"High-Impact" Practices: "High-Impact" Practices: What We Know about their What We Know about their Impact on Underserved Impact on Underserved StudentsStudents

Jayne E. BrownellAlma R. Clayton-Pedersen

October 17, 2008

Compass ProjectCompass Project

Literature Review ProjectLiterature Review ProjectWhat are the proven outcomes of 5 “high

impact” activities?◦ Learning communities◦ Service learning◦ Undergraduate research◦ First-year seminars◦ Capstone experiences

Is there a differential impact on underserved student populations?

What is the quality of this research?Where are the gaps?

In today’s presentation…In today’s presentation…

Do these results ring true with your experience?

How might these results inform your own practice on your campus?

What else do you need to know to make this information useful for your use?

Underserved StudentsUnderserved Students

Underrepresented students of color

Low-income students

First-generation students

Underrepresented Students Underrepresented Students of Colorof ColorNow represent about 1 in 3 college

students, compared to 17% in 1976

Students enrolled in postsecondary education immediately after high school:◦ Latino: 46.9%◦ African-American/Black: 52.7%◦ Native American: 46%◦ White students: 68.9% ◦ Asian-American students: 75.2%

Still lag behind in rates of degree attainment

Low-Income studentsLow-Income students

Less rigorous HS curriculum, likely to begin in a community college and to attend part time, and likely to be older, first-generation students

Lowest quartile

Highest quartile

HS Graduate 69% 93%Continued to college 40% 81%Graduated from college 12% 73%

First-Generation StudentsFirst-Generation Students

22% of college students entering from 1992 to 2000 were first-generation

Twice as likely to leave without a degree compared to those whose parents earned a bachelor’s degree

Progress toward the degree at a slower rate, taking fewer classes and more stop outs

Learning CommunitiesLearning Communities

Types of Learning Types of Learning CommunitiesCommunitiesTwo or more linked courses on a common

theme

Linked courses with an extended orientation FYS

Linked courses with an integrative seminar

Residentially based or not (LLC)

Cohorts could travel together class to class, or may be enrolled in larger classes and brought together for an attached seminar

Outcomes studiedOutcomes studiedPositive impact on persistenceMixed or minimal impact on GPAPositive impact on:

◦Transition to college◦Peer and faculty interaction◦Sense of belonging◦Levels of engagement, in and out of the

classroom◦Perception of a supportive campus

climate

Outcomes, continuedOutcomes, continuedLiberal education outcomes:

Critical thinkingIntellectual developmentIntegrative thinkingReading/writing skillsOpen to new perspectives/ ideasEngagement with diversityCivic engagementDevelopment of values and ethics

Outcomes for Underserved Outcomes for Underserved StudentsStudentsHigher grades and persistence

Easier college transition

More faculty and peer interaction

Builds identity as a learner/ helps to find one’s voice

Sense of belonging

Gains in intellectual development

Quality mattersQuality mattersSelection of courses to link

◦Gateway courses◦Addition of seminars

Course design and goals for the classes

Use of instructional teamsUse of engaging pedagogiesClassroom environmentFaculty development

Service-LearningService-Learning

Service-LearningService-LearningA form of experiential education that

connects community based activities with opportunities that are intentionally designed to promote student learning and development (Jacoby 1996).

Academic course or program with service component (not co-curricular volunteerism absent a curricular element).

Outcomes StudiedOutcomes StudiedAcademic Outcomes

◦ Course grades and GPA◦ Persistence ◦ Higher levels of academic engagement◦ Gains in critical thinking, writing skills

Civic Outcomes◦ Civic behavior◦ Social responsibility◦ Social justice orientation◦ Sense of self-efficacy◦ Commitment to service-oriented career

Outcomes, continuedOutcomes, continuedOther Outcomes

◦Gains in moral reasoning◦Greater tolerance/reduced

stereotyping◦Greater interaction with faculty

Outcomes for Underserved Outcomes for Underserved StudentsStudentsIncreased retention rates

Better academic performance (grades)

Positive changes in civic attitudes

Negative experiences/ isolation due to orientation or nature of service-learning experience

Quality MattersQuality MattersOpportunities for structured

reflection

Faculty connects material with service experience

Number of service hours

Quality of service (e.g., contact with clients vs. paperwork)

Supervision at site

Undergraduate ResearchUndergraduate Research

Undergraduate ResearchUndergraduate ResearchInquiry, creative activity, or

scholarship conducted by undergraduates mentored by faculty (typically in major)

Can be collaborative or individual project

Intentional usage with underrepresented students– UROPs and SROPs

Outcomes StudiedOutcomes StudiedPersistenceGraduate school enrollmentImprovement in research skillsIncreased interaction with faculty

and peersGains in problem-solving and

critical thinkingGreater satisfaction with

educational experience

Outcomes for Underserved Outcomes for Underserved StudentsStudentsMostly limited to SROPs/UROPs

Persistence

Graduate school enrollment

Quality MattersQuality of faculty mentoring

First-Year SeminarsFirst-Year Seminars

Types of First-Year Types of First-Year SeminarsSeminarsExtended orientation seminarsAcademic seminars with uniform

content across sectionsAcademic seminars with variable

contentPre-professional or discipline-

linked seminarsBasic student skills seminarsHybrid

Outcomes studiedOutcomes studiedPositive impact on persistence and

graduationMinimal, short-term impact on GPAPositive impact on:

◦Peer and faculty interaction◦Levels of engagement, in and out of the

classroom◦Perception of a supportive campus climate◦Knowledge of campus resources◦Ability to manage one’s time◦Multicultural awareness

Outcomes for Underserved Outcomes for Underserved StudentsStudentsShort-term benefits for grades

and persistence

No studies looked at other outcomes for these populations

Quality MattersQuality MattersSelection of FYS type based on

goals

Number of credits offered

Use of instructional teams

Use of engaging pedagogies

Connections with learning communities, service-learning

Capstone ExperiencesCapstone Experiences

Capstone ExperiencesCapstone ExperiencesTypically in senior yearCan be a course, seminar, project

(overlap with undergraduate research)

Learning Focus: Learning in major (majority of

capstones) or Learning over college career

(general education – less common)

Outcomes StudiedOutcomes StudiedMost “research” involves

description of capstone courses vs. examination of outcomes

Some limited evidence for applying and integrating knowledge in major

No studies identified related to underserved students

Assessment of the Assessment of the researchresearchMostly single institution studies

Tend to look at outcomes over a short span of time

Limited range of outcomes studiedSelection bias, lack of control

groups, reliance on self-report measures

Little information about the impact on underserved students

Recommendations for Future Recommendations for Future ResearchResearchStudy experiences of underserved

students

Expand outcomes research from just grades/persistence to student learning

Work to eliminate selection bias

Utilize comparison groups

Longitudinal approaches

Back to our early Back to our early questionsquestionsDo these results ring true with

your experience?

How might these results inform your own practice on your campus?

What else do you need to know to make this information useful for your use?

One more question…One more question…How are you, or could you, add to

this body of knowledge based on the work you’re doing on your campuses?

We would love your We would love your feedbackfeedbackThe full draft document will be

available for review from AAC&U

Questions for us?Questions for us?