rd International Conference on the First-Year Experience
Explaining Low Performers (25%)
Are low performers related to HS GPA or SAT/ACT?
45 23rd International Conference on the First-Year Experience
Explaining Low Performers (25%)
46
#32
#30
r= .35
r=-.16
SAT Predicts Total Points? (r =.20)
#23
#35
r= .36
r=-.10
HS GPA Predicts Total Points? (r =.26)
SAT & HS GPA predict the High Performers, But NOT the Low Performers & Incompleters
23rd International Conference on the First-Year Experience
Study Skill factors (primarily) determine 58% of test performance
o Test Preparation Skills = Best Predictor
o Expectancy for Study Success
o Homework Points
o Hours Working
HS GPA or SAT/ACT = 32%
47
Cannot change HS GPA or SAT/ACT, But CAN change test prep skills
Explaining Low Performers (25%)
23rd International Conference on the First-Year Experience
28% said poor (20%), very poor (6%), or terrible (2%)
An additional 24% said fair
48
10 Minute Student Survey
How would you rate your test preparation skills?
23rd International Conference on the First-Year Experience
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 9
Read the book TWICE
LESS than this
MORE than this
49
10 Minute Student Survey
How will you prepare for your first test?
23rd International Conference on the First-Year Experience
Read the book TWICE ~ 20%
LESS than this ~40%
MORE than this ~40%
50
10 Minute Student Survey
How will you prepare for your first test?
23rd International Conference on the First-Year Experience
Developing Study Skills Low-risk skill-building opportunities C: Develop study aids
Flashcards, memory outlines, practice tests, Q/A text boxes
C: Multiple test opportunities
C: Drop a test
C: Immediate Feedback
Provide a skill-building discipline M: Match study method with student interest, set
goals, follow-up
U: Nothing? 51 23rd International Conference on the First-Year Experience
C: Course Design
M: Course Mentoring
U: University Support & Policies
Pre-College GPA and SAT/ACT is limited in predicting B104 success:
Predicted only 1 of the 4 groups of students: Low Performers on Tests
Had little relationship to the DFW grades of 75% of the students in the course
SAT and HS GPA have low r with total course points
52
Putting It All Together – I
23rd International Conference on the First-Year Experience
Culture to Schools: Pass Them
Very low failure rates in HS
Students Pass even though: Low levels of HWK activity
Low levels of HWK completion
Low test preparation skills
Thus, LOW ACADEMIC SKILLS
53
Putting It All Together – II
23rd International Conference on the First-Year Experience
Students Come to College with:
High Expectations for: Completing the course (100%)
Course grades (95% As or Bs)
Low Expectations for: Completing homework
Required test preparation skills
54
Putting It All Together – III
23rd International Conference on the First-Year Experience
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PROMOTING FIRST-YEAR STUDENT SUCCESS Using Assessment & Collaboration To Improve Student Retention
Through Early Identification & Intervention
23rd International Conference on the First-Year Experience
J Kremer, K Thedwall & K Wendeln June 2010 © KEAW Page # 10
And many students have LOW PERSEVERANCE when facing academic obstacles
35% said facing these academic obstacles would get to them and probably prevent them from doing their best
They think they…
Can’t do it
Course is too difficult for them
55
Putting It All Together – IV
23rd International Conference on the First-Year Experience
Changing Marginally Motivated Students Depends on
Type of Student Dropouts - easy
Low Performers – semester
Non-compliers – more difficult
Non-attenders – many semesters
Most have chronic habits that require many semesters of integrated work
4 courses, 2 years
56
Levels of Intervention C: Class, Course
&Curriculum
M: Mentoring & Support Programs
U: University Administrative Policies
Must use all Areas Areas must be
coordinated Some areas more
important for some problems
23rd International Conference on the First-Year Experience
A Silver Bullet Is NOT a Model for Success
57
In the Silver Bullet model, you search to find the single straight
forward solution that will have a dramatic impact on student learning.
23rd International Conference on the First-Year Experience
✗58
For the Additive model, each improvement increases the
amount of student learning. 23rd International Conference on the First-Year Experience
+ Course Design
Faculty
"Mentoring
"Advising
"Coaching
Administrative
Policy
Additive Model Can Lead to Improvement
Multiplicative Model Recognizes ALL Key Factors
59
In the Necessary but not Sufficient or Multiplicative model,
improvement in student learning occurs only when ALL of the necessary steps are present and active.
23rd International Conference on the First-Year Experience 23rd International Conference on the First-Year Experience 60
IUPUI Meta-Course
Mentoring/Support & Policies Courses &
Curriculum
Improving Retention from the ‘Inside Out’
My Class Your Class
http://gateway.uc.iupui.edu