The College Student
Banning and Strange (2001) identified the four goals that advocate for college environments:
inclusion, safety, involvement and community building.
Outcomes refer to
talents' we are trying to develop in our educational program
Persistence
the quality that allows someone to continue doing something or trying to do something even though it is difficult or opposed by other people
Rochleau and Speck, 2007
"Grading students' performance is a good candidate for the most difficult responsibility a professor has to perform—and one with significant ethical challenges"
College Impact Models
"arise mainly from sociological traditions and explore how college environments interact with students' experiences and result in change" (Renn and Reason, 2013, pg. 185).
Enrollment trends suggest that
"students are diverse in manifold sociodemographic categories, including sex, race, ethnicity, sexuality, and socioeconomic status. Students also bring with them experiences, attitudes, and beliefs that further complicate the landscape of higher education" (Renn, 2010, Pg. 25).
According to Kuh, Kinzie, & Buckley (2006), "student persistence and success are related to
"the extent to which students interact with supportive adults on campus, both inside and outside the classroom"
5 Basic Assumptions About Involvement
1. requires an investment of psychosocial and physical energy 2. is continuous, and that the amount of energy invested varies from student to student 3. involvement may be qualitative and quantitative 4. what a student gains from being involved (or their development) is directly proportional the extent to which were involved 5. academic performance is correlated with the student involvement.
Astin's theory was coined in...
1984
secondary set of outcomes that are extremely important in determining a student's intentions to remain enrolled, as well as actually continuing enrollment
Academic capabilities (as indicated by grade point average), feeling one fits in at an institution, and loyalty to the institution
Underscores the need to have an understanding of student qualities and characteristics upon their entry into an educational institution, the nature of the educational environments with which they come into contact, and their qualities and characteristics as they exit the institution in order to be able to fully evaluate its effectiveness
Astin's I-E-O Model
Astin's (1993) I-E-O model focuses on
Goal-attainment
Goal-attainment is often used interchangeably with...
Retention
True or False: student involvement in co-curricular activities such as student organizations, leadership positions, and activity in campus residence halls has a positive correlation with retention and academics
True (Kuh and Pike, 2005).
True or False: Mentoring activities, including faculty interaction outside of class and contact with advisors, are positively related to African American student persistence at PWIs and HBCUs
True (Himelhoch et al. 1997) (Kuh, Kinzie, & Buckley, 2006).
True or False: the increased diversity of students has the potential to lead to increased learning for all, as students learn to manage cross-difference interaction and improve interpersonal relationships, if postsecondary educators can effectively prepare students for such interaction
True (Renn, 2010, pg. 4).
Retention
act of keeping someone or something
Bean's and Eaton's model posits that
background variables, particularly a student's high school educational experiences, educational goals, and family support, influence the way a student interacts with the college or university that the student chose to attend
Levine and Dean (2012, Pg. 164, Para 3) state that in periods of change there are three specific types of skills that are in demand- they could be called the 3 C's.
critical thinking, continual learning, and creativity
Student Involvement
desirable outcome for institutions of higher education are viewed in relation to how students change and develop in result to being involved co-curricularly
Weimer suggested;
discussing personal integrity, talking more about the role of academic integrity in the advance of knowledge, and exemplifying high standards of academic integrity by making sure I return tests, papers, and other assignments are returned with feedback when promised (Weimer, 2015).
rubrics
explain clearly what you expect from your students
Outcome Measures Indicators
grade point average, exam scores, course performance, degree completion, and overall course satisfaction.
Banning and Strange (2001) identified the four goals that advocate for college environments
inclusion, safety, involvement and community building.
I-E-O
input, environment, and outcome,
Outputs are
outcome variables that may include posttests, consequences, or end results
Bean and Eaton's psychological model
pertains to retention in college.
Dean (2012)
state students need to be ready and socially adept to cross-cultural influences and interact effectively with others.
Outcomes
student's characteristics, knowledge, attitudes, beliefs, and values that exist after a student has graduated college
The National Center for Education Statistics (NCES) projections suggest that...
the "number of students enrolled in higher education will continue to increase over the next decade, reaching an estimated 20.6 million students in 2018" (as cited in Renn, 2010, pg. 5)
Astin's I-E-O model serves as
the methodological and conceptual foundation of many college impact models
After matriculation (as in Tinto's model)
the student interacts with institutional members in the academic and social arena. According to Bean, the student also interacts in the organizational (bureaucratic) area, and is simultaneously influenced by environmental factors, such as wanting to be with a significant other at another school or running out of money
engagement comes from
the time a student spends on a task and the focused energy they put into the assignment and has been repeatedly linked to qualities we assume an undergraduate education should include like deep learning and practical competence