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Creating Conditions for Student Success University of Maine System March 10, 2008. Vincent Tinto Syracuse University (315) 443-4763 [email protected] Overview. What conditions promote student success? What are universities doing to promote student success?. Conditions for Student Success.

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Creating conditions for student success university of maine system march 10 2008

Creating Conditions for Student SuccessUniversity of Maine SystemMarch 10, 2008

Vincent Tinto

Syracuse University

(315) 443-4763

[email protected]


Overview
Overview

  • What conditions promote student success?

  • What are universities doing to promote student success?


Conditions for student success
Conditions for Student Success

Moving from teaching to learning. Establishing the conditions within the college that promote student success


Conditions for student success1
Conditions for Student Success

  • Expectations

    • Clear, consistent expectations

    • High expectations

    • Validation


Conditions for student success2
Conditions for Student Success

  • Expectations

  • Support

    • Academic support

    • Social support

    • Language support

    • Financial support


Conditions for student success3
Conditions for Student Success

  • Expectations

  • Support

  • Feedback

    • Entry assessment and placement

    • Early warning systems

    • Classroom assessment of learning


Conditions for student success4
Conditions for Student Success

  • Expectations

  • Support

  • Feedback

  • Involvement

    • Frequent contact with students, faculty, and staff

    • Active involvement in learning

    • Time on task


Students will get more involved in learning, spend more time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others


Strategies for student success
Strategies for Student Success time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Intrusive advising, counseling, and mentoring

    • First year, undecided, and change of major students


Strategies for student success1
Strategies for Student Success time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Intrusive advising, counseling, and mentoring

  • Integrated support programs

    • Learning centers

    • Freshman seminars / College Survival courses

    • Supplemental instruction

    • Summer Bridge programs


Supplemental instruction si
Supplemental Instruction (SI) time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

Freshman English

Instructor

Supplemental

Study Groups

A

B

C

D

Tutor A Tutor B Tutor C Tutor D


Strategies for student success2
Strategies for Student Success time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Intrusive advising, counseling, and mentoring

  • Integrated support programs

  • Pedagogies of engagement

    • Cooperative learning

    • Problem-based learning

    • Service learning


Cooperative learning
Cooperative Learning time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Positive interdependence

  • Face-to-face promotive interaction

  • Group processing

  • Interpersonal and group skills

  • Individual and group accountability


Problem based learning
Problem-Based Learning time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Cooperative learning groups

  • Groups work to solve meaningful problem(s)

  • Curriculum/assignments geared to the acquisition of knowledge and skills needed for problem solution.


Strategies for student success3
Strategies for Student Success time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Intrusive advising, counseling, and mentoring

  • Integrated support programs

  • Pedagogies of engagement

  • Learning communities

    • Curricular learning communities

    • Basic skills learning communities


Learning communities
Learning Communities time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • 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 active learning strategies


LaGuardia CC - ESL Linked Courses time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

ESL Developmental English

Speech Communication


California State-East Bay Clusters time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

Ancient World- Fall

U.S. History

Developmental

English 1

General Studies

Seminar


Strategies for student success4
Strategies for Student Success time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Intrusive advising, counseling, and mentoring

  • Integrated support programs

  • Pedagogies of engagement

  • Learning communities

  • Assessment of student learning

    • Entry assessment and placement

    • Early warning systems

    • Program assessment

    • Classroom assessment strategies


Strategies for student success5
Strategies for Student Success time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Intrusive advising, counseling, and mentoring

  • Integrated support programs

  • Pedagogies of engagement

  • Learning communities

  • Assessment of student learning

  • Structured first-year programs

    • Rethinking gateway courses

    • Rethinking the first year/semester of college


Closing thoughts
Closing Thoughts time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Student success does not arise by chance

    • Intentional, structured, and proactive strategies for student success


Closing thoughts1
Closing Thoughts time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Student success does not arise by chance

  • Access without support is not opportunity

    • Establishing conditions of support in or connected to the classroom


Closing thoughts2
Closing Thoughts time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • Student success does not arise by chance

  • Access without support is not opportunity

  • Student success is a shared responsibility

    • Collaboration, coordination, and alignment matter


Closing thoughts3
Closing Thoughts time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

Student success does not arise by chance

Access without support is not opportunity

Student success is a shared responsibility

Assessment matters

Assess to improve, not just to prove


Resources successful programs
Resources: Successful Programs time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

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)


Resources cooperative learning
Resources: Cooperative Learning time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

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).


Resources problem based learning
Resources: Problem-Based Learning time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

  • 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)


Resources service learning
Resources: Service Learning time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

Barbara Jacoby, 1997.Service-Learning In Higher Education: Concepts And Practices

(San Francisco: Jossey-Bass)

Service Learning Project

American Association for Higher Education

www.aahe.org/service


Resources learning communities
Resources: Learning Communities time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

The Learning Community Commons

The Washington Center for Undergraduate Education,TheEvergreen State College

http://learningcommons.evergreen.edu


Academic assistance learning communities
Academic Assistance Learning Communities time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

CC of Baltimore County California State Univ-Hayward

Cerritos College California State Univ-Los Angeles

DeAnza College University of Texas-El Paso

Grossmont College Temple University

Holyoke CC Tennessee State University

LaGuardia CC

San Jose City CC

Sandhills CC

Santa Fe CC

Seattle Central CC

Shoreline CC Pathways to College Success

Spokane Falls CChttp://pathways.syr.edu


The Learning Community Listserv time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

Evergreen State College

Gillies Malnarich and Emily Lardner 


Co-Directors, The Washington Center

[email protected]


Resources supplemental instruction
Resources: Supplemental Instruction time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

Center for Supplemental Instruction

University of Missouri-Kansas City

www.umkc.edu/centers/cad/si


Resources classroom assessment
Resources: Classroom Assessment time learning, and in turn learn more when they are placed in supportive educational settings that hold high expectations for their success, provide frequent feedback about their learning, and require them to share learning with others

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).


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