DEFINING SUCCESS
THROUGH THE LENS
OF UNIVERSITY
HOUSING
Richard DeShields
Central Washington University
NWACUHO 2011—Vancouver, BC
LEARNING OUTCOMES
• Understand the different definitions of student
success
• Discuss best practices of student success models
from around the NWACUHO Region and
throughout ACUHO-I
• Discuss strategies used at Central Washington
University that focus on student success and how
these programs that are typically considered
University-wide functions fall in the responsibility
of University Housing
• Review the implementation of MAP-WORKs
retention tool as a tool to assist (an update from
NWACUHO 2010)
DEFINING STUDENT
SUCCESS
Small Group Discussion
STUDENT SUCCESS
What were some of the definitions you came up with?
Academic Achievement
Engagement in Educationally Purposeful Activities
Satisfaction
Acquisition of Desired Knowledge
Skills and Competencies
Persistence
Attainment of Educational Objectives
Post College Performance
(Kue, Bridges et al. 2006)
STUDENT SUCCESS
AT CWU
Traditional Definition at CWU:
• Institution of Access
• Diverse Student Base
• Retention of Students
– Typically used six year graduation rates
– Retention from first year to second year
STUDENT SUCCESS
•
Best Practice Questions that Universities should ask
regarding student success:
What does the University expect and need of
students prior to coming to the University and what
are the expectations of needs for students after they
enroll at the University?
•
What happens to students during their time at the
University that identifies academic achievement,
engagement in educationally purposeful activities,
and creates a satisfaction with the University itself?
•
What are the implications of intentionally focusing
on Student Success in the improvement of student
and institutional performance and how is the
University going to measure student success?
RICHARD’S THOUGHTS
Housing programs should continually assess the ways in which we are
promoting and connecting with the academic mission of the University.
While Universities should be asking the aforementioned questions, YOU
should also be asking these questions in the Housing programs you facilitate
and continue moving the academic mission forward.
S
CWU Perspective—
--Elimination of Student Affairs on Campus
--Areas moved under the Provost
--President initiated Student Success Study
IN WHAT WAYS CAN HOUSING PROGRAMS
ADDRESS THIS QUESTION?
What does the University expect and need of students prior to coming
to the University and what are the expectations of needs for students
after they enroll at the University?
CWU Perspective—
S
--Wildcat Day
--Discover Orientation
--Wildcat Welcome Weekend
--First Year Experience Program
--Wildcat Connections First Six Weeks programs
--Community Development Model
IN WHAT WAYS CAN HOUSING PROGRAMS
ADDRESS THIS QUESTION?
What happens to students during their time at the University that
identifies academic achievement, engagement in educationally
purposeful activities, and creates a satisfaction with the University
itself?
CWU Perspective—
S
--Living Learning Communities
--Academic Faculty Mentors/Programming
--Student Conduct
--Community Development Program
--Academic Recognition Receptions
--Trend Analysis of Hall GPAs
--EBI Assessment and MAP-Works
--Assessment Model
--Academic Recovery Model
MAP-Works
(Making Achievement Possible)
•Provides for Early Intervention to
Students At-Risk
•Aligns Student Expectations with
Actual Outcomes
•Facilitates Socio-Emotional Transition
to College
•Cultivates Student Involvement
(Activities, Organizations, Leadership)
MAP-Works
(Making Achievement Possible)
Academic Integration
Social Integration
Involvement
Homesickness
Roommate Issues
Self Assessment
Communication
Time Mgmt.
Health and Wellness
Financial Considerations
CWU PERSPECTIVE:
Student peer to peer connections
RETENTION THEORY AND MODELS
SWAIL’S GEOMETRIC MODEL OF STUDENT PERSISTENCE AND ACHIEVEMENT
•Academic Rigor
•Quality of Learning
•Aptitude
•Content Knowledge
•Critical Thinking Ability
•Technology Ability
•Study Skills
•Learning Skills
•Time Management
•Academic-related
extracurricular activities
earl
S
•Financial Issues
•Educational Legacy
•Attitude toward learning
•Religious Background
•Maturity
•Social Coping Skills
•Communication Skills
•Attitude toward others
•Cultural Values
•Expectations
•Goal commitment
•Family Influence
•Peer Influence
•Social Lifestyle
Financial Aid, Academic Services, Student Services, Recruitment
and Admissions, and Curriculum and Instruction
Swail, Redd, and Perna,
(2003)
IN WHAT WAYS CAN HOUSING PROGRAMS
ADDRESS THIS QUESTION?
What are the implications of intentionally focusing on Student Success
in the improvement of student and institutional performance and how
is the University going to measure student success?
CWU Perspective—
This is the question we are currentlyS focusing on.
What we do know is that we have increased student life programs
over the years to continue addressing campus retention; however, we
have not done a good job assessing outcomes
overall.
WHAT WE DO KNOW WE CAN
FOCUS ON IN HOUSING…
TINTO’S STUDENT INTEGRATION MODEL
Tinto identifies 10 variables affecting student retention:
•Individual Attributes
•Student Finances
•Developing Relationships with Prospective
S Students
•Addressing the Impact of Pre-University Education
•Goal Commitment
•Institutional Commitment: Increasing the Degree to which the University is
committed to meeting student needs and increasing the student’s commitment to
the University
•Quality of Teaching and Learning
•Peer Group Interaction
•Faculty Interaction
•Developing the Graduate’s Relationship with the University
WHAT WE DO KNOW WE CAN
FOCUS ON IN HOUSING…
POSITIONING THE UNIVERSITY TO SUPPORT STUDENT SUCCESS
Institutions that focus on student success and create a student-centered
culture are better positioned to help their students attain their educational
objectives.
Among the institutional conditions linked to persistence are supportive peers,
faculty and staff members who set high expectations for student performance,
and academic programs and experiences Sthat actively engage students and
foster academic and social integration. These include such activities as first year
seminars, effective academic advising, peer mentoring, advising and counseling,
summer bridge programs, learning communities, living-learning centers, and
undergraduate research programs.
Recommendations:
•Instill in postsecondary educators an assets-based
talent development philosophy about teaching, learning, and student success.
•Use effective educational practices throughout the institution.
•Use technology in educationally effective ways.
•Provide incentives for institutions to identify and ameliorate debilitating cultural
properties.
RICHARD’S THOUGHTS
•Needs for first generation and academically
underprepared students
•University Affinity Groups
•Effective Research and DataS
A COUPLE OF FINAL THOUGHTS
INTERESTING FACTOIDS FOR US TO CONTINUE TO PROMOTE
Importance of Peer knowledge sharing and Peer Mentoring
In fact, research indicates that RAs and Academic Advisors are most
critical to connecting students with the University
Student satisfaction and connection is improved through:
Helping students identify their niche on campus (connectedness)
Learning how to navigate the physical
campus and resources
S
Attinasi (1989) suggests students make sense of large environments by locating
themselves within more manageable campus geographies. These findings
emphasize the need to direct further college programs toward monitoring of
student resource management, academic workloads, and
assisting students in becoming familiar with the campus
environment.
Research about Peer to Peer Learning—poor adjustment
“It is the people who come faceto-face with students on a
regular basis who provide
the positive growth experiences
for students that enable them to
identify their goals and talents
and learn how to put them to
use. The caring attitude
of college personnel is viewed as
the most potent retention force
on a campus.”
(Noel, Levitz, & Saluri , 1985, p. 17)
Questions
Thanks for participating!
deshielr@cwu.edu