engaging insights: what we know about my perspective…€¦ · 8/1/2016 1 engaging insights: what...

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Engaging Insights: What we Know About Student Learning and Engagement in

Effective Educational Practice

Jillian KinzieIndiana University Center for Postsecondary Research, NSSE Institute

1st annual teaching and learning national institute ~ Washington Center for Improving Undergraduate Education

My Perspective…Research on Student Success

Effective Educational Practice

Using Data Teaching & Learning to Improve

Student Learning Outcomes

Assessment Practice

Transparency


Making Assessment Matter


1. More assessment activity.

2. Greater focus on student learning.

3. Persistent appetite in higher education for information about using assessment to improve.

(Kuh, Ikenberry et al., 2015)


• Explicit about practices that matter for learning

PREMISE: Assess the extent to which students experience these practices, and help institutions design more engaged learning


TLNIAssessment Research/Evidence on

Teaching & Student Success+ Professional/Faculty Development

= Effective Teaching & Learning and

Improved Student Learning & Success

+

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Teaching & Learning Concerns in TLNI Campus Applications

• Expand active learning; experiential learning• Expand experiences in information literacy• Train adjunct faculty in use of effective practices to reach underserved student groups

• Increase instructional practices that elevate course challenge

• Increase rigor in curricular & co‐curricular learning

• Develop widely shared set of evidence‐based pedagogical strategies


What should students be able to know and do when they graduate?

What learning experiences should be emphasized in undergraduate education?

How will we know?


Press for Learning

Explicit pressure for colleges and universities to demonstrably

improve the quality of learning and student success.

Are you feeling it??


To address these concerns: use research‐based approaches to

improve conditions for student learning and success.


Fortunately, college educators are more interested in the learning

processes of their students than ever!


Assertion: We know a lot about Effective Teaching & Learning Practices and

Student Success

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What do you do to verify, or fact‐check?



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• Mindset: just learning about the growth mindset can cause a big shift in the way people think about themselves and their capacity to learn

• Information presented to learners in their preferred learning style helps them learn


• Carving out time for students to formulate, evaluate, and wrestle with their own questions pushes their learning and sends a clear message that this is a place where asking, pondering and speculating is highly valued

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•What do you think we have reasonably good evidence about in terms of teaching, learning and student success?


We know a lot about Learning Practices and Student Success

The challenge is using what we know.

Aligning resources, removing impediments, to optimize success for all students.

1st annual teaching and learning national institute ~ Washington Center for Improving Undergraduate Education 1st annual teaching and learning national institute ~ Washington Center for Improving Undergraduate Education

Hitting the Highlights1. Science and culture of learning

2. Evidence about educational quality

3. Engaging pedagogies and good teaching

4. Techniques, Tips and Tools

5. Student engagement


1. The Science and Culture of Learning

• Neuroscience & cognitive science advances

• Greater attention to what learners bring in – “Culturally responsive” practice (Ladson‐Billings)

• Belongingness

• Feedback

• Metacognition

• ApplicationWhat does this suggest for teaching?


Do I really belong here?

Do I have what it takes?

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Embrace a “Talent Development” Perspective

: Every Student Can Learn Under the Right Conditions– Important for historically underserved students

• Resist that students under‐preparedness is their defect – instead, believe students come to college able to do the work, but that they might need

guidance about what they should be doing… be explicit, offer real examples, spell out what students should do.


They get to a good college and encounter what should be a minor obstacle, and freak out. They don’t want to ask for help, or they don’t know how. Things spiral, and before they know it, they’re back at home, resentful, demoralized and in debt.


Foster a Growth Mindset*

Fixed“If I have to try hard, I’m clearly just not

smart”

• There is no point in trying if one is not a “natural”

Growth“Trying harder makes

you smarter”

• Obstacles can be overcome through effort, help from others & use of improved strategy (not just “try hard” but take advantage of help resources)*Dweck; Yeager; Duckworth 1st annual teaching and learning national institute ~ Washington Center for Improving Undergraduate Education

Entering students at UT Austin received a growth mindset intervention

Intervention

• Read message about working hard, using resources, from successful UT Austin students

• “I thought I was the only one who struggled.”

• “I was shocked at how hard I had to work.”

Outcome

More likely to complete a full load of courses, and effect was stronger among at‐risk students.

Students reported use of services, feeling supported


Interventions at UT Austin– Study YOUR students’ & course patterns (who drops, courses with high DFWs??)

– Be inclusive, watch stigmatizing– Challenging work + supplemental support– Peer mentors– Psychology of success mindset (effort = success)– Part of a “Community of high‐achieving students”– Engaged faculty advisors– Leadership expectations, service, – Belongingness matters; belief in ability to learn– Keep students from over‐interpreting discouraging events that might happen in the future


2. Broad Notions About Educational Quality

• Effective educational practice = what contributes to quality undergraduate learning–ECS 3 qualities & 12 attributes for undergraduate education

• 7 principles for good practice (Chickering & Gamson)

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Organizational Culture

InstructionCurriculum and Co‐

curriculum

Quality in Undergraduate Education


Two Attributes for Your Reflection

To what extent is your TLNI work addressing:

• the first year of undergraduate study and the importance of transition and challenging core academic experiences?

• multiple opportunities in and outside the classroom for synthesizing experiences?


Good Practices in Undergraduate Education

(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)

High expectations

Time on task

Student‐faculty contact

Active learning

Prompt feedback

Experiences with diversity

Cooperation among students


3. Engaging Pedagogies + Good Teaching

• Implement engaging pedagogies• Emulate practices of “outstanding teachers” (Ken Bain)


Write down your 3 best ideas for active learning.

1. ________________

2. ________________

3. ________________

Exchange your ideas with one person at your table.


Learning From Best College Teachers“To benefit from what the best teachers do, we must embrace a different model, one in which teaching occurs only when learning takes place. Most fundamentally, teaching in this conception is creating those conditions in which most‐‐if not all‐‐of our students will realize their potential to learn. That sounds like hard work, and it is… but it is highly rewarding and obtainable.” –Ken Bain, What the Best College

Teachers Do

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4. Techniques, Tips & Tools

• Rich array of tools… –Effective group work

–Active learning in large classes

–Interactive lecturing

–Flipped classes

–Technology


5. Student Engagement Focus• Student engagement (NSSE and CCSSE)

– Research‐based practices, institutional conditions that matter, and HIPs

– Value of engagement for classroom instruction (Barkely) & teaching underprepared students (Gabriel)

• Learning‐centered environments


High‐Impact Practices: NSSE & CCSSE

NSSE – Structured HIPS

• Learning Community

• Service‐Learning

• Research with Faculty

• Study Abroad

• Internship

• Capstone

CCSSE – Structured HIPs or Group Learning Experiences• Orientation• Student Success Course

• First‐Year Experience• Learning Community• Accelerated Developmental Education


Pedagogical Practices That Matter in the First Year• Asked questions in class or contributed to class discussions• Made a class presentation• Prepared two or more drafts of a paper or assignment• Worked with other students on projects during class• Worked with classmates outside of class on assignments• Tutored or taught other students (paid or voluntary)• Participated in a community‐based project as part of course• Talked about career plans with a faculty member or advisor• Discussed ideas from readings/classes with faculty outside class• Received prompt feedback on your academic performance• Worked harder than you thought• Worked with faculty on activities outside coursework

(committees, student life, etc.)• Discussed ideas from readings/classes with others• Had serious conversations with students of a different race or

ethnicity and those who differ from you ‐ religious beliefs, politicaopinions, or personal values


Boeing 777 Normal Procedures Checklist


Checklists• No matter how expert you may be, well‐designed checklists can improve outcomes.

• We know the patterns. Why not try a checklist?

Checklist for:

– Advising

–Meeting with a student on probation

– First week of class

– Building a student success oriented learning environment

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Checklist for Educationally Effective Practice


A Common Concern for Teaching and Learning

• How do we motivate students to do their best work? OR,

• How do we sufficiently challenge students to keep them highly engaged, and not discourage them? OR,

• How do we sustain rigor whilealso being supportive? OR,

• How do we amp up rigor?


What % of seniors were highly* challenged to do their best work?

(* at least 6 on 7‐point scale; where 7 is “very much”)

a. 54% b. 61% c. 72% d. 85%

b. 61%(and only 54% First Years)


• CCSSE: Most students report using complex critical thinking skills in their coursework and working hard to meet their instructors’ expectations, yet many are neutral as to whether exams challenge them to do their best work.


Relationship of Course Challenge with Engagement & Students’ Assessment of Their Experience


Thinking about What We Know about Learning & Student

Success…

What might you suggest to respond to the rigor question?

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Yes, it would be lovely…

If only teaching and learning were that straightforward…


All educational methods are not equal. No instructional approach is ruled out so long as it engages students and makes them responsible for learning. But some methods accomplish these goals more frequently than others.

What ideas do you have for helping your campus think more about evidence‐based practice?


Using Research to Inform Teaching

• Creating learning activities & environments in harmony with research on learning

• Try out new strategies (and assess to determine if they make the intended difference)

• How will you incorporate evidence based practice into your Action Plan?


The important work of ensuring educational quality & vibrant learning experiences is critical to helping students complete college and ensuring they are prepared for the 21st century.

Incorporate Pedagogies that Enable More students to

Flourish in College and Beyond

Yet, despite 30 years of effort, assessment has had an

embarrassingly modest impact on student and institutional

performance.

Current Pressures in U.S. Higher Education

• Global Competitiveness in Degree Attainment

• Reduce persistence & graduation rate gaps

• Questionable evidence of student learning

• Challenging fiscal environment

• Increased employer demands and needs in 21st century economy

engaging insights: what we know about my perspective…€¦ · 8/1/2016 1 engaging insights: what...

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