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National Louis University Job Talk. Jaclyn K. Rivard Western Michigan University & University of Minnesota. Accessibility. Job talk slides can be accessed at jaclynrivard.com / NLUjobtalk Plain black and white version Slide handout CV and other application materials are also here
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National Louis University Job Talk Jaclyn K. Rivard Western Michigan University & University of Minnesota
Accessibility • Job talk slides can be accessed at jaclynrivard.com/NLUjobtalk • Plain black and white version • Slide handout • CV and other application materials are also here • If anyone can not hear me or see what I am doing at any point, please feel free to move or interrupt me as needed.
Jaclyn K. Rivard PhD* University of Minnesota Organizational Leadership, Policy, & Development Higher Education MA Western Michigan University Educational Leadership, Research and Technology Higher Education and Student Affairs BS University of Wisconsin-Superior Political Science Minor: Women’s Studies
High Impact Practices in the NSSE Service Learning Research with a Faculty Member CapstoneExperience Internships/ Field Experience Study Abroad Learning Communities Methodology • Atlas.ti (word count, theme and association, relationship visualization) • Pennebaker’s Linguistic Inquiry & Word Count (emotions, self-reference, 72 language dimensions that feed into four summary constructs: Analytic Thinking, Clout, Authentic, and Emotional Tone) • Manual Thematic Coding
Percent of students who commented on the open-ended question and mentioned HIPs. Percent of students reporting they had participated in or planned to participatein High Impact Practice Areas.
High Impact Practices (HIPs) Reflected in the NSSE • Students reported in the survey that they participated in or planned to participate in HIPs at relatively high rates, but participation as we understood it on campus did not align, nor did students’ discussions of significant experiences. • Black students make up 12.17 percent of the student body, but only provided 10.6 percent of the comments. Those focused on study abroad that matched the tone and frequency of other students, but this group made no comments on internships. • Students with disabilities (SWD) register with the office of disability services on this campus at a rate of 5 percent, but provided 20.64 percent of the comments on this survey. These students spoke about both study abroad and internships at lower than average rates (internships = 1.9 percent vs. 4.71 percent; study abroad = 3.14 percent vs. 7.25 percent). • First-generation students provided 62.89 percent of the responses to this open-ended question, yet discussed study abroad and internships at much lower rates than other students (study abroad 2.2 percent compared to 7.25 percent; internships 1.63 percent compared to 4.17 percent).
Implications • Institutionally, there is direction on improving the student experience around HIPs. • We have received much positive feedback on the development of this 3-part methodology, which the team will continue to use in other projects and we hope others will test. • Expanding this research contributes to the conversation about how students experience High Impact Practices, and what High Impact means to students.
Faculty Development Research • Main study focused on Faculty development practices & programs • Web-based survey with 10 sections (6 all, 4 directors) • Follow-up interviews with faculty development directors • Assessment in Faculty Development • Faculty developers are only moderately addressing broad assessment issues, and are assessing their own programs, but not directly observing the impact or measuring change in student learning outcomes. • Invited paper for National Institute of Learning Outcomes Assessment focuses on the need for a collaboration model between assessment and faculty development. • The Gendered State of Faculty Development • More women in Faculty Development • Disproportionate number of male directors, with bigger than average staffs and budgets 26.4% 73%
Implications • Anecdotally, publication of the book has led to more conversations about Assessment and Faculty Development, which begins to address acceptance, but not embrace of assessment • Building a visual model of how faculty developers can interact with all levels of assessment will address existing concerns about the nature and impact of working on assessment, and protecting the ideal of developing and not evaluating faculty.
A Mosaic of Movement “I always feel....the movement is a sort of mosaic. Each of us puts in one little stone, and then you get a great mosaic at the end.” – Alice Paul
A Mosaic of Movement Results • Quantitative analysis • Lower likelihood of service learning course experience in STEM and Arts & Humanities, and higher in Social Sciences & Education and Business & Communication. This difference was mirrored in both the faculty and student data. • STEM was also behind on connecting learning to societal problems or issues, but unsurprisingly ahead on using numerical information to address a real-world problem. • Business & Communications did well on both of those learning items. • Model A: Student development as active and engaged citizens was predicted by students being female, students being Hispanic or Latino, Institutional Emphasis on student civic engagement and attending civic events, students connecting learning to societal problems or issues, and students using numerical information to examine real world problems or issues. (Adjusted R2 of 29.0 percent). • Model B: Enrollment in service-learning courses was predicted by being a B student, volunteering more, being in a field where faculty reported offering service-learning courses. This model was of limited impact (Adjusted R2 of 9.2 percent).
Implications • This institution can now focus on filling the small gaps in its civic engagement strategy, and repeat this analysis the future. Particularly, finding ways to encourage STEM students to consider service learning, identifying the roots of the broad success for Business and Communication students. • Policy implications for the field include focusing on institutional emphasis on student civic engagement and identifying how schools like this one are leveraging that emphasis to increase gains in student civic engagement. • More research is needed on additional kinds of institutions (i.e. this study should be duplicated at different schools), on STEM students’ civic engagement gains, and on student motivations/reasons for taking service-learning courses • The broad implications of civic engagement work in higher education are what fuel my career. I believe that higher education has a responsibility to students to help them build the skills and experiences to become engaged citizens.
Broncos FIRST Highlights • Faculty Survey • Faculty and staff are interested and willing to engage in the student success initiatives offered at the university. • Many faculty and staff believe that the university is only somewhat effective at providing an environment where faculty and staff know what they can do to improve student success. • Faculty and staff become more inclined to participate in initiatives that affect their perceived spheres of influence. • Regardless of employee group, college “leaders” were expected to take the lead. • Measuring our impact • We approached significant impact with the Professional Learning Community treatment group in one cohort and the Community Mentor in another cohort, but did not measure statistically significant increase in first- to second-year retention • New analysis: community-based economic data • Student Assignments • Student perceptions of mentorship
Implications • Institutionally what we learned from this study was funneled into a scaled-up version of the program that also integrated ideas from other departments on campus. • Implications for practice include the need to work with students to understand mentorship and leverage it when it is available, and the opportunity to continue to refine the use of mentorship and first year seminar for improved student retention. • Further research is needed on student understandings of mentorship, the impact of past (and present) student economic hardship on retention, and how to leverage mentorship as a tool for retention. • Policy implications include reconsidering how students from diverse socioeconomic backgrounds are supported, and how/whether first-year experience programs are required and used.
Learning Spaces Discussion Analysis • Learning Spaces Collaboratory Roundtable notes and contributions from scholars and practitioners • Manual Thematic Coding, Sorting, and Refinement • Resulted in 5 categories with subcategories: • Pre-planning (Learning Spaces Characteristics, Costs & Benefits, Stakeholders & Engagement, Pre-planning Process) • Planning/Building (Stakeholder involvement, Elements of a Learning Space/Infrastructure, Space Use & Design, Assessment Planning) • Post-occupancy (Assessment, Planning for the Future, Kinds of Spaces & Learning, Stakeholder Impact) • Faculty/Instructor Interaction & Pedagogy (Linking Pedagogy to Design, Connecting Learning Goals to Space, Faculty Development/Support/Incentives) • Shifting the Boundaries of Learning Spaces (Access & Sense of Belonging, The Impact of Spaces on Behavior)
Implications • The implications of the research to follow a literature review of this breadth and depth on learning spaces are unimaginably vast. It is critical that we see learning environments as an active piece of teaching and learning, and of students’ experiences at our institutions.
Selected Other Research & Practice • Assessment & Evaluation • Graduate Review & Improvement Process • Evaluating two National Science Foundation funded projects: Department Action Teams & Computer Science New Faculty Seminar • Assessment Committee of Accelerating Systemic Change Network • Higher Education Practice & Collaboration • Alumni Relations • Advising • Graduate Admissions • Symposia, Workshop, & Conference Planning • Professional Organization Engagement • Accelerating Systemic Change Network • Professional and Organizational Development (POD) Network • American Educational Research Association (AERA) • Association for the Study of Higher Education (ASHE)
Thank you! Thank you for your time and contributions to this discussion. Feel free to reach out to me with any questions, thoughts, or collaboration ideas. • jaclyn.k.rivard@gmail.com • http://jaclynrivard.com • http://linkedin.com/in/jaclynrivard
A Mosaic of Movement Regression Tables Table 1 Regression Table for Dependent Variable Student Development in Being an Active and Informed Citizen (Model A) Table 2 Regression Table for Dependent Variable Student Participation in Courses that Include Service Learning (Model B)
