KNOW YOUR STUDENTS An Interpretation of Critical Trends

1. KNOW YOUR STUDENTSAn Interpretation of Critical Trends Dr. Gene GeorgeDirector, Research and Institutional Effectiveness

2. Institutional Effectiveness Focus • What is the trend? • How does it relate to our mission and purpose – to what I am trying to do in the classroom? • What may be the root cause of the trend? • How will I respond to improve my teaching and promote student success?

3. Continuous improvement through systemic reorientation of our organizational structure, programs and services – a strategic, measurable approach Incremental, day-to-day adjustments in how we do our jobs Teaching Managing the college Action not always measurable but has powerful cumulative impact Academic QualityImprovement Program

4. Context for discussion • Reorientation – response to change in public opinion, stakeholder expectations, needs of our students • As we plan long-term solutions, what can we do today start moving toward long-term goals?

5. Accountability is Crucial • Public Agenda study (2007) • Who is most responsible for student failure in college? • The student (50%) • High Schools (22%) • Colleges (25%) • Willingness to blame colleges rose from 10% (2000) to 25% (2007)

6. What should we be teaching? • The public sees less value in general education and wants more emphasis on practical training • But deems these skills “absolutely essential” • Ability to get along with people who are different • Problem-solving and critical thinking • Computers • Writing and speaking • Ability to manage on their own

7. What do our students want? • Top goal – steady, secure job • Time for personal interests and family • To be self-reliant • To help others in need • To be a parent • To make a lot of money

8. Who are our students?5-year trends • 80 percent come from Sedgwick/Butler counties • 80 percent are younger than 30 • 42 percent have annual income of less than $10,000 • 64 percent have income of less than $20,000 • Median income in region = $20,492

9. Who are our students? • Our research shows students are becoming more concerned with increasing costs of transportation and books and worry about balancing jobs and family with school

10. Who are our students? • 39 percent report both parents have high school or less than HS education • Only 20 percent of adults in our primary region have high school or less education • 25 percent work 40-50 hours a week • 50 percent work up to 30 hours a week • For every hour a week students spend studying, they spend 4 hours working and another hour caring for family

11. The Butler experience • Students say they are encouraged “quite a bit” to spend significant time studying (mean = 2.79 on 4-pt CCSSE scale) • Encouraged “some” to have serious interaction with people who are different (2.41 on 4-pt scale) • Receive “some” support needed to succeed at Butler (2.8)

12. The Butler experience • Students often ask questions in class • But less often do work that requires integration of information from various sources • Or requires working with other students in class • Not often encouraged to use computers in academic work

13. How can we help students achieve? • Public perceives community colleges as more effective/efficient than 4-years • Our students regard Butler faculty, staff and institution very positively • We have the foundation to start making changes in the classroom • In this context, day-to-day adjustments will have the desired impact

14. Strategies • Validate student perception • Are these trends apparent in my classes? • Do I need to make a change? • Document student experience