FYE 2003 16th International Conference
Wednesday July 9, 2003
First Year Students Success
Indicators: Exploring Affective,
Behavioural, and Cognitive Predictors
Dieter J. Schönwetter, Ph.D.
Coordinator - Introduction to University
Associate Director - University Teaching Services
Garry Dyck, M. Ed.
[email protected]
International Education Instructor
English Learning Centre
Beverly Cameron, Ph.D.
Director - University 1
University of Manitoba, Winnipeg, Manitoba,
CANADA R3T 2N2
16th International Conference
First-Year Experience
Vancouver, British Columbia
July 7-10, 2003
Acknowledgements: This study is supported by a
University of Manitoba SSHRC Research Grant.
Objectives
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To identify first year student success indicators
and success predictors
To apply first year student success indicators
in different contexts
To build a conceptual model of first year
student success.
©Schönwetter, Dyck, & Cameron, 2003
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FYE 2003 16th International Conference
Wednesday July 9, 2003
Outline
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Context of our Program
Defining Success Outcomes
Brainstorming Success Predictors
Defining Predictor Typology
FY Student Success Formula
Proposed Research Model
Practical Application of Model
1993
Pilot Study based on Gardner’s model
5 sections
5 instructors
100+ students
2003-2004
Bona fide 3 credit hour writing course
46 sections
26 instructors
1400+ students
Pre-Post Outcome Assessment
Off-Campus
11 sections
6 instructors
100+ students
Elective!
©Schönwetter, Dyck, & Cameron, 2003
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FYE 2003 16th International Conference
Wednesday July 9, 2003
Theory
Student-Centred
Teachers
Research
FOUNDATION
Faculty
Development
Innovative
Ingenuity
Collaboration &
Ownership
Schönwetter © 2002
Defining FYE Student SUCCESS
Generate a list of “low-inference”
low-inference” outcomes
(i.e., performance indicators) that define
success of First Year Students
Indicators
Assessment Tool(s)
Quantitative
©Schönwetter, Dyck, & Cameron, 2003
Qualitative
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FYE 2003 16th International Conference
Wednesday July 9, 2003
Brainstorming Session
In groups, generate a list of common
success predictors of First Year Students
nAffects (i.e., emotions)
RED
nBehaviorial (i.e., sleeping) GREEN
nCognitive (i.e., thinking)
BLUE
nDemographic (i.e., SES)
BLACK
FYE Student Success Formula
A1+A2+An+B1+B2+Bn+C1+C2+Cn= Success
In groups:
1.
2.
Identify a subset of these as the most
important predictors of success
Describe how you would best measure
these predictors
©Schönwetter, Dyck, & Cameron, 2003
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FYE 2003 16th International Conference
Wednesday July 9, 2003
Success Predictors Typology:
Literature Contributions
Affective
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attitudes, attitudes toward authority figures, independence, procrastination,
optimism, interest
Behavioural
n
living in residence, commuting, living in a community, work responsibilities,
integration into social system of an institution, use of campus library facilities,
campus living environment, extra curricular activities, co-curricular activities,
approach to studying, time management, direct coping strategies, suppression
(in stressful times), perceived importance of stressful episodes, athletic
involvement, completion of assessment demands
Cognitive
n
integration into academic system, pre-college critical thinking, meta-cognitive
strategies, internal vs. external attributions, primary/secondary control, Type A/B,
learning preferences, academic motivation, self-motivation
Success Predictors Typology:
Literature Contributions
Demographic
n
age, credit hours completed, high school GPA, number of English and Math
courses completed in high school, hours employed, academic major, parents’
parents’
education, parents’
parents’ SES, enrolment status, neighborhood, ethnicity, religion
Family/Social
n
Student-parent separation, structured and supportive family life, active
participation in family life, establishment and modeling of high moral, social and
academic expectations, absence of family stressors, student acquaintances,
interactions with faculty, cultural experiences, conversations, peer affiliations,
cultural expectations, social support
University
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Educational experiences, quality of academic support, availability of academic
support, instructor’
instructor’s teaching approach, curricula design, use of special
programs, status of instructor
Individual Differences
n
extraversion, neuroticism
©Schönwetter, Dyck, & Cameron, 2003
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FYE 2003 16th International Conference
Wednesday July 9, 2003
Summary of FYE Success Predictors
A1+A2+An+B1+B2+Bn+C1+C2+Cn= Success
Proposed Research Model
FYE
Inst.#1
APPLY STANDARDIZED
EVALUATION
MEASURES & TOOLS
APPLY UNIQUE
EVALUATION
MEASURES & TOOLS
Core
FYE
Inst.#2
Core
AFFECTIVE
BEHAVIOURAL
COGNITIVE
COMPARE
FYE
Inst.#3
Core
AFFECTIVE
BEHAVIOURAL
COGNITIVE
ANALYSE & COMPARE
COMPARE
AFFECTIVE
BEHAVIOURAL
COGNITIVE
CCFYE ©2002
©Schönwetter, Dyck, & Cameron, 2003
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FYE 2003 16th International Conference
Wednesday July 9, 2003
Social Connections
University Expectations
Self-Assessment
Historical Knowledge
COGNITION
Academic Self
Successful
Student
BEHAVIOUR
Identity
Resource Knowledge
AFFECT
Academic Scholar
Desire to Learn
Attitude
Active Involvement:
In and Out of Class
Social Self
Accessing Resources
Desire to be Mentored
Networking
Walker & Schönwetter ©2002
Summary
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Success of FYE programs:
FYE student success indicators
n FYE student predictors
n Tools used to measure these indices
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Quanitative
n Qualitative
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