Week One Integrative Inquiry Course

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Assessment at Work: Increasing

Student Success

Marilee J. Bresciani, Ph.D.

Professor, Postsecondary Education and

Co-Director of the Center for Educational Leadership,

Innovation, and Policy

Founder and President, Rushing to Yoga Foundation

San Diego State University

3590 Camino Del Rio North

San Diego, California, U.S.A.

619-594-8318

Marilee.Bresciani@mail.sdsu.edu

www.rushingtoyoga.org

Bresciani, M.J.

Guiding Questions

• What do we know about student success from our assessment of it?

• With what we know, can we determine what we can do to improve student success?

Bresciani, M.J.

Student Success “Knowns”

Informed by Research

• Social and academic integration into college

(Tinto, 1975; Astin, 1993, and lots more)

• Match of institutional environment and/or commitment and student characteristics and/or commitment (Tinto, 1987, and lots more)

• Students’ beliefs and attitudes (Bean, 1980, ditto)

• Expectations of students and institutional members (Kuh, 2003; Rendon, 1994; Solorzano,

Cejna, Yosso, 2000; and lots more)

Bresciani, M.J.

Student Success “Knowns”

Informed by Research, Cont.

• Academic, Social and Financial Support

(Bowles & Jones, 2003)

• Monitoring and feedback on student and institutional members’ performance (Angelo

& Cross, 1993)

• Actual student and organizational learning

(Barr & Tagg, 1995)

• Academic Preparation (Kuh, Kinzie, Buckley,

Bridges, &Hayek, 2007)

Bresciani, M.J.

Polling Question

Based on that quick summary, what would be one solution higher education leaders could implement right away?

1) Set tougher admissions standards

2) Create expectations for student success tied to funding formulas

3) Implement systematic student development programs

4) Increase responsibility for students to make meaning out of their learning

5) Throw more on campus parties

Bresciani, M.J.

What do we know about student learning and development from national assessment?

Bresciani, M.J.

* In the first 2 years, 45% of students showed no significant improvement in critical thinking, analytical reasoning, problem solving, and written communication skills

* After 4 years, 36% still showed no improvement, but with greater gains for students in

Liberal Arts

"Academically Adrift: Limited Learning on College

Campuses" (2011, University of Chicago Press)

Bresciani, M.J.

Learning Employers Demand of

Colleges (AAC&U, 2009)

• The ability to effectively communicate orally and in writing

- 89 %

• Critical thinking and analytical reasoning skills - 81%

• The ability to apply knowledge and skills to real-world settings through internships or other hands-on experiences

- 79%

• The ability to analyze and solve complex problems - 75%

• The ability to connect choices and actions to ethical decisions - 75%

• Teamwork skills and the ability to collaborate with others in diverse group settings - 71%

• The ability to innovate and be creative - 70%

Bresciani, M.J.

Required Leadership Traits

(Center for Creative Leadership, 2011)

Leaders need to:

• be creative,

• navigate complexity and ambiguity,

• be agile,

• be adaptable,

• be boundary spanning,

• engage in network thinking,

• be self aware, and

• be co-creators

Bresciani, M.J.

Polling Question

Given that data, what would be one solution higher education leaders could implement right away?

1. Create national tests so we can gather more data and determine the problem

2. Enroll students in MOOCs and use campus resources to teach the missing skills

3. Outsource general learning and deepen specialized learning

4. Implement training programs to address missing skills as required internship components for each degree

5. Tell employers to do the educating of students if they think it is so easy

Bresciani, M.J.

With all this data, why can’t we improve student success?

Bresciani, M.J.

The Course is in the Driver’s Seat

• Currently, higher education is organized primarily around singular course delivery

– calculations for full-time equivalency and its related funding

– grade point average calculation

– federal financial aid packaging based on course enrollment

– faculty workload assignments, construction of degrees

Bresciani, M.J.

The Linear Student Learning and

Development Experience

Performance Indicators

Inputs Integrated Exp. Outcomes

Outcomes-based Evidence

Bresciani, M.J.

The Non-Linear Learning and

Development Experience

Bresciani, M.J.

Learning is not Linear

Life

Experience

/Cocurricular

Meaning

Making/in tegrate

Content

Knowledge from

Courses

Bresciani, M.J.

So, why would we focus more on modularized segmented learning and reduce funds toward that which promotes students’ meaning making and self-expression?

Bresciani, M.J.

Known and Unknown

“Our explanations must be guided by truth; truth cannot be adjusted to conform to what we want to hear.” – Leonard Mlodinow (2011, p.17)

Known ----------------------------------- Unknown

“We don’t yet know the most fundamental laws [of nature or the human mind]…So there seems to be an irreducible mystery that science will not eliminate.” – Steven Weinberg

( http://www.physlink.com/education/essay_weinberg.cfm

)

Bresciani, M.J.

What You Focus on Changes the

Structure and Function of your Brain

(Alvarez & Emory, 2006;

Chan, Shum, Toulopoulou,

& Chen, 2008;

Chiesa, Calati, Serretti,

2011; Goldin & Gross,

2010; Hölzel, Carmody,

Vangel, Congleton,

Yerramsetti, Gard, & Lazar,

2011; Kozasa, Sato,

Lacerda, Barreiros,

Radvany, Russel, Sanches,

& Mello, 2012; Lutz,

Slagter,

Dunne, & Davidson, 2008;

Todd, Cunningham,

Anderson, & Thompson,

2012 )

Bresciani, M.J.

We can Intentionally Change the

Structure and Function of your Brain

Via

Attention,

Emotion, and

Cognitive

Regulation

Training

Bresciani, M.J.

Polling Question

Given that information, what would be one solution higher education leaders could implement right away?

1. Fund research so we can find the solutions

2. Enroll students in MOOCs and use campus resources to teach the missing skills

3. Outsource general learning and deepen specialized learning

4. Implement AR, ER, and CR training programs

5. I don’t know

Bresciani, M.J.

Integrative Inquiry

(under investigation)

Known/Evidence

Unknown/

Spontaneous

Creativity

Bresciani, M.J.

Student learning and development

Feel/

Sense

Integrative Inquiry

(under investigation)

Known/Evidence

Via Courses

Unknown/

Spontaneous

Creativity Via

Intentional

“Messy”

Opportunities

Student learning and development

Feel/Sense

Via

Facilitated

Experiences

Bresciani, M.J.

Integrative Inquiry Curriculum

Learn more at

Rushing to

Yoga

Foundation

www.rushingtoyoga.org

Bresciani, M.J.

Questions?

Contact Marilee Bresciani, Ph.D. at rushingtoyoga@gmail.com

or at mbrescia@mail.sdsu.edu

Bresciani, M.J.

References

• Bean, J.P. (1980) dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education 12(2 ):155-

187

• Tinto, V. (1975). Dropout from higher education:

A theoretical synthesis of recent research. Review of Education Research 65 (Winter) : 89-125.

• Tinto, V. (1987). Leaving college: Rethinking the causes and cures for student attrition. 2 nd ed.

Chicago: University of Chicago Press.

Bresciani, M.J.

References, Cont.

• Kuh, G.J., Kinzie, J., Buckley, J.A., Bridges, B.K.,

&Hayek, J.C. (2007),Piecing together the student success puzzle: Research, propositions, and recommendations

• Rendon, L. (1994). Validating culturally diverse students: Toward a new model of learning and student development.

Innovative Higher

Education, 19, 13-52.

Bresciani, M.J.

References, Cont.

• Solorzano, D., Cejna, M., Yosso, T. (2000). Critical race theory, racial microaggressions, and campus climate: The experiences of African American college students.

Journal of Negro Education , 69,

60-73.

• Kuh, G. (2003). What we’re learning about student engagement from NSSE. Change, 35, 24-

32.

• Astin, A. (1993). What matters in college? San

Francisco, CA: Jossey-Bass.

Bresciani, M.J.

References, Cont.

• Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers San Francisco, CA: Jossey-Bass.

• Barr, R. & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November-December , 13-25

• Bowles, T.J. & Jones, J. (2003). The effect of supplemental instruction on retention: A bivariate probit model. College Student

Retention: Research, Theory, and Practice, 5, 431-

439.

Bresciani, M.J.

References, Cont.

• For details on (Alvarez & Emory, 2006; Chan,

Shum, Toulopoulou, & Chen, 2008; Chiesa, Calati,

Serretti, 2011; Goldin & Gross, 2010; Hölzel,

Carmody, Vangel, Congleton, Yerramsetti, Gard, &

Lazar, 2011; Kozasa, Sato, Lacerda, Barreiros,

Radvany, Russel, Sanches, & Mello, 2012; Lutz,

Slagter, Dunne, & Davidson, 2008; Todd,

Cunningham, Anderson, & Thompson, 2012) please refer to the Supporting Research tab at www.rushingtoyoga.org

Bresciani, M.J.

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