This document discusses research from the Center for Measuring College Student Behaviors and Academics at Indiana State University. The research examines factors that influence student success, such as engagement in student organizations and managed relationship-building activities. Findings indicate that Indiana students tend to perform slightly higher than national averages. The research also evaluates definitions of student success and how colleges can better define and measure this construct to improve student support services.

2. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

3. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

4. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

5. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

6. University Learning Outcomes Assessment (UniLOA) Domains
Self-Awareness
Communication
Diversity
Citizenship
Membership & Leadership
Relationships
Critical Thinking

7. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

8. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

9. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

10. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

11. The current definition of “student success”
appears to focus on:
Accessibility
Affordability
Retention/Persistence
Graduation
Current Challenge: Adequately defining “student
success” in ways that lead to effective
supports, services, interventions, and processes
(SSIPs)
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

12. National Center for Education Statistics
3%
15%
55.5%
30%
6-year Graduation Rate%
Students at extremely
high risk
PhD or Professional
Degrees
US Citizens with
Bachelor’s Degree
• Normal distribution
theory
• 21 students million enrolled
• 14% increase through 2019
• Females are awarded 57%
of all undergraduate degrees
• 1% Research Doctorates
• 2% Professional Degrees
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

14. Tinto’s Model of Student Departure
GLD as a result
of inputs and
interaction
Interaction
with the
environment
Input
Variables
Individual
Attributes
Qualifications
Preparation
Teaching and
Learning
Facilities
Supports
Financial Assistance
Skills, qualities, attributes,
qualifications to manage
professional, personal, int
erpersonal, and
intrapersonal experiences
Academic Integration
Social Integration

15. Critical Thinking
Self-Awareness
Communication
Diversity
Conscious awareness of self and others; internally
and externally, and knowing one’s place in the
environment
Effectively conveying messages and information to
others through a variety of methods
Understanding and appreciating differences
in others.
Citizenship
Membership & Leadership
Relationships
Evaluating, analyzing, assess, interpreting, questionin
g, and restating problems and challenges.
Active participation in the external
environment to improve life for self and others
Working with and guiding others for the
common good
Effective interaction with others in a variety of
professional, personal and interpersonal settings
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

17. The current higher education paradigm
appears to focus on STRUCTURE AND
THROUGHPUT which attend to the cognitive
and behavioral domains but largely ignore
the affective domain.
Yet, students’ decisions to remain in college
and the effort expended to do so are largely
grounded in the affective domain
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

18. A number of individual findings have been
made by the UniLOA Project.
Some of the findings are consistent with
those of other researchers of higher
education while other findings are novel as a
result of the unique nature of what and how
the UniLOA actually measures student
growth, learning, and development.
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

21. Fraternity and Sorority membership appears to improve GLD
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

24. The lowest scored item in 6 of the 7 UniLOA domains are
directly tied to oral communications skills
UniLOA Domain Item Score Lowest Scored Item
Critical Thinking 71.20
I am good at describing things in class. For example, I answer the teacher’s
questions when we are reviewing material.
Self-Awareness 55.68
I list my personal goals for a class or activity. For example, I list my learning goals for
a class beyond the learning outcomes listed in the syllabus, as well as my goal for a
grade.
Communication 69.19
I make sure that when I am talking with someone I change my communication style
to be consistent with their world view. For example, when speaking to someone
who is devoutly religious I take that into account when I speak with them.
Diversity 67.19
I can tell anyone what diversity is. For example, I have a “standard answer” when
someone asks me about diversity.
Citizenship 60.76
I engage in the political process through voicing viewpoints. For example, I write
letters to the editor, engage in debate with others, or contact political leaders to
voice my opinion
Membership and Leadership 69.66
I engage in constructive dialog rather than arguments. For example, when I confront
others I focus on minimizing a negative emotional response from people I’m
confronting
Relationships 67.04
I use effective networking skills. For example, I go out of my comfort zone to
introduce myself to and establish and maintain an appropriate relationship with
others, such as my professors and supervisors

26. Students’ engagement of an effective “goal-oriented
approach” appears to be lacking
Item 2007-2008
National
Mean
2008-2009
National
Mean
2009-2010
National
Mean
I list my personal goals for a class or activity.
For example, I list my learning goals for a class beyond the
learning outcomes listed in the syllabus, as well as my
goal for a grade.
49.4 52.4 55.68
Note: The average UniLOA item score is approximately 72
Score differences of 3 points is considered significant.
Significance increases in a geometric as opposed to
arithmetic pattern
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

29. Indiana’s college students tend to function at a level higher
than that of the national average
60
62
64
66
68
70
72
74
76
78
80
National Means
Indiana Means
Note: The data used to generate Indiana results are influenced by a large number of fraternity/sorority members
which will drive scores somewhat in the positive direction
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

30. Consistent with human and student development theories
and supported by observations of students actively
participating in fraternities, sororities, and intercollegiate
athletics, it would appear that engagement in
MANAGED RELATION-RICH ACTIVITIES
supports higher levels of holistic growth, learning, and
development
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

31. A Dynamic Student Development Model
(DSDM)
Dependency Independence Interdependency
Entry Phase Middle Phase Nearing Graduation
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

32. It is critical that individual institutions
better operationalize their definition of the
“Student Success” construct to better
inform the development and accurate
assessment of supports, services,
interventions and programs.
What college can and should be
Commitment to constant
improvement
What college presently “is”
Moving from what “is” to what it
“can” be (requires more accurate
operationalization

33. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
The WHAT or the HOW
Professional Identity
Professional Experience
Professional Skills