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• Student Success in College: Creating Conditions That Matter
• Copyright
• Contents
• Preface
• Purpose of the book
• How to Read and Use This Book
• Impact of the Book
• Acknowledgments
• Part One: Introduction
• 1. Student Engagement: A Key to Student Success
• Why Effective Educational Practice Matters
• Documenting Effective Educational Practice (DEEP)
• Keep in Mind
• No Single Blueprint for Student Success
• Part Two: Properties and Conditions Common to Educationally Effective Colleges
• 2. “Living” Mission and “Lived” Educational Philosophy
• Mission
• Operating Philosophy
• Meet the DEEP Schools
• Alverno College: A Sisterhood in More Ways than One
• California State University at Monterey Bay: Realizing a Vision of Excellence
• The Evergreen State College: An Authentic Learning Community
• Fayetteville State University: ”Meeting Students Where They Are”
• George Mason University: ”The Right Place, The Right Time”
• Gonzaga University: Undergraduate Education in the Jesuit Tradition
• Longwood University: A Culture of Involvement
• Macalester College: Preparing Citizens of the World
• Miami University: ”An Involving College”
• Sewanee, University of the South: Oxford in Tennessee
• Sweet Briar College: Intentionally Residential
• University of Kansas: Balancing Undergraduate Education with Research
• University of Maine at Farmington: Values in Action
• University of Michigan: A Tradition of Excellence
• University of Texas at El Paso: ”Two Languages, Two Cultures, Unlimited Opportunities”
• Ursinus College: It’s All About Student Achievement
• Wabash College: A Male Model of Excellence
• Wheaton College (Massachusetts): Making Coeducation Work
• Winston-Salem State University: ”Enter to Learn, Depart to Serve”
• Wofford College: Continuity of Purpose and Leadership
• Mission-Related Challenges
• Making Space for Difference
• Mission Clarity: “Tell Me Again—What Are We About?”
• Summary
• What’s Noteworthy about a Living Mission and Lived Educational Philosophy
• 3. An Unshakeable Focus on Student Learning
• Valuing Undergraduates and Their Learning
• Experimenting with Engaging Pedagogies
• Active and Collaborative Learning
• Electronic Technologies and Active Learning
• Engaging Students in Large Classes
• Learning in the Company of Peers Outside the Classroom
• Demonstrating a Cool Passion for Talent Development
• Fayetteville State University
• California State University at Monterey Bay
• Alverno College
• Making Time for Students
• Feedback: Improving Performance, Connecting Students and Faculty
• Summary
• What’s Noteworthy about Focusing on Student Learning
• 4. Environments Adapted for Educational Enrichment
• Using the Setting for Teaching and Learning
• Natural Resources
• Gathering Places
• Campus Residences
• Community Connections
• Turning Obstacles into Opportunities
• Summary
• Creating Human-Scale Learning Environments
• What’s Noteworthy about Adapting Environments for Educational Advantage
• 5. Clear Pathways to Student Success
• Acculturation
• ”You Don’t Go to Wofford, You Join It”
• Gonzaga: Faith, Service, Ethics, Justice, Leadership
• Wabash College: ”Boys Will Be Boys. Men Go to Wabash”
• What New Students Need to Know
• Affirming Diversity
• Socializing New Faculty
• Connecting Students to Each Other and Their College
• Summary
• Alignment
• Performance Standards
• Redesigning Programs to Meet Student Needs
• Early Warning Systems
• Advising
• Reward Systems
• What’s Noteworthy about Creating Clear Pathways to Student Success
• 6. An Improvement-Oriented Ethos
• Realizing the Vision: The University of Texas at El Paso
• Making Student Success a Priority: Fayetteville State University
• Investing in Undergraduate Education: The University of Michigan
• Fostering Institutional Renewal: University of Maine at Farmington
• Championing Learning Communities: Wofford College
• Creating a Campuswide Intellectual Community: Ursinus College
• Positive Restlessness
• Curriculum Development
• Data-Informed Decision Making
• Summary
• What’s Noteworthy About Innovating and Improving
• 7. Shared Responsibility for Educational Quality and Student Success
• Leadership
• Senior Leadership
• Distributed Leadership
• Faculty and Staff Diversity
• Student Affairs: A Key Partner in Promoting Student Success
• Fostering Student Agency
• Students Teaching Students
• Shared Responsibility for Campus Governance
• The Power of One
• What’s Noteworthy about Sharing Responsibility for Educational Quality
• Part Three: Effective Practices Used at Deep Colleges and Universities
• 8. Academic Challenge
• High Expectations for Student Performance
• Socialization to Academic Expectations
• Support to Meet Academic Challenges
• Extensive Writing, Reading, and Class Preparation
• Emphasis on Writing
• Writing Centers
• Intensive Reading
• Rigorous Culminating Experience for Seniors
• Celebrations of Scholarship
• Summary
• 9. Active and Collaborative Learning
• Learning to Learn Actively
• Learning from Peers
• Learning in Groups
• Peer Tutoring
• Peer Evaluation
• Learning in Communities
• Serving and Learning in the Local Community
• Responding to Diverse Learning Styles
• Summary
• 10. Student-Faculty Interaction
• Accessible and Responsive Faculty
• Socially Catalytic Spaces
• Campus Governance
• Faculty Mentors
• Academic Advising
• Undergraduate Research
• Electronic Technologies
• Summary
• 11. Enriching Educational Experiences
• Infusion of Diversity Experiences
• Signaling the Educational Value of Diversity
• Classroom Infusion
• Out-of-Class Diversity Experiences
• International and Study Abroad
• International Experiences Linked to the Curriculum
• Short-Term Cross-Cultural Experiences
• Cross-Cultural Experiences at Home
• Electronic Technologies
• Widespread Access to Technology
• Electronically Enhanced Learning Opportunities
• User Support
• Tap Student Expertise
• Civic Engagement
• Service as a Cultural Value
• Support for Service and Civic Engagement
• Internships and Experiential Learning
• Cocurricular Leadership
• Summary
• 12. Supportive Campus Environment
• Transition Programs
• First-Year Experience Seminars
• Comprehensive Programs
• Advising Networks
• Peer Support
• Academic Support
• Multiple Safety Nets
• Special Support Programs
• Historically Underserved Students
• Commuter and Adult Students
• Transfer Students
• International Students
• Women and Men
• Residential Environments
• Summary
• Part Four: Summary and Recommendations
• 13. Principles for Promoting Student Success
• Tried and True
• Sleepers
• Fresh Ideas
• Perennial Challenges
• How Big Is Too Big?
• Balancing Teaching and Research
• Overload
• Managing the Downside of Positive Restlessness
• The Press to Become More Selective
• Managing Diversity for Educational Benefit
• Bringing People Along, Leaving People Behind
• Summary
• 14. Recommendations
• Organizing for Student Success
• Feature Student Success in the Institution’s Enacted Educational Mission and Purposes
• Make Talent Development a Central Tenet in the Institution’s Operating Philosophy
• Cultivate an Ethic of Positive Restlessness
• Put Money Where It Will Make a Difference in Student Engagement
• Feature Diversity, Inside and Outside of the Classroom
• Attract, Socialize, and Reward Competent People
• Encourage Collaboration Across Functional Lines and Between the Campus and Community
• Lay Out the Path to Student Success
• Reculture the Institution for Student Success
• Conclusion
• Epilogue: Sustaining Effective Education Practices
• Advancing the Student Success Agenda
• Pervasive Approaches
• Targeted Approaches
• Drifting Off Course
• Sustaining Effective Educational Practice
• Student Success Becomes an Institutional Priority When Leaders Make It So
• Data-Informed Action: Measuring and Acting on What Matters to Student Success
• Alignment and Sustainability
• Campus Culture and Sustaining High Performance
• Final Word
• References
• Appendices
• Appendix A: Research Methods
• Assembling and Preparing the Research Team
• Selection of Institutions
• Data Collection
• Data Analysis
• Within-Site Analysis
• Cross-Site Analysis
• Establishing Trustworthiness
• Appendix B: Project DEEP Research Team
• Appendix C: National Survey of Student Engagement
• Index