Kennesaw State University
University College
Graduate Division of First-Year Programs
Student Success: Theory and Practice
FYPA 7600
Instructor:
Instructor’s Email:
Instructor’s Telephone:
Credit Hrs:
3-0-3 credits
Class Time: TBA
Prerequisite: FYPA 7100 or permission of the Director of the Graduate Program
Course Description
This course investigates characteristics of campus environments while highlighting how
institutions understand and design environments to help first-year students succeed in college.
Students in this course examine policies, programs and practices that enhance student
achievement and clearly shows the benefits to student learning and educational effectiveness that
can be realized when these conditions are present.
Online Learning
Students in this class should realize the nature of the course in which they are enrolled. This is an
online class with no on-campus meetings scheduled. Therefore, there are no planned face-to-face
interactions between students or between students and the instructor. Students are encouraged to
visit the instructor on campus during office hours if geography allows, but this is not required.
Students will interact with each other and with the instructor virtually, through online discussions
in GeorgiaView Vista, email, virtual office meetings and instructor feedback.
An online course requires self-motivation and discipline on the part of the student. Thus, while
this course is designed to enhance student learning, the student is ultimately responsible for
ensuring that the learning takes place. Students will need to adhere to the course outline in order
to remain current with their readings and assignments. Although technical difficulties may arise
from time to time, such difficulties will not excuse late or missing work. Students are
responsible for anticipating occasional technology issues and for developing a contingency plan
to deal with such issues (e.g., completing and submitting work in advance of the due date/time
and identifying alternate computer and Internet access).
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In the absence of face-to-face interaction, student-instructor interaction will be enhanced by a
number of mechanisms:
1. The instructor will maintain on-campus office hours. In addition virtual office hours will
be held twice a week. These hours will be posted in GeorgiaView Vista once the course
begins.
2. Students and the instructor will interact by email as needed. Student emails will typically
receive by the next business day or sooner, when possible.
3. The instructor will interact with students in discussion postings. As students post
questions or concerns, the instructor will respond and interact as appropriate.
4. The instructor will provide prompt feedback for submitted assignments.
5. Students are free to schedule on-campus appointments, phone calls, and other
synchronous interactions as needed.
Course Objectives
Upon completion of this course, students will be able to:
a. Describe the relationships between student engagement, persistence, satisfaction,
learning and personal development
b. Outline six overarching features common to all twenty DEEP institutions
c. Synthesize the principles that guide the work of faculty and staff of these effective
institutions
d. Recommend practices for enhancing student success
e. Demonstrate an understanding of institutional practices and structures that create
supportive curricular and co-curricular environments for specific student populations
Academic Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
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Conduct’s minimum one semester suspension requirement.
Classroom Accommodations for Students with Disabilities
If you have any form of disability or impairment and need any special assistance, please let me
know. I assure you that anything you tell me in confidence will remain in
confidence. Additionally, I advise you to contact Carol Pope, Director of the Disabled Student
Support Services, at 770-423-6443. The office is located in the Student Center, Suite 267
Required Texts
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter. San Francisco, CA: Jossey-Bass.
* There will also be supplemental reading materials based on current literature in the field.
Assignments
Weekly Discussion: The learning that will take place in this course will largely be determined
by the effort, preparation and online participation of all class members. Class members will be
expected to undertake the following assignments.
1. Introductions: Students will introduce themselves and provide background information
regarding their educational and work experience via the course discussion board.
2. Self-Assessment: Students complete a self-assessment based on factors that influence
student success. Each assessment will be posted to the discussion forum, and students
will respond to at least two of their peers’ initial postings.
3. Current Trends and Issues Response: Class members research issues facing students in
transition in higher education. In particular, students will find an article or interview a
first-year student or faculty/administrator who works with first-year programs regarding a
trend or issue. Students will post a response to what they have learned and integrate
references (primary and secondary) as appropriate.
4. Weekly Chapter Readings Discussion: Students engage in weekly discussions of the
course text to foster active online learning and provide opportunities for developing a
more conceptual understanding of course material.
5. Student Success Research Paper Proposal: Student Success Research Paper Proposal:
Each student will submit a one-page proposal and a one- page list of references for the
research paper.
6. Student Success Research Paper: In a 15- 20-page paper, class members will
deconstruct student success initiatives for specific populations such as: Adult students,
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African American students, International students, Bisexual/Gay/Lesbian/Transgender
students and Disabled students.
7. Final Group Project: Students will be divided into small groups, and each group will
identify an opportunity for problem-solving or program enhancement related to first-year
student success at a post-secondary institution. As a group, students propose a solution(s)
or a plan of action supported by the literature on first-year student success.
Evaluation and Grading
Assignment
Introduction
Online Self-Assessment
Current Trends and Issues Response
Weekly Chapter Readings Discussion
Student Success Research Paper Proposal
Student Success Research Paper
Final Group Project
Total
A
B
C
D
F
=
=
=
=
=
Due Date
Week 1
Weekly
Weekly
Weekly
Week 5
Week 10
Week 16
Percentage
1%
5%
32%
32%
5%
10%
15%
100%
90% - 100%
80% - 89%
70% - 79%
60% - 69%
0% - 59%
Class Schedule
Week 1: Introduction
 Post personal introductions and respond to two of your peers initial postings.
 Complete the Online Self-Assessment to begin thinking about factors that will help
students to be successful in college.
Week 2: Chapter 1 - Student Engagement: A Key to Student Success
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o Why effective Educational Practice Matters?
o What is Documenting Effective Educational Practice (DEEP)?
o Is there a single blueprint to student success?
 Current Trends and Issues Response:
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o How well was student success promoted?
o What were the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 3: Chapter 2 - Living the Mission and Philosophy
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What is the difference between institutional mission & philosophy?
o What is mission clarity and why is it important?
o What major factors influence college missions?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 4: Chapter 3 - An Unshakeable Focus on Student Learning
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What does it mean to value undergraduates and their learning?
o What’s noteworthy about focusing on student learning and success?
o How do institutions make time for students?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 5: Chapter 4 - Environments Adapted for Educational Enrichment
**** Student Success Paper Proposals Due ****
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What’s noteworthy about focusing on student learning?
o How do you create educational learning environments for student success?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
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o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 6: Chapter 5 - Clear Pathways to Student Success
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What do new students need to know to be successful?
o What’s noteworthy about creating clear pathways to student success?
o What is affirming diversity?
o What is acculturation?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 7: Chapter 6 - An Improvement-Oriented Ethos
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o How does data inform decision making?
o How is a campus-wide intellectual community created?
o What is positive restlessness?
o What are the conditions that drive responsive, innovative and challenging
undergraduate curriculum that invest students in their learning?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 8: Chapter 7 - Shared Responsibility for Educational Quality and Student Success
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What’s noteworthy about sharing responsibility for educational quality?
o How is faculty and staff diversity impact student success?
o What is fostering student agency?
o How does student affairs promote student success?
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 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 9: Chapter 8 - Academic Challenge
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o Should higher education have high expectations for student performance?
o How can colleges and universities celebrate scholarship?
o How do rigorous academic programs foster student success?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 10: Chapter 9 - Active and Collaborative Learning
***Student Success Research Paper***
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o How do institutions respond to diverse learning styles?
o What is active learning?
o How do peers impact student learning and success?
o How does serving in the local community influence learning?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 11: Chapter 10 - Student Faculty Interaction
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o How important is accessibility and responsiveness of faculty?
o How does academic advising influence student success?
o What value is undergraduate research in student success?
 Current Trends and Issues Response:
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o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 12: Chapter 11 - Enriching Educational Experiences
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o How do institutions infuse diversity in student learning and success?
o What is co-curricular leadership?
o How does study abroad influence student success?
o What is experiential learning?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 13: Chapter 12 - Supportive Campus Environments
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What are transitions programs?
o Why is peer support important to student success?
o What are special support programs and how do they impact student success?
o Are campuses environments alienating or inviting to students?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 14: Chapter 13 - Principles for Promoting Student Success
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o Are there any tried and true principles for promoting student success?
o What are the perennial challenges?
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o When looking at student enrollment, when is big too big?
o Are there any fresh or innovative ideas when it comes to student success?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 15: Chapter 14 - Recommendations
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What does it mean to organize for student success?
o What should institutions do to increase student performance and graduation?
o Who ultimately should take responsibility for student success?
o What does alignment and sustainability have to do with student success?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?
Week 16: Final Group Projects Due
Kuh, G.D., Jillian, K., Schuh, J.H., Whitt, E.J. (2010) Student Success in College: Creating
Conditions That Matter
 Weekly Course Discussion:
o What were the group dynamics of your group project?
o How do you rate the contributions of your group members to the project?
 Current Trends and Issues Response:
o How well was student success promoted?
o What was the academic, personal and social development practices applied?
o To what extent were program and practices complimentary thereby having a
greater impact on student success?