PREPARING DIVERSE STUDENTS FOR SUCCESS Research Conference: Promoting Equity in Higher Education

January 27-28, 2010

Eastwood Hall, Nottingham

THE IMPORTANCE OF INSTITUTIONAL MISSION

Captures the essence and distinctive character of the organization

Describes why a college or university was founded, who it serves and what it strives to accomplish

It communicates elemental information about the institution to key external and internal constituents. 2

INSTITUTIONAL MISSION AND PHILOSOPHY Colleges and universities that align their

mission with their educational policies and programs are generally more effective in fostering student success (Kuh and others, 1991;)

Clear and consistent objectives, stated in terms of desired outcomes for learning and personal development, are critically important in creating an educationally powerful institution. These explicit objectives should be defined by the members of the college community, taken to heart by campus leaders, and invoked as guides to decision making. (Chikering and Reisser, 1993)

3

INSTITUTIONAL MISSION AND PHILOSOPHY

An institution’s philosophy can be discerned from how it distributes its resources, the decisions it makes and its standard operating procedures (Kuh, 1993a).

Enacting a clear, coherent institutional mission and educational philosophy is essential to provide direction to students and others and to create an environment conducive to student success 4

INSTITUTIONAL MISSION AND PHILOSOPHY

The philosophy is composed of tacit understandings about what is important to the institution and its constituents and unspoken but deeply held values and beliefs about students and their education.

Institutional philosophies serve as a compass, keeping the institution on track as it makes decisions about resources, curriculum, and educational opportunities. 5

INSTITUTIONAL MISSION AND PHILOSOPHY

They are threads woven into the institution’s conscience that help people determine how to spend their time and energy in pursuit of the institution’s mission and purposes

6

UNIVERSITY OF VICTORIA MISSION The University of Victoria enriches it’s students and society by creating knowledge, fostering academic and experiential learning and serving communities in British Columbia, in Canada and around the world. We build on the strength and diversity of our people – students, faculty, staff and alumni – to strengthen our position among the best universities in Canada, recognized for excellence in teaching, learning, research, artistic creativity, professional practice and service to the community.

We are committed to:Providing a high quality learning and research environment , both in and outside the classroomIntegrating teaching, learning, research and community engagement across the disciplines Employing our core strengths to benefit our external communities – locally, regionally, nationally and internationally – and promoting civic engagement and global citizenshipPromoting the development of a sustainable society through our programs of education and research, and the stewardship of our own financial and physical resourcesCollegial forms of governance that provide appropriate opportunities for all members of the university community to participateEnvironments for work and study that are safe, supportive, inclusive and healthy, foster mutual respect and civility, recognizing that people are our primary strengthPublic and internal accountability

7

GENERIC GOALS OF A UNIVERSITY EDUCATION Higher Learning

Higher learning develops a comprehension and appreciation of human knowledge and creative expression in their diverse manifestations and cultural contexts. Such development takes place both within and across specific disciplines Habits of Thought

Higher learning encourages habits of analytical, critical and strategic thought. These habits are characterized by respect for facts, ethical awareness and wise judgment in human affairs Discovery and Creativity

Higher learning stimulates discovery and creativity in scholarly, scientific, artistic and professional activity. This stimulus drives the acquisition of knowledge and its dissemination to others Forms of Communication

Transmission of knowledge to others assumes lucid and coherent communication , in both traditional and innovative forms, in an atmosphere of mutual respect. Modes of expression may include the written, oral, auditory, visual and digital Extended Learning

Learning is the work of a lifetime. University education generates the desire for further growth while providing a field of intellectual and practical opportunities for later fulfillment

8

UNIVERSITY OF VICTORIA’S MODEL OF STUDENT EXPERIENCE, ENGAGEMENT AND SUCCESS

9

Consequences

Student Engagement

Student Behaviors

Student Experience

Student Success

Institutional Conditions

THE CHANGING STUDENT POPULATION

Who our students are

How to create an environment that embraces diversity as one of its core values, infusing (diversity into) every aspect of campus life and purpose, and every measure of success.

10

UNIVERSITY OF VICTORIA’S MODEL OF STUDENT EXPERIENCE, ENGAGEMENT AND SUCCESS

11

Antecedents• Academic Preparation•Social Repertoire•Financial Sufficiency•Wellness

Student Engagement

Student Experience

Student Success

CLEAR PATHWAYS TO STUDENT SUCCESS

Review of the literature on student success points to the importance of clear definition of student engagement, student experience and student success.

12

UNIVERSITY OF VICTORIA’S MODEL OF STUDENT EXPERIENCE, ENGAGEMENT AND SUCCESS

13

Consequences

Student Behaviors

AntecedentsInstitutional Conditions

STUDENT EXPERIENCE

How do institutions make available what students need when they need it and have responsive systems in place to support teaching, learning and student success?

14

STUDENT ENGAGEMENT

How do students take advantage of institutional resources for their learning?

15

UNIVERSITY OF VICTORIA’S MODEL OF STUDENT EXPERIENCE, ENGAGEMENT AND SUCCESS

16

Consequences

Student Engagement

Student Behaviors

Antecedents

CLEAR PATHWAYS TO STUDENT SUCCESS

Defined as academic achievement; engagement in educationally purposeful activities; satisfaction, acquisition of desired knowledge, skills and competencies; persistence, and attainment of educational objectives

Articulate a mindset or vision that enables faculty and staff to see how their daily work contributes to student success

17

UNIVERSITY OF VICTORIA’S MODEL OF STUDENT EXPERIENCE, ENGAGEMENT AND SUCCESS

18

Antecedents:•Academic Preparation•Social Repertoire•Financial Sufficiency•Wellness

Student Engagement: is the sum of the interactions of a student with the environment . This includes all behavior (verbal, non-verbal, internal, external, social cognitive, affective, physical

Student Experience

Student Success: is the sum of internal and external behavior changes (learning outcomes) that result from interactions (engagement) with the environment (experience). The measure of success is dependent on each student’s engagement with their experience.

Student Behaviors

Institutional ConditionsConsequences:Satisfied, meaningful life for the individual•In the community•Throughout careers•With academic integrity and ethical behavior

REFERENCESGeneral Student Engagement, Student Experience and Student Success *American Association for Higher Education (AAHE), American College Personnel Association (ACPA), and

National Association of Student Personnel Administrators (NASPA). (1998). Powerful partnerships: A shared responsibility for learning. Washington, DC: American College Personnel Association.

Astin, A. W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. American Council on Education Series on Higher Education. Washington, DC/New York: American Council on Education and Macmillan

Brown-Glaude, Winnifred R., Doing Diversity in Higher Education, (20090 Ruters University Press Bowen, William G., Kurzweil, Martin A., Tobin, Eugene M., (2005) Equity and Excellence in Americn Higher

Education, University of Virginia Press Kinzie, J., and Kuh, G.D. (2004). Going DEEP: Learning from campuses that share responsibility for student

success. About Campus, 9 (5), 2-8.C., Kuh, G.D., Kinzie, J., Schuhu, J.H., Whitt, E.G. and Associates (2005). Student success in college: Creating

conditions that matter. San Francisco: Jossey-Bass. Kuh, George D., Kinzie, Jillian, Buckley, Jennifer A., Bridges, Brian K., Hayek, John C., Piecing Together the

Student Success Puzzle (2007) Wiley Periodicals Inc. Ashe Higher Education Report: Volume 32, Number 5 *Leonard, P. (2007). Structuring for Student Success and Retention in a Community College – an Integrated

Approach, Education Policy Institute – Retention 2007 Conference, May 2007. McClellan, George S., Stringer, Jeremy and Associates, The Handbook of Student Affairs Administration

(2009)John Wiley & Sons Third edition Pascarella, E.T. and Terenzini, P.T. (2005). How college affects students: A third decade of research, Volume 2.

San Francisco: Jossey-Bass. Sandeen, Arthur, Barr Margaret J., (2006). Critical Issues for Student Affairs. San Francisco: John Wiley & Sons.

Inc. Swail, Watson Scott, Retaining Minority Students in Higher Education, ASHE_ERIC Higher Education Reprot:

volume 30, Number 2

Mapping Project Lawrence-Lightfoot, S. (1997). Illumination: Framing the terrain. In S. Lawrence-Lightfoot and J. Hoffman

Davis, The art and science of portraiture (pp. 41-59). San Francisco: Jossey-Bass.

Experiential Learning *Anderson, E., Iles, L. And Johnston, N. (2009). Co-operative Education and Student Engagement,

Recruitment, and Retention: Early results from a multi-institutional study in British Columbia, Portland, Oregon, April 2009.

UVic Faculty Specific Inclusive Education Best Practice *University of Victoria Learning and Teaching Centre (2008). Inclusive Education Best Practice, Victoria, B.C.

19