Student Success Aaron Thompson, PhD. Achieving Student Success in the Community College.

Student SuccessAaron Thompson, PhD

Achieving Student Success in the Community College

Student Diversity in America’s Community Colleges

There are 13 million students currently enrolled in approximately 1,150 community colleges in the United States; they account for almost half of all first-year college students in America today.

More than 630,000 community college students will earn an associate degree this year, and more than 425,000 will earn a certificate.

Most first-year community college students are employed either part or full time and attend college part time.

The average age of the American community college student is 28.

Almost 42 percent of all community college students are the first in their family to attend college.

More than 37 percent of community college students are members of minority racial or ethnic groups.

Close to 6 percent of international students attend America’s community colleges

Source: American Association of Community Colleges (2012).

As educators we need to inform students of the importance of the benefits of a:

college experiencecollege degree or certificatelearning commitment

Why College Is Worth It

Career Benefits

Economic Advantages

Advanced Intellectual Skills

Better Physical Health

Social Benefits

Emotional Benefits

Effective Citizenship

Higher Quality of Life for Their Children

Career Benefits

Security and stability—lower rates of unemployment

Versatility and mobility—more flexibility to move out of a position and into other positions

Advancement—more opportunity to move up to higher professional positions

Interest—more likely to find their work stimulating and challenging

Autonomy—greater independence and opportunity to be their own boss

Satisfaction—more enjoyment of their work and the feel that it allows them to use their special talents

Prestige—higher-status positions (i.e., careers that more socially desirable and respected)

Economic Advantages

Make better consumer choices and decisions

Make wiser long-term investments

Receive greater pension benefits

Earn higher income

Advanced Intellectual Skills

Greater knowledge

More effective problem-solving skills

Better ability to deal with complex and ambiguous (uncertain) problems

Greater openness to new ideas

More advanced levels of moral reasoning

Clearer sense of self-identity and greater awareness and knowledge of personal talents, interests, values, and needs

Greater likelihood to continue learning throughout life

Better Physical Health

Better health insurance—more comprehensive coverage and greater likelihood of being covered

Better dietary habits

More regular exercise

Lower rates of obesity

Longer and healthier life

Social Benefits

Higher social self-confidence

Better understanding and more effective communication with others

Greater popularity

More effective leadership skills

Greater marital satisfaction

Emotional Benefits

Lower levels of anxiety

Higher levels of self-esteem

Greater sense of self-efficacy and belief that they have more influence and control over their life

Higher levels of psychological well-being

Higher levels of personal happiness

Effective Citizenship

Greater interest in national issues, both social and political

Greater knowledge of current affairs

Higher voting participation rates

Higher rates of participation in civic affairs and community service

Higher Quality of Life for Their Children

Less likelihood of smoking during pregnancy

Better health care for their children

More time spent with their children

More likely to involve their children in educational activities that stimulate their mental development

More likely to save money for their children to go to college

More likely that their children will graduate from college

More likely that their children will attain high-status and higher-paying careers

Why Do Students Leave?

Academic Reasons

Personal Reasons

Financial Reasons

Academic Reasons

Not challenged academically

Not academically prepared (underprepared students graduate about half the rate a prepared student does in 6 years)

Lack of academic focus

Desired major unavailable

Personal Reasons Institution isn’t a good personal fit

Medical issues (personal, parent, spouse, child)

Relationship issues (parents, significant other)

Poor social adjustment (lacking friends)

No sense of belonging

Lack of clear goals and purpose of college

Lack of discipline

Homesick

Financial Reasons

Unrealized expectations (thought they were getting something else, wasn’t worth the cost)

Had to go to work for family or other reasons (especially true for adult learners)

Insufficient financial aid (ran out of money)

Creating an Environment for Student Learning and

Student Success

Principles of College Success

Research on human learning and student development indicates four powerful principles of college success:

1. Active Involvement2. Use of Campus Resources3. Interpersonal Interaction and Collaboration4. Personal Reflection and Self-Awareness (Astin, 1993;

Kuh, 2000; Light, 2001; Pascarella & Terenzini, 1991, 2005; Tinto, 1993).

Thriving in College & Beyond: Research-Based Strategies for Academic Success and Personal Development (Cuseo, Thompson, & Fecas, 2010)

Active Involvement

Research indicates active involvement may be the most powerful principle of human learning and college success. The principle of active involvement includes the following pair of processes: The amount of personal time a student devotes to

learning during the college experience The degree of personal effort or energy (mental and

physical) students put into the learning process


Student Success and Interpersonal Interaction

Four particular forms of interpersonal interaction have been found to be strongly associated with student learning and motivation in college: Student-Faculty Interaction Student-Advisor Interaction Student-Mentor Interaction Student-Student Interaction


Student-Faculty Interaction

Studies repeatedly show that college success is influenced heavily by the quality and quantity of student-faculty interaction outside the classroom. Such contact is positively associated with the following positive outcomes for college students:Improved academic performanceIncreased critical thinking skillsGreater satisfaction with the college experienceIncreased likelihood of completing a college degreeStronger desire to seek education beyond college (Astin,

1993; Pascarella & Terenzini, 1991, 2005).Thriving in College & Beyond: Research-Based Strategies for Academic Success and Personal Development (Cuseo, Thompson, & Fecas, 2010)

Student-Faculty Interaction Further, research studies demonstrate that students’ success

is heavily influenced by the quality and quantity of their interaction with faculty members outside of the classroom. More specifically, student-faculty contact outside of class is positively associated with the following student developments: Improved academic performance Increased critical thinking skills Greater satisfaction with the educational experience Stronger desire to further education beyond high school Involvement in own academic and personal success How students interpret messages received from family, school, and

community Making choices that are in the best interest of their success

Student-Student Interaction

Studies of college students repeatedly point to the power of the peer group as a source of social and academic support (Pascarella, 2005).

Peer interaction is especially important during the first term of college. At this stage of the college experience, new students have a strong need for belongingness and social acceptance.

Student-Student Interaction

A study conducted by Light (2001) found that students who formed or participated in small groups was a strong determinant in their college success.

Students who participated in study groups once weekly were more engaged, showed increased class preparation, and learned significantly more than students who worked alone.

Interaction with an Advisor

Can be an effective referral agent who can direct students to, and connect students with, campus support services that best meet their needs

An individual students should meet with more regularly than course instructors

Interaction with a Mentor

Research in higher education demonstrates that a mentor can make first-year students feel significant and enable them to stay on track until they complete their college degree (Campbell & Campbell, 1997; Knox, 2008).

Self-Reflection

Important step in achieving success in college

Involves self-assessment, self-monitoring, reflecting on feedback, and reflecting on the future


Self-Assessment

Process of evaluating personal characteristics, traits, habits, and their relative strengths and weaknesses

Include personal interests, personal values, personal abilities or aptitudes, learning habits, learning styles, personality traits, and academic self-concept (personal beliefs about what kind of student he/she is are and how they perceive him/herself as a learner)


Self-Monitoring

Maintaining an awareness of how effectively you are learning, if you are learning what you are attempting to learn, and what you are attempting to learn

Good habits mean periodically having students ask themselves the following questions:


The Future of America

Although minorities now make up approximately 1/3 of the population, they are expected to be the majority by 2042 and projected to be 54% of the population by 2050.

By 2023, minorities will comprise more than half of all children.


The population of non-Hispanic whites is expected to be only slightly larger by 2050 than in 2008.

This group is projected to lose population in the 2030s and 2040s and comprise 46% of the population by 2050, down from 66% in 2008.


In contrast, the Hispanic population is expected to triple from 46.7 million to 132.8 million during the 2008-2050 time period.

The black population is expected to increase from 14% in 2008 to 15% in 2050.

The Asian population is expected to increase from 5.1% in 2008 to 9.2% in 2050.

Community Colleges Will be the Access and Success Venues for Many of These

Students

Diversity Strengthens Development of Learning & Thinking Skills

• Research on first-year college students shows that students who experience the highest level of exposure to different dimensions of diversity (e.g. interactions and friendships with peers of different races, or participating in multicultural courses and events on campus) report the greatest gains in:

thinking complexity – the ability to think about all parts and all sides of an issue (Gurin, 1999),

reflective thinking – the ability to think deeply (Kitchener et al., 2000), and

critical thinking – the ability to think logically (Pascarella et al., 2001).

Diversity Increases the Power of a Liberal Arts Education

• There is no way to gain a global perspective without understanding human diversity.

• Another perspective that should be developed as part of a liberal arts education is a national perspective, which involves understanding and appreciating your own nation.

• Because of the increasing diversity of the U.S., “multicultural competence” – the ability to understand cultural differences and to interact effectively with people from different cultural backgrounds – has become an important liberal art skill that is critical for success in today's’ world (Pope et. al., 2005).

Diversity Promotes Creative Thinking

• Experiencing diversity can enhance your ability to think creatively.

• Diversity experiences supply us with different thinking styles that can help us to be aware of our own cultural framework.

• These experiences also help us to be aware of our perceptual “blind spots” and avoid the dangers of group think – the tendency for tight, like-minded groups of people to think so much alike that they overlook the flaws in their own thinking – which can lead to poor choices and faulty decisions (Janis, 1982).

Diversity Enhances Career Preparation & Success

• Whatever career you may choose to enter, you will likely find yourself working with employers, employees, co-workers, customers, and clients from diverse cultural backgrounds.

• Successful career performance in today's’ diverse workforce requires sensitivity to human differences and the ability to relate to people from different cultural backgrounds who work in the U.S. and across different nations (National Association of Colleges & Employers, 2003; Smith, 1997).

Diversity Stimulates Social Development

• Interacting with people from a variety of groups widens one’s social circle by expanding the pool of people with whom one can associate and develop relationships.

Diversity

• A major goal of appreciating diversity is to promote more equitable and treatment of all people and reduce prejudice or discrimination toward particular groups of people.

• Diversity is also a learning experience that strengthens the quality of an individual’s education, career preparation, citizenship, and leadership in a democracy.

The Role of Faculty in Student Success

Use:

Regular and formative feedback

Getting students involved first day of class (know their names)

Peer support (tutoring, mentoring)

Content related to student’s experiences

Attendance

High expectations

Faculty Influences on Student Success

The relationship between students and faculty members is more important in predicting the social-emotional functioning of students than their academic performance (Decker, Dona, & Christenson, 2007).


Informal interactions that take place outside of the classroom between students and faculty members have been found to have an effect on the motivation of students beyond the usual predictors of academic performance including performance in secondary school or academic aptitude (Pascarella & Terenzini, 2005; Pascarella, Terenzini, & Hibel, 1978).


The first interactions with faculty members have a significant influence on the value placed on high academic achievement and can counteract the general student culture that does not typically value such achievement (Komarraju, Musulkin, & Bhattacharya, 2007).


A recent study by Komarraju, Musulkin, and Bhattacharya (2007) found that students who viewed faculty as approachable, respectful, and available to them outside of class time as being more confident in their academic skills and being motivated, both intrinsically and extrinsically.

Interaction with Students

Research has shown that students are more likely to interact with faculty members they consider to be: Sociable Intelligent Demonstrated leaders Supportive Objective (Babad, Avni-Babad, & Rosenthal, 2003;

Furnham & Chamorro-Premuzic, 2005).

Interaction with Students

Students who feel comfortable in speaking informally with faculty are more likely to: Consider the learning process an enjoyable

experience Gain a deeper understanding of how a college

education prepares them for future employment (Komarraju, Musulkin, & Bhattacharya, 2007).

Reflecting on Feedback

Learning and decision-making are enhanced when you reflect on, and make use of, information received from others on how to correct or improve performance.

Reflecting on their Future

Self-projection which involves futuristic thinking and the tasks of goal-setting and long-range planning

Focusing on the big picture

Long-term dreams and goals inspire motivation and “little details” such as deadlines and short-term commitments that require perseverance.

The Role of Staff in Student Success

Academic Advising

Intrusive advising that focuses on students’ strengths, values, and beliefs when establishing goals

There are several indications that advising can have a significant impact on retention through a number of variables strongly associated with student persistence: Student satisfaction with the college experience; Effective educational and career planning; Utilization of available support services; Student contact with faculty and staff outside of the classroom; and Student mentoring.

Academic Advising

Research has concluded that undergraduates think most highly of advisors who function as mentors or counselors and who are: Available/accessible Knowledgeable/helpful Personable/approachable

Financial Aid

More and more data are indicating that financial aid and Bursar’s offices have an influence on access and success of colleges students. In addition, need based aid received after the first year can have a large impact on student persistence.

The Importance of the First Year for Student Success

The first year of college is undoubtedly the most important year of the college experience because it’s a stage of transition

Students report the most change, the most learning, and the most development (Doyle, Edison, & Pascarella, 1998; Flowers, Osterlind, Pascarella, & Pierson, 2001; Light, 2001).

The academic habits students establish in their first year of college are likely to persist throughout their remaining years of college (Schilling, 2001)

When graduating seniors look back at their college experience, many of them say that the first year was the time of greatest change and the time during which they made the most significant improvements in their approach to learning.

The Partnership Between Postsecondary/P-12

Graduation Rate GapsUnderprepared Students

Source: CPE Comprehensive Database

System completion rates of full-time, first-time associate and baccalaureate students who entered a KY public or independent university and completed a degree at any in-state public or independent institution, by college

readiness at entry.

64

Source: CPE Comprehensive Database 66

Source: March 2012 Current Population Supplement, Current Population Survey (CPS)

Bachelor's or higher Associate's Degree Some College High school graduate Less than high school0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

3.74% 5.37%10.61%

12.50%

36.77%

Percentage of Kentucky Population on Medicaid by Education Levels

Progress

Kentucky Leads the Nation in the Rate of Improvement Between 2000-2009

Adults (25-64) with a college degree (associate and higher)#

1#1

6-year graduation rates at 4-year institutions (public and private)

#1

Undergraduate credentials awarded per 1,000 18 to 44 year olds with no college degree

Kentucky Leads the Nation in the Rate of Improvement Between 2000-2009

Young adults (25-44) with a college degree (associate and higher)#

2#3

3-year graduation rates at 2-year institutions (public and private)

#5

Undergraduate credentials 1 year or more in length

II. Senate Bill 1 (SB1) UpdateResults Achieved

Kentucky’s College and Career Readiness SuccessThe number of high school graduates ready for college has steadily been increasing

Series10%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34%38%

47.2%

2010 2011 2012

Source: Dodd, Karen. “Stocktake Summary for College and Career Readiness Delivery Plan.” Kentucky Department of Education. Oct 2012.

Student Success Aaron Thompson, PhD. Achieving Student Success in the Community College.

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