Creating Conditions for Student Success Vermont Campus Compact April 1, 2009

1. Creating Conditions for Student Success Vermont Campus CompactApril 1, 2009

2. Overview Moving from teaching to learning Conditions for student success What are colleges and universities doing to promote student success?

3. Moving from Teaching to Learning Redefining the problem - Focusing on the conditions in which we place students that promote their success.

4. Conditions for Student Success Expectations Clear, consistent expectations High expectations

5. Conditions for Student Success Expectations Support Academic support Social support Financial support

6. Conditions for Student Success Expectations Support Feedback Entry assessment and placement Early warning systems Classroom assessment of learning

7. Conditions for Student Success Expectations Support Feedback Engagement Contact with students, faculty, and staff Active engagement with others in learning Intensity / time on task

8. Strategies for Student Success Expectations Orientation programs Intrusive advising and counseling Faculty and peer mentoring

9. Strategies for Student Success Expectations Support Learning centers Freshman seminars / College Survival courses Basic skills courses Integrated support programs (e.g. Supplemental instruction, iBest, basic skills learning communities) Summer Bridge programs

10. Supplemental Instruction (SI)

11. Strategies for Student Success Expectations Support Feedback Entry assessment and placement Early warning systems Classroom assessment Degree audit systems

12. Strategies for Student Success Expectations Support Feedback Engagement Pedagogies of engagement Service learning Cohort programs Learning communities

13. Cooperative Learning Positive interdependence Face-to-face promotive interaction Group processing Interpersonal and group skills Individual and group accountability

14. Problem-Based Learning Cooperative learning groups Groups work to solve meaningful problem(s) Curriculum/assignments geared to the acquisition of knowledge and skills needed for problem solution.

15. Service Learning Service/volunteerism connected to the curriculum Service/volunteerism in pursuit of student learning Use of reflection in student learning

16. Learning Communities Students enroll in classes together Central theme or problem that organizes the curriculum Students asked to build academic and social connections Team designed and sometimes team taught Use of pedagogies of engagement

17. Linked Courses

18. Freshman Interest Groups

19. Cal State-East Bay Clusters (Year Long)

20. Cluster Learning Communities

21. LaGuardia CC - ESL New House

22. Research Findings Developing supportive peer groups

24. Research Findings Developing supportive peer groups Studying together: Becoming involved in learning

26. Research Findings Developing supportive peer groups Studying together: Becoming involved in learning Engagement, learning, and persistence

27. Activity Score LC Comparison Course 3.05* 2.46 Library 2.15* 1.94 Faculty 2.25* 1.99 Students 3.12* 2.85 Writing 2.81* 2.65 Gain 2.68* 2.46 * indicates significant difference between groups at .05 level.

29. Research Findings Developing supportive peer groups Studying together: Becoming involved in learning Involvement, learning, and persistence Learning better together

31. Research Findings Developing supportive peer groups Studying together: Becoming involved in learning Involvement, learning, and persistence Learning better together Finding validation as a learner

33. Closing Thoughts Student success does not arise by chance It requires an intentional, structured, and proactive strategy that is systematic in nature that involves many people on campus.

34. Closing Thoughts Student success does not arise by chance Developing educational citizenship Citizenship is constructed in the classroom one class at a time

35. Resources: Successful Programs L. Muraskin and J. Lee, Raising the Graduation Rates of Low-Income College Students. (Washington D.C., The Pell Institute for the Study of Opportunity in Higher Education, 2004)

36. Resources: Supplemental Instruction Center for Supplemental Instruction University of Missouri-Kansas City www.umkc.edu/centers/cad/si

37. Resources: Basic Skills Strengthening Pre-Collegiate Education in Community Colleges (SPECC) Carnegie Foundation for the Advancement of Teaching www.carnegiefoundation.org/programs/index.asp?key=26

38. Resources: Basic Skills IBEST - Integrated Basic Education and Skills Training Highline Community College http://flightline.highline.edu/ibest

39. Resources: Cooperative Learning Barbara Millis & Philip Cottell, 1998. Cooperative Learning for Higher Education Faculty (Phoenix: Oryx Press). Barkley, E, K.P. Cross, and C. Howell-Major. 2004. Collaborative Learning Techniques: A Handbook for College Faculty. (San Francisco: Jossey-Bass).

40. Resources: Problem-Based Learning University of Delaware: Institute for Problem-Based Learning (http://www.udel.edu/pbl) Maricopa Center for Learning & Instruction, Maricopa Community Colleges (http://www.mcli.dist.maricopa.edu/pbl) Vermont Campus Compact, Problem Based Service-Learning: Curriculum Development Institute (http://www.vtcampuscompact.org/pbsl.php)

41. Resources: Service Learning Barbara Jacoby, 1997.Service-Learning In Higher Education: Concepts And Practices (San Francisco: Jossey-Bass) Kerrissa Heffernan, 2001, Fundamentals of Service Learning Course Construction (Scotts Valley, CA: National Service Learning Clearinghouse)

42. Resources: Learning Communities The Learning Community Commons The Washington Center for Undergraduate Education, The Evergreen State College http://learningcommons.evergreen.edu

43. The Learning Community Listserv Evergreen State College Gillies Malnarich and Emily Lardner ? Co-Directors, The Washington Center learncom@lists.evergreen.edu

44. Resources: Classroom Assessment Thomas Angelo and Patricia Cross, 1993. Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition, San Francisco: Jossey-Bass). Huba, M. and J. Freed. 1999. Learner-Centered Assessment on College Campuses: Shifting Focus from Teaching to Learning. (New York: Allyn & Bacon).