Promoting student success: Small steps senior administrators can take
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Date
2005
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Indiana University Center for Postsecondary Research
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Abstract
Colleges and universities can increase the number of students who graduate by making a number of small, strategic changes in institutional policies and practices. Some schools have done this by focusing on effective educational practices and empowering faculty, staff and students to work together in new,
productive ways. Others have improved the campus climate for learning by carefully assessing what students are experiencing or by realigning resources to induce students to
participate in activities associated with persistence and other desired outcomes of college. Senior administrators play a key role in such efforts when they speak plainly and consistently about the importance of student success and make decisions congruent with this priority. The suggestions offered here are drawn from a study of 20 diverse four-year colleges and universities that have higher-than-predicted graduation rates and, through the National
Survey of Student Engagement (NSSE),
demonstrated that they have effective practices for fostering success among students of differing abilities and aspirations. These institutions--called DEEP schools here because
they were studied for the project on
Documenting Effective Educational Practices--clearly communicate that they value high quality undergraduate teaching and learning, and provide effective, well-linked academic
and support services. Despite constraints, they have found ways to create supportive learning
environments, ensuring that students engage with course content, faculty and peers, inside and outside the classroom.
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Deep learning
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Report