Student Success Does Not Arise By Chance AASCU 2012 Academic Affairs Winter Meeting San Antonio , Texas February 11, 2012 Vincent Tinto Syracuse University (315) 443-4763 [email protected]

Student Success Does Not Arise By Chance Classrooms as the nexus of institutional action for student success

Conditions for Classroom Success  Expectations  Clear, consistent, accurate information  High expectations

Promoting Classroom Success • Expectations  Advising • Knowing the path to completion • • • Institution Program Classroom  Maintaining Standards of Performance • Consistency of words and actions

Conditions for Classroom Success   Expectations Support  Academic Support  Social Support

Promoting Classroom Success • • Expectations Support  Academic support services to connect and/or integrate support within the classroom • • • Supplemental instruction Accelerated learning Contextualization • • Embedded academic support (I-Best Basic skills learning communities )

Supplemental Instruction (SI) Freshman English Instructor Supplemental Study Groups A B C D Tutor A Tutor B Tutor C Tutor D

Accelerated Learning

College English Supplemental Study Group

Conditions for Classroom Success    Expectations Support Assessment and Feedback  Institutional monitoring of progress  Classroom assessment of performance

Promoting Classroom Success • • • Expectations Support Feedback  Entry assessment and placement  Early warning • • Signals Project Purdue University Predictive Analytics Western Governor ’s University  Classroom assessment • • One-minute paper Automated response systems

Conditions for Classroom Success     Expectations Support Feedback Engagement  Contact with students, faculty, and staff  Active engagement in learning with others  Intensity / time-on-task

Promoting Classroom Success • • • • Expectations Support Feedback Involvement  Pedagogies of engagement • • • Cooperative learning, Problem-based / Project-based learning Learning communities Service learning

Promoting Classroom Success • Faculty and student success  Importance of faculty skills and faculty development • Richland College New Faculty Development Program

Promoting Classroom Success • • Faculty and student success Collaboration for student success  Academic and student affairs partnerships

Promoting Student Completion • Identifying blockages and momentum points ➔ Focusing action on promoting intermediate points of achievement in a timely fashion (e.g. accelerated learning, intensive first-year programs, preventing stopouts)

Promoting Student Completion • Identifying blockages and momentum points • Constructing coherent pathways to completion • Aligning courses and support to promote timely completion

P R O M O T I N G S T U D E N T S U C C E S S : B U I L D I N G P A T H W A Y S , C R E A T I N G A S y s t e m D e s i g n e d f o r S t u d e n t C o m p l e t i o n M O M E N T U M

CONNECTION I NTEREST TO A PPLICATION ENTRY E NROLLMENT TO C OMPLETION OF G ATEKEEPER C OURSES PROGRESS E NTRY TO C OURSE OF S TUDY TO 75% C OMPLETION OF D EGREE R EQUIREMENTS COMPLETION C OMPLETE C OURSE OF S TUDY F OR C REDENTIAL

Closing Thoughts • Student success does not arise by chance ➔ It requires intentional, structured, and proactive action

Closing Thoughts • Student success does not arise by chance • No where is student success more important than in the first year and in the classrooms of the first year