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Page 1: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

George D. KuhGeorge D. Kuh

CAUCUS/ASEUCCCAUCUS/ASEUCCSaskatoonSaskatoon

June 11, 2007June 11, 2007

What Matters to What Matters to Student Success Student Success

in College and in College and UniversityUniversity

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We all want the same thing—an We all want the same thing—an undergraduate experience that undergraduate experience that results in high levels of learning results in high levels of learning and personal development for all and personal development for all students.students.

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Challenges for Student AffairsChallenges for Student Affairs

Documenting contributions to student Documenting contributions to student learning and successlearning and success

Creating enriching opportunities aligned Creating enriching opportunities aligned with educational mission and desired with educational mission and desired outcomesoutcomes

Building bridgesBuilding bridges with campus and with campus and community constituentscommunity constituents

Getting Getting moremore students to engage more students to engage more frequently in the activities that frequently in the activities that mattermatter to to their successtheir success

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JavierJavier

Sarah Sarah

NicoleNicole

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OverviewOverview

Essential learning outcomes Why engagement matters Lessons from high-

performing institutions

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Advance OrganizersAdvance Organizers

To what extent do your students To what extent do your students engage in productive learning engage in productive learning activities, inside activities, inside andand outside the outside the classroom? classroom?

How do you know? How do you know? What must you do differently -- or What must you do differently -- or

better -- to enhance student better -- to enhance student success? success?

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Student Success in CollegeStudent Success in College

Academic achievement, Academic achievement, engagement in engagement in educationally purposeful educationally purposeful activities, satisfaction, activities, satisfaction, acquisition of desired acquisition of desired knowledge, skills and knowledge, skills and competencies, competencies, persistence, attainment persistence, attainment of educational of educational objectives, and post-objectives, and post-college performancecollege performance

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Association of American Colleges and UniversitiesAssociation of American Colleges and Universities

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Narrow Learning is Not EnoughNarrow Learning is Not Enough——The Essential Learning Outcomes The Essential Learning Outcomes

Knowledge of Human Cultures and Knowledge of Human Cultures and the Physical & Natural Worldthe Physical & Natural World

Intellectual and Practical SkillsIntellectual and Practical Skills

Personal and Social ResponsibilityPersonal and Social Responsibility

Integrative LearningIntegrative Learning

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Most Important Skills Employers Look For In New Hires

Teamwork skills

Critical thinking/ reasoning

Oral/written communication

Ability to assemble/organize information

Innovative/thinking creatively

Able to work with numbers/statisticsForeign language

proficiency 3%

9%

20%

21%

30%

33%

44%

RecentGrads*

38%37%

37%

10%21%

4%

6%

* Skills/abilities recent graduates think are the two most important to employers

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What Really Matters: What Really Matters: Student EngagementStudent Engagement

Because iBecause individual effort and ndividual effort and involvement are the critical involvement are the critical determinants of impact, determinants of impact, institutions should focus on institutions should focus on the ways they can shape their the ways they can shape their academic, interpersonal, and academic, interpersonal, and extracurricular offerings to extracurricular offerings to encourage encourage student student engagementengagement. .

Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 602, 2005, p. 602

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Foundations of Student EngagementFoundations of Student Engagement

Time on task Time on task (Tyler, 1930s)(Tyler, 1930s)

Quality of effort Quality of effort (Pace, 1960-70s)(Pace, 1960-70s)

Student involvement Student involvement (Astin, 1984)(Astin, 1984)

Social, academic integration Social, academic integration (Tinto,1987, 1993)(Tinto,1987, 1993)

Good practices in Good practices in undergraduate education undergraduate education (Chickering & Gamson, 1987)(Chickering & Gamson, 1987)

Outcomes Outcomes (Pascarella, 1985)(Pascarella, 1985)

Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005)2005)

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Something Else That Something Else That Really MattersReally Matters

The greatest impact appears The greatest impact appears to stem from studentsto stem from students’’ total total levellevel of campus engagement, of campus engagement, particularly when academic, particularly when academic, interpersonal, and interpersonal, and extracurricular involvements extracurricular involvements are are mutually reinforcingmutually reinforcing……

Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 647, 2005, p. 647

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Student Engagement TrinityStudent Engagement Trinity

What students What students dodo -- time and energy -- time and energy devoted to educationally purposeful devoted to educationally purposeful activitiesactivities

What institutions What institutions dodo -- using -- using effective educational practices to effective educational practices to induce students to do the right induce students to do the right thingsthings

Educationally effective institutions Educationally effective institutions channel student energy toward channel student energy toward the the right activitiesright activities

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Good Practices in Good Practices in Undergraduate EducationUndergraduate Education

(Chickering & Gamson, 1987; (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)Pascarella & Terenzini, 2005)

Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Respect for diverse learning stylesRespect for diverse learning styles Cooperation among studentsCooperation among students

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National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)

Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “cessie”)

College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development

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Effective Educational PracticesEffective Educational Practices

Level of Level of Academic Academic ChallengeChallenge

Active & Active & Collaborative Collaborative

LearningLearning

EnrichingEnrichingEducational Educational ExperiencesExperiences

SupportiveSupportiveCampusCampus

EnvironmentEnvironment

StudentStudentFaculty Faculty

InteractionInteraction

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Grades, persistence, Grades, persistence, student satisfaction, student satisfaction, and engagement go and engagement go hand in handhand in hand

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Does institutional size matter to Does institutional size matter to engagement?engagement?

Yes, Yes, size matters.size matters.

Smaller Smaller isis generally generally betterbetter..

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Benchmark Scores for All Students by Benchmark Scores for All Students by Undergraduate EnrollmentUndergraduate Enrollment

Benchmark Scores for All Students by Undergraduate Enrollment Intervals

25

35

45

55

65

0 -1000

1001 -1500

1501 -2000

2001 -2500

2501 -3000

3001 -4000

4001 -5000

5001 -7500

7501 -10000

10001 -15000

15001 -20000

20001 -25000

25001 -highest

Enrollment Intervals

Level ofAcademicChallenge

Active andCollaborativeLearning

StudentInteractionswith FacultyMembersEnrichingEducationalExperiences

SupportiveCampusEnvironment

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Academic Challenge, Active Learning, Student-Faculty Interaction by Enrollment

20

30

40

50

60

186 1238 1921 3060 6337 11343 29426Enrollment

Level of Academic Challenge

Active and Collaborative Learning

Student Interactions with Faculty Members

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Student engagement varies Student engagement varies more more withinwithin than between than between institutions.institutions.

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Supportive Campus Environment: Seniors at Master's Institutions

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Master's Institutions

Percentile 10

Percentile 50

Percentile 90

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Student-Faculty Interaction Student-Faculty Interaction Seniors at Doc-Intensive InstitutionsSeniors at Doc-Intensive Institutions

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11

Pctl 10

Median

Pctl 90

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Worth PonderingWorth Pondering

How do we How do we reach our least reach our least engaged engaged students?students?

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Behold the Behold the compensatorycompensatory effects of engagementeffects of engagement

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What does an educationally What does an educationally effective college look like?effective college look like?

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Project DEEPProject DEEP

To discover, To discover, document, and document, and describe what high describe what high performing performing institutions do to institutions do to achieve their achieve their notable level of notable level of effectiveness.effectiveness.

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DEEP Selection CriteriaDEEP Selection Criteria

Controlling for student and institutional Controlling for student and institutional characteristics (i.e., selectivity, diversity, characteristics (i.e., selectivity, diversity, institutional type), DEEP schools have: institutional type), DEEP schools have:

Higher-than-predicted graduation Higher-than-predicted graduation rates rates Higher-than-predicted NSSE scoresHigher-than-predicted NSSE scores

Region, institutional Region, institutional type, special missiontype, special mission

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Project DEEP SchoolsProject DEEP Schools

Doctoral Extensives

University of Kansas

University of Michigan

Doctoral Intensives

George Mason University

Miami University (Ohio)

University of Texas El PasoUniversity of Texas El Paso

Master’s Granting

Fayetteville State University

Gonzaga University

Longwood University

Liberal ArtsLiberal Arts California State, Monterey BayCalifornia State, Monterey Bay Macalester CollegeMacalester College Sweet Briar CollegeSweet Briar College The Evergreen State CollegeThe Evergreen State College Sewanee: University of the Sewanee: University of the SouthSouth Ursinus CollegeUrsinus College Wabash College Wabash College Wheaton College (MA)Wheaton College (MA) Wofford College Wofford College

Baccalaureate GeneralBaccalaureate General Alverno College Alverno College University of Maine at University of Maine at FarmingtonFarmington Winston-Salem State UniversityWinston-Salem State University

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Research ApproachResearch Approach

Case study method Case study method Team of 24 researchers review Team of 24 researchers review

institutional documents and conduct institutional documents and conduct multiple-day site visitsmultiple-day site visits

Observe individuals, classes, group Observe individuals, classes, group meetings, activities, eventsmeetings, activities, events

2,700+ people, 60 classes, 30 events 2,700+ people, 60 classes, 30 events Discover and describe effective Discover and describe effective

practices and programs, campus practices and programs, campus cultureculture

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What We What We Learned from Learned from Project DEEPProject DEEP

Jossey-Bass Jossey-Bass 20052005

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Points to PonderPoints to PonderWhich of these practices are Which of these practices are

transferable and adaptable to your transferable and adaptable to your setting? setting?

What are the implications of DEEP What are the implications of DEEP for: for: For student affairs staff? For student affairs staff? For faculty members?For faculty members?For academic administratorsFor academic administratorsFor others (e.g., librarians, info For others (e.g., librarians, info

tech personnel, etc.)?tech personnel, etc.)?

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Hay muchas maneras de Hay muchas maneras de matar pulgasmatar pulgas

There are many ways There are many ways to kill fleasto kill fleas

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Worth NotingWorth Noting

Many roads to an engaging Many roads to an engaging institutioninstitution

No one best modelNo one best model Different combinations of Different combinations of

complementary, interactive, complementary, interactive, synergistic conditionssynergistic conditions

Anything worth doing is Anything worth doing is worth doing well at scaleworth doing well at scale

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Six Shared ConditionsSix Shared Conditions

““Living” Mission and “Lived” Living” Mission and “Lived” Educational PhilosophyEducational Philosophy

Unshakeable Focus on Student Unshakeable Focus on Student Learning Learning

Environments Adapted for Environments Adapted for Educational EnrichmentEducational Enrichment

Clearly Marked Pathways to Clearly Marked Pathways to Student SuccessStudent Success

Improvement-Oriented EthosImprovement-Oriented Ethos Shared Responsibility for Shared Responsibility for

Educational Quality Educational Quality

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DEEP Lessons about Creating DEEP Lessons about Creating Conditions That Matter to Student Conditions That Matter to Student

SuccessSuccess

We can’t leave We can’t leave serendipity to chanceserendipity to chance

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1.1. Lay out the path to student successLay out the path to student success

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1.1. Lay out the path to student successLay out the path to student success

a.a. Draw a map for student success Draw a map for student success b.b. Front load resources to smooth the Front load resources to smooth the

transition transition c.c. Teach newcomers about the campus Teach newcomers about the campus

cultureculture d.d. Create a sense of “specialness”Create a sense of “specialness”e.e. Emphasize student initiative Emphasize student initiative f.f. If something works, maybe require it? If something works, maybe require it? g.g. Focus on underengaged studentsFocus on underengaged students

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Intentional acculturationIntentional acculturation

Miami’s First Year Experience Miami’s First Year Experience (FYE) Committee designed a way (FYE) Committee designed a way to bring more coherence to the to bring more coherence to the first-year by linking: (1) Miami Plan first-year by linking: (1) Miami Plan Foundation courses taught by full-Foundation courses taught by full-time faculty; (2) optional first-year time faculty; (2) optional first-year seminars; (3) community living seminars; (3) community living options that emphasize leadership options that emphasize leadership and service; and (4) cultural, and service; and (4) cultural, intellectual, and arts events. intellectual, and arts events.

Page 46: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Intrusive advisingIntrusive advisingUniversity of Kansas University of Kansas “Graduate in “Graduate in Four”Four” advising notebook: advising notebook:

Distributed at orientation Distributed at orientation Describes to students how to make Describes to students how to make

the most of undergraduate study the most of undergraduate study Students required to meet with Students required to meet with

advisor to review progress to degree advisor to review progress to degree Section for each of the four Section for each of the four

undergraduate yearsundergraduate years““Checklist” for students to weigh Checklist” for students to weigh

choices and monitor if they are choices and monitor if they are making progress. making progress.

Page 47: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

KU’s “Traditions Night.” KU’s “Traditions Night.” 3,000+ students gather in 3,000+ students gather in the football stadium to the football stadium to rehearse the Rock Chalk rehearse the Rock Chalk Chant, learn “I’m a Chant, learn “I’m a Jayhawk”, and hear Jayhawk”, and hear stories intended to instill stories intended to instill students’ commitment to students’ commitment to graduationgraduation

Intentional acculturationIntentional acculturationRituals and traditions connect students to Rituals and traditions connect students to each other and the institutioneach other and the institution

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Redundant early warning systemsRedundant early warning systems

FSU’s Early Alert program enables FSU’s Early Alert program enables faculty to contact first-year faculty to contact first-year student mentors and University student mentors and University College personnel to alert them to College personnel to alert them to students experiencing difficulty students experiencing difficulty during the first two weeks of the during the first two weeks of the semester. Mentors contact semester. Mentors contact students to advise and refer as students to advise and refer as appropriate. appropriate.

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Organized Learning SupportOrganized Learning Support

POSSE (Pathways to Student Success and Excellence) students at U of Michigan are assigned to a counselor and learn the importance of faculty office hours, study tips and how to connect to tutoring services.

“POSSE taught me how to survive the POSSE taught me how to survive the University of Michigan.”University of Michigan.”

Page 50: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Ample applied learning opportunitiesAmple applied learning opportunities

University of Maine at University of Maine at Farmington’s Student Work Farmington’s Student Work Initiative employs students in Initiative employs students in meaningful work in student meaningful work in student services, laboratories, and field-services, laboratories, and field-research. Such experiences research. Such experiences provide opportunities to apply provide opportunities to apply what they are learning to practical, what they are learning to practical, real-life situations.real-life situations.

Page 51: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

3. Attract, socialize and reward 3. Attract, socialize and reward competent peoplecompetent people

a.a. Recruit faculty and staff Recruit faculty and staff committed to student successcommitted to student success

b.b. Emphasize student Emphasize student centeredness in faculty and centeredness in faculty and staff orientation staff orientation

Page 52: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007
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Difference MakersDifference Makers

Staff membersStaff members

Student success is the product of Student success is the product of thousands of small gestures thousands of small gestures extended on a daily basis by extended on a daily basis by caring, supportive educators caring, supportive educators sprinkled throughout the sprinkled throughout the institution who enact a talent institution who enact a talent development philosophy. development philosophy.

Page 54: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

It Takes a Whole Campus It Takes a Whole Campus to Educate a Studentto Educate a Student

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4. Promote and reward collaboration4. Promote and reward collaboration

a.a. Build philosophical and operational Build philosophical and operational linkages between academic and linkages between academic and student affairs student affairs

– Peer tutoring and mentoring Peer tutoring and mentoring

– First year seminarsFirst year seminars

– Learning communitiesLearning communitiesb.b. Harness available expertiseHarness available expertisec.c. Make governance a shared Make governance a shared

responsibility responsibility d.d. Create partnerships with the local Create partnerships with the local

community community

Page 56: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Linking campus and communityLinking campus and community

California State University, Monterey Bay (CSUMB) requires all students to complete both a lower and upper-level service learning experience as a means to apply knowledge and connect with the local community.

Page 57: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

5. Put money where it will make a 5. Put money where it will make a difference in student engagementdifference in student engagement

“…in professional baseball it still matters less how much you have than how well you spend it”

Page 58: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

5. Put money where it will make a 5. Put money where it will make a difference in student engagementdifference in student engagement

a.a. Align reward system with Align reward system with institutional mission, values, and institutional mission, values, and prioritiespriorities

b.b. Sunset redundant and ineffective Sunset redundant and ineffective programsprograms

c.c. Invest in activities that contribute Invest in activities that contribute to student success to student success

Page 59: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Effective Educational PracticesEffective Educational Practices

First-Year Seminars and Experiences First-Year Seminars and Experiences  Common Intellectual ExperiencesCommon Intellectual Experiences Learning CommunitiesLearning Communities Writing-Intensive CoursesWriting-Intensive Courses Collaborative Assignments and ProjectsCollaborative Assignments and Projects “ “Science as Science Is Done”; Science as Science Is Done”;

Undergraduate Research Undergraduate Research Diversity/Global LearningDiversity/Global Learning Service Learning, Community-Based Service Learning, Community-Based

Learning Learning InternshipsInternships Capstone Courses and ProjectsCapstone Courses and Projects

Page 60: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Effective Educational Practices Increase Effective Educational Practices Increase Odds That Students Will:Odds That Students Will:

Invest time and effort Invest time and effort Interact with faculty and peers Interact with faculty and peers

about substantive mattersabout substantive matters Experience diversityExperience diversity Get more frequent feedbackGet more frequent feedback Discover relevance of their Discover relevance of their

learning through real-world learning through real-world applicationsapplications

Page 61: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

5. Put money where it will make a 5. Put money where it will make a difference in student engagementdifference in student engagement

a.a. Align reward system with Align reward system with institutional mission, values, and institutional mission, values, and prioritiespriorities

b.b. Sunset redundant and ineffective Sunset redundant and ineffective programsprograms

c.c. Invest in activities that contribute Invest in activities that contribute to student success to student success

d.d. Document performance through Document performance through assessmentassessment!!

Page 62: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Triangulate multiple data sourcesTriangulate multiple data sources

ACT/SAT score reportsACT/SAT score reports BCSSEBCSSE NSSENSSE FSSEFSSE CIRP/CSSCIRP/CSS Noel LevitzNoel Levitz CLACLA ACT CAAPACT CAAP Campus audit (Campus audit (Inventory for Inventory for

Student Engagement and Student Engagement and SuccessSuccess))

Page 63: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

DEEP Practice Briefs

Available: www.nsse.iub.edu

Download

the

series!Download

the

series!

Page 64: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

6. Focus on culture sooner than later6. Focus on culture sooner than later

Ultimately, it’s all about the Ultimately, it’s all about the culture…culture…

a.a. Identify cultural properties that Identify cultural properties that impede success impede success

b.b. Expand the number of cultural Expand the number of cultural practitioners on campuspractitioners on campus

c.c. Instill an ethic of positive Instill an ethic of positive restlessnessrestlessness

Page 65: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Positive restlessnessPositive restlessness

““We know who we are and what We know who we are and what we aspire to.”we aspire to.”

Confident, responsive, but Confident, responsive, but never quite satisfied… never quite satisfied…

Self-correcting orientationSelf-correcting orientation

Continually question, “are we Continually question, “are we performing as well as we can?” performing as well as we can?”

Page 66: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

7. Put someone in charge 7. Put someone in charge

When everyone is responsible for When everyone is responsible for something, no one is accountable something, no one is accountable for it…for it…

a.a. Get senior leadership on boardGet senior leadership on boardb.b. Some individual or group must Some individual or group must

coordinate and monitor status of coordinate and monitor status of initiativesinitiatives

c.c. Form high profile ‘think force’ or Form high profile ‘think force’ or similar groupsimilar group

Page 67: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

8. Stay the course8. Stay the course

The good-to-great-transformations The good-to-great-transformations never happened in one fell swoop. never happened in one fell swoop. There was no single defining action, There was no single defining action, no grand program, no one killer no grand program, no one killer innovation, no solitary lucky break, innovation, no solitary lucky break, no miracle moment. Sustainable no miracle moment. Sustainable transformations follow a predictable transformations follow a predictable pattern of buildup and pattern of buildup and breakthrough…breakthrough…

(Collins, 2001, p. 186)

Page 68: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

8. Stay the course8. Stay the course

Scale up effective practicesScale up effective practices

If it works, consider requiring itIf it works, consider requiring it

Beware the implementation dipBeware the implementation dip

Page 69: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007
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Student Affairs and Student SuccessStudent Affairs and Student Success

Focus on the educational missionFocus on the educational mission Hold all students to high Hold all students to high

expectations for engagement and expectations for engagement and learning, in and out of class, on learning, in and out of class, on and off campusand off campus

Build and sustain partnerships for Build and sustain partnerships for learninglearning

Page 71: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Student Affairs and Student SuccessStudent Affairs and Student Success

Assist faculty in making the Assist faculty in making the classroom the locus of classroom the locus of community.community.

Structure ways for more Structure ways for more commuter students to spend time commuter students to spend time with classmates. with classmates.

Involve every student in a Involve every student in a meaningful way with some meaningful way with some activity or some positive role activity or some positive role model. model.

Page 72: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Student Affairs and Student SuccessStudent Affairs and Student Success

Implement a comprehensive Implement a comprehensive system of safety nets and early system of safety nets and early warning systems warning systems

Teach new students what it takes Teach new students what it takes to succeed to succeed

Recognize, affirm and celebrate Recognize, affirm and celebrate the educational value of diversitythe educational value of diversity

Page 73: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Student Affairs and Student SuccessStudent Affairs and Student Success

Invest in programs and people that Invest in programs and people that demonstrably contribute to student demonstrably contribute to student learning and success learning and success

Page 74: George D. Kuh CAUCUS/ASEUCC Saskatoon June 11, 2007

Last WordLast Word

Most institutions cannot change the Most institutions cannot change the lineage of their students. Campus lineage of their students. Campus cultures do not change easily or cultures do not change easily or willingly. But we can do far more to willingly. But we can do far more to shape the way students approach shape the way students approach college and what they do after they college and what they do after they arrive. arrive.

Do we have the Do we have the willwill to more to more consistently use promising policies consistently use promising policies and practices to increase the odds and practices to increase the odds that more students “get ready,” “get that more students “get ready,” “get in,” and “get through?”in,” and “get through?”

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ConversationConversation

http://nsse.iub.edu/pdf/Connecting_the_Dots_Report.pdf

http://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

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Questions to PonderQuestions to Ponder

To what extent do student affairs policies, programs, practices and budget priorities support: the educational mission and student success?

To what degree do academic and student affairs collaborate to facilitate student success?

To what extent are early warning systems and safety nets available and used?

In what ways do transition programs welcome and affirm all newcomers?

In what ways are diversity experiences infused in the undergraduate program?