| |
| |
Preface | |
| |
| |
| |
Introduction | |
| |
| |
| |
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 | |
| |
| |
| |
Properties and Conditions Common to Educationally Effective Colleges | |
| |
| |
| |
"Living" Mission and "Lived" Educational Philosophy | |
| |
| |
Mission | |
| |
| |
Operating Philosophy | |
| |
| |
Meet the DEEP Schools | |
| |
| |
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 | |
| |
| |
| |
An Unshakeable Focus on Student Learning | |
| |
| |
Valuing Undergraduates and Their Learning | |
| |
| |
Experimenting with Engaging Pedagogies | |
| |
| |
Demonstrating a Cool Passion for Talent Development | |
| |
| |
Making Time for Students | |
| |
| |
Feedback: Improving Performance, Connecting Students and Faculty | |
| |
| |
Summary | |
| |
| |
What's Noteworthy about Focusing on Student Learning | |
| |
| |
| |
Environments Adapted for Educational Enrichment | |
| |
| |
Using the Setting for Teaching and Learning | |
| |
| |
Creating Human-Scale Learning Environments | |
| |
| |
What's Noteworthy about Adapting Environments for Educational Advantage | |
| |
| |
| |
Clear Pathways to Student Success | |
| |
| |
Acculturation | |
| |
| |
What New Students Need to Know | |
| |
| |
Affirming Diversity | |
| |
| |
Alignment | |
| |
| |
What's Noteworthy about Creating Clear Pathways to Student Success | |
| |
| |
| |
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 | |
| |
| |
| |
Shared Responsibility for Educational Quality and Student Success | |
| |
| |
Leadership | |
| |
| |
Faculty and Staff Diversity | |
| |
| |
Student Affairs: A Key Partner in Promoting Student Success | |
| |
| |
Fostering Student Agency | |
| |
| |
The Power of One | |
| |
| |
What's Noteworthy about Sharing Responsibility for Educational Quality | |
| |
| |
| |
Effective Practices Used at Deep Colleges and Universities | |
| |
| |
| |
Academic Challenge | |
| |
| |
High Expectations for Student Performance | |
| |
| |
Extensive Writing, Reading, and Class Preparation | |
| |
| |
Rigorous Culminating Experience for Seniors | |
| |
| |
Celebrations of Scholarship | |
| |
| |
Summary | |
| |
| |
| |
Active and Collaborative Learning | |
| |
| |
Learning to Learn Actively | |
| |
| |
Learning from Peers | |
| |
| |
Learning in Communities | |
| |
| |
Serving and Learning in the Local Community | |
| |
| |
Responding to Diverse Learning Styles | |
| |
| |
Summary | |
| |
| |
| |
Student-Faculty Interaction | |
| |
| |
Accessible and Responsive Faculty | |
| |
| |
Academic Advising | |
| |
| |
Undergraduate Research | |
| |
| |
Electronic Technologies | |
| |
| |
Summary | |
| |
| |
| |
Enriching Educational Experiences | |
| |
| |
Infusion of Diversity Experiences | |
| |
| |
International and Study Abroad | |
| |
| |
Electronic Technologies | |
| |
| |
Civic Engagement | |
| |
| |
Internships and Experiential Learning | |
| |
| |
Cocurricular Leadership | |
| |
| |
Summary | |
| |
| |
| |
Supportive Campus Environment | |
| |
| |
Transition Programs | |
| |
| |
Advising Networks | |
| |
| |
Peer Support | |
| |
| |
Multiple Safety Nets | |
| |
| |
Special Support Programs | |
| |
| |
Residential Environments | |
| |
| |
Summary | |
| |
| |
| |
Summary and Recommendations | |
| |
| |
| |
Principles for Promoting Student Success | |
| |
| |
Tried and True | |
| |
| |
Sleepers | |
| |
| |
Fresh Ideas | |
| |
| |
Perennial Challenges | |
| |
| |
Summary | |
| |
| |
| |
Recommendations | |
| |
| |
Organizing for Student Success | |
| |
| |
Conclusion | |
| |
| |
Epilogue | |
| |
| |
Advancing the Student Success Agenda | |
| |
| |
Drifting Off Course | |
| |
| |
Sustaining Effective Educational Practice | |
| |
| |
Campus Culture and Sustaining High Performance | |
| |
| |
Final Word | |
| |
| |
References | |
| |
| |
Appendices | |
| |
| |
| |
Research Methods | |
| |
| |
| |
Project DEEP Research Team | |
| |
| |
| |
National Survey of Student Engagement | |
| |
| |
Index | |