What do We Know about
Increasing Student Success?
Marilee Bresciani Ludvik, 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 Ludvik, 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 Ludvik, 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 Ludvik, 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 Ludvik, M.J.
Discussion Questions
• How much of the aforementioned
research is evident in the design of what
you do for students who begin their
college experience at your institution?
– How about for transfer students?
• How are you collaborating with each
other to implement this research?
• How are you evaluating your success?
Bresciani Ludvik, M.J.
What do we know about student
success from national
assessment?
Bresciani Ludvik, 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 Ludvik, M.J.
Learning that Employers Demand
of Colleges (AAC&U, 2013)
• Critical thinking and analytical reasoning
skills – 82% (In 2009, it was 81%)
• The ability to analyze and solve complex
problems – 81% (In 2009, it was 75%)
• The ability to effectively communicate orally
and in writing - 80 % (In 2009, it was 89%)
• The ability to apply knowledge and skills to
real-world settings– 78% (In 2009, it was
79%)
Bresciani Ludvik, M.J.
Learning that Employers Demand
of Colleges (AAC&U, 2013)
• The ability to locate, organize, and evaluate
information from multiple sources – 72%
• The ability to innovate and be creative - 71%
(In 2009, it was 70%)
• Teamwork skills and the ability to collaborate
with others in diverse group settings – 67%
(In 2009, it was 71%)
• The ability to connect choices and actions to
ethical decisions – 64% (In 2009, it was 75
%)
Bresciani Ludvik, 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 Ludvik, M.J.
Discussion Questions
• How much of the aforementioned
assessment results are evident in the
design of what you do?
– For transfer students?
• How are you collaborating with each
other to implement necessary
improvements?
• How are you evaluating your
success?
Bresciani Ludvik, M.J.
What else do we
need to consider?
Bresciani Ludvik, M.J.
Are we Organized in a Way to
Improve Success?
• How do you organize yourselves around
student success?
• How do you ensure the success of transfer
students?
• What research is evident in the way in
which you organize yourself?
• How well do you assess the success of
your transfer students?
Bresciani Ludvik, 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 Ludvik, M.J.
The Linear Student Learning and
Development Experience
Performance Indicators
Inputs
Outcomes
Integrated Exp.
Outcomes-based Evidence
Bresciani Ludvik, M.J.
The Non-Linear Learning and
Development Experience
Bresciani Ludvik, M.J.
Learning is not Linear
Meaning
Making/in
tegrate
Life
Experience
/Cocurricular
Content
Knowledge
from
Courses
Bresciani Ludvik, M.J.
So, why would we focus more on
modularized segmented learning and
reduce funds toward that which
promotes students’ meaning making
and ability to think critically?
Bresciani Ludvik, 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 Ludvik, M.J.
We can Intentionally Change the
Structure and Function of the Brain
Via
Attention,
Emotion,
and
Cognitive
Regulation
Training
Bresciani Ludvik, M.J.
Integrative Inquiry
(Under Review, anticipated publication 2014)
Known/Evidence
Unknown/
Spontaneous
Creativity
Bresciani Ludvik, M.J.
Student learning
and development
Feel/
Sense
Integrative Inquiry
(Under Review, anticipated publication 2014)
Known/Evidence
Via Courses, PLA
Unknown/
Spontaneous
Creativity Via
Intentional
“Messy”
Opportunities
Bresciani Ludvik, M.J.
Student learning
and development
Feel/Sense
Via
Facilitated
Experiences
Discussion Questions
• How much of the aforementioned
research is evident in the design of
what you do?
• How are you collaborating with each
other to implement necessary
improvements?
• How are you evaluating your
success?
Bresciani Ludvik, M.J.
Integrative Inquiry Curriculum
Learn more at
www.integrativeinquiry.org
Or
www.rushingtoyoga.org
Bresciani Ludvik, M.J.
INIQ Pilot Results
(INIQ, Under Review)
• Significant decrease in
– Perceived Stress (PSS)
– Anxiety (BAI)
• Significant increase in
– Confidence in Reasoning (CCTDI)
– Observing (FFMQ)
– Describing (FFMQ)
– Acting with Awareness (FFMQ)
Bresciani Ludvik, M.J.
INIQ Pilot Results, cont.
(INIQ, Under Review)
• Significant increase in
– Non-judging of inner experience (FFMQ)
– Non-reactivity to inner experience (FFMQ)
• More research is being done now…
Bresciani Ludvik, M.J.
Questions?
Contact Marilee Bresciani Ludvik, Ph.D.
at rushingtoyoga@gmail.com or at
mbrescia@mail.sdsu.edu
Bresciani Ludvik, 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. 2nd
ed. Chicago: University of Chicago Press.
Bresciani Ludvik, 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 Ludvik, 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 Ludvik, 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 Ludvik, 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 Ludvik, M.J.