Craig Becker, Ph.D. Marilyn Sheerer,Ph.D., Sue Martin, MPA East Carolina University

1. A Model for Investigating the Relationship of Student Life Programs, Student GPA, Retention, & Health Status • Craig Becker, Ph.D. • Marilyn Sheerer,Ph.D., Sue Martin, MPA • East Carolina University

2. Overview • Why are research and assessment essential in student affairs? • What relationships are important to investigate? • What multiple methods can be utilized? • What are the expected outcomes of the research? • How can we use the findings?

3. Big Issue • Do Student Life Programs improve student performance in college? • The informal answer - YES! • But do we have sufficient data? • Is it convincing?

4. Existing Research • Pascarella & Terenzini: “How College Affects Students- 3rd ed.” • Findings - college has effects: • Psychosocial changes - become more independent • Attitudes and values develop and form for life • Advanced moral reasoning skills are developed • Environments influence educational attainment • Friendships, support services, caring environment good • Involvement in college sponsored programs good • Our model is designed to expand this research • Specifically - How do Student Life Programs Affect Students?

5. Keep It Simple • Question: Do students involved with student life programs do better in college than students not involved? • When do measures matter? • When are they useful? • How do we know? • What measures indicate performance?

6. My Work • I work with Health Education & Promotion • Today dominant theory - Pathology • Study of disease • My research - Causes of Health - Salutogenics • Study of health

7. Why use salutogenesis? We have done well, but..... We can do better with more information! If not bad, are you good? If not poor, are you rich? If not hopeless, are you hopeful? If not dissatisfied, are you satisfied? If not ill, do you have health/wellness? If you don’t flunk out, are you a good student?

8. Existing Model - Pathogenesis studies origins of disease Salutogenesis studies the origins of Health Salutogenesis vs. Pathogenesis • Pathogenesis Basics • What causes diseases? • About Avoiding Problems • Disease/Illness an anomaly • Reactive - Absence Disease • Optimistic - Treat Disease • Against pain or Loss • Prepares one to live • Salutogenesis Basics • What causes Health? • About Approaching Potential • Inherently flawed, entropy • Proactive - Presence Health • Pessimistic - Go Get Health • For Gain or Growth • Discover how to live fully AND Like Mother Theresa’s Empowering Philosophy

9. Pathology Objectives Diseases Bacteria Dirt Toxins Risks Pollution Injury Accidents

10. Salutogenic Objectives Happiness Enthusiasm Fun Joy Hope Excitement Laughter Endorphins

11. Adapt Salutogenic Model • What are student life programs purposes? • To Add quality to college experience • Apply model to study Student Life Programs • What are gains to students from Student Life? • Need new Research Model • Can use Salutogenics to discover gains... • Meliorgenesis - origins of improvement, to make better • If students don’t drop out - do they do well? • Seek factors related to positive college experience

12. Salutogenics to Student Life Student Life Goals and • Traditional • What causes college failure? • Factors Related to Problems • Reactive - Treat problems • Good performance expected • Against Problems • Help students Survive college • New Outlook • What causes good performance? • Factors related to achievement • Proactive - Help Students Excel • Difficulties expected • For Performance • Helps students Thrive at School Like Mother Theresa’s Empowering Philosophy

13. Traditional Research Objectives Attrition DropOut Poor Work Crime Risks Abuse Injury Accidents

14. New Outlook Retention Persistence Enthusiasm GPA Fun Engagement Employment Health Status

15. Proposed Research • Assess student Involvement • Gather a representative Sample • Compare involvement with GPA, Health Status • Follow to determine Persistence, Employment... • Compare those involved with those not involved • Look at Different Groups - On/Off Campus, year in school, gender, etc.

16. Research Question • Is student involvement with student life programs related to student performance and health status? • Dependent Variables: • Student Performance Measures: • GPA; Retention; Persistence; Employment • Health Status Measures: • Health Status; Treated Illnesses; BMI • Interventions: Independent Variables • Program involvement in areas: • Physical, Social, Emotional, Spiritual, Intellectual, Vocational, Environmental

17. Research Model • Outcome Measures: Dependent Variables: • Retention, Persistence • GPA • Health Status • Future Employment • Interventions: Independent Variables • Programs in areas: • Physical, Social, Emotional, Spiritual, Intellectual, Vocational, Environmental

18. Data Collection • Random Representative campus group • Pull from complete list of students (N=500) • Contact via Email - online questionnaire • Collect data online • Data confirmation through records • Must be Confidential Assessment • Assessment of Personal Behaviors • Salutogenic Wellness Promotion Scale (SWPS) • Assessment of engagement in areas on campus • Use Questionnaires for data collection

19. Assess How often Involved Answer by Involvement: Daily, Few Times a Week, Weekly, Bi-Weekly, Monthly, Few Times/semester, Never • Physical: I exercise at the SRC? • SWPS: I incorporate physical activity into my day. • Emotional: I visit counseling center for advice. • SWPS: I treat difficult situations as possible opportunities. • Spiritual: I participate with my preferred campus spiritual center. • SWPS: I consult higher powers for answers. • Vocational: I visit the Career Center for career guidance and programs. • SWPS: My schoolwork is important. • Social: I am involved in campus social activities. • SWPS: I have pleasant interactions with family/friends. • Environmental: I use campus recycling opportunities. • SWPS: I recycle. • Intellectual: I do work for my classes. • SWPS: I work at improving my verbal skills/vocabulary.

20. Assess Impact After Graduation • Assess post graduation to compare • What is involvement with community • Employment search and status • Retrospective College perception • Research Questions • Do college activities set habits for life? • Does it relate to job acquisition and skills? • Student Life activities related to later involvement?

21. Limitations • Model can not determine Cause & Effect • Can be university/context specific • Self Report Bias • Concerns about attrition/Sample Size

22. Why do this Research? Expand Student Performance Data Add Factors related to Good Performance KNOWLEDGE ABOUT STUDENT PERORMANCE

23. Information Expansion • Expected Outcomes • Information about relationships • Student Involvement and Outcomes • Is student life related to performance? • Are appropriate programs offered? • Are Student Life programs managed appropriately?