LA RÉUSSITE ÉTUDIANTE, ÇA N'ARRIVE PAS TOUT SEUL... STUDENT SUCCESS DOES NOT ARISE BY CHANCE - Vincent Tinto Vincent Tinto a obtenu un doctorat en éducation et en sociologie à l’Université de Chicago après avoir réussi un baccalauréat en physique. Auteur de nombreux ouvrages qui ont fortement marqué l’évolution récente de la réflexion sur la persévérance scolaire au niveau postsecondaire, il était jusqu’à tout récemment professeur émérite et directeur du programme d’enseignement supérieur à l’Université Syracuse. Ayant pris sa retraite, il agit désormais à titre de consultant auprès de nombreux établissements universitaires.

1. 1
Student
Success
Does
Not
Arise
By
Chance
Université
de
Montréal
April
16,
2015
Vincent
Tinto
DisCnguished
University
Professor
Emeritus
Syracuse
University
vCnto@syr.edu

2. 2
Lesson Learned:
Improvement in rates of student success does
not arise by chance. It requires an intentional,
structured, and coordinated course of action
that brings together the actions of many
people, programs, and offices across campus.
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Intentional Action:
✓ Establish goal of action
✓ Establish acceptable measure of goal
✓ Establish methods of measuring goal
✓ Identify actions to achieve goal
✓ Allocate resources to action
✓ Data driven decision making
- Evaluation and improvement of action

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✓ Clear organizational structure with defined
lines of responsibility
✓ Office, committee, or person to guide,
coordinate, and/or oversee action
✓ Linkage to other offices, programs, and
persons
Structured Action:

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✓ Actions share common goal
✓ Actions complement and/or support one
another (e.g. cohesive action)
Coordinated Action:

6. 6 6
Improvement takes time and effort.
It is one thing to begin an action, it is
another to sustain that action and scale it
up over time.
Lesson Learned:

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Sustaining & Scaling Up Action
➜ Evidence of outcome (quantitative & qualitative)
➜ Developing institutional commitment to
invest additional resources
➜ Expanding circle of adoption
- Planning for one’s replacement
- Convincing “others”
➜ Ongoing evaluation and adjustment

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No support is more important than that
which facilitates students success in the
classrooms of the university, especially
during the critical first year of university
study.
Lesson Learned:

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Supporting Student Success
➜ Expectations
– Clear, consistent, accurate information

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Supporting Student Success
➜ Expectations
– Clear, consistent, accurate information
– High expectations

17. 17
Supporting Student Success
➜ Academic support
➜ Social support

18. 18
Providing Academic Support
• Summer Bridge programs
• Student Success Centre
- Student success courses
• Contextualized academic support
- Supplemental instruction (University of Missouri-Kansas City)
- Linked courses (e.g. University of Washington)
- Adaptive learning (e.g. Gates Foundation)

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Supplemental Instruction (SI)
A B C D
Instructor
Tutor A Tutor B Tutor C Tutor D
Freshman English
Supplemental
Study Groups

20. 2020

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Linked Courses
ESL Language
Accounting

22. 22
“The relationship between accounting and ESL
is helping a lot because the accounting professor
is teaching us to answer questions in complete
sentences, to write better. And we are more
motivated to learn vocabulary because it is
accounting vocabulary, something we want to
learn about anyway. I am learning accounting
better by learning the accounting language
better.”

23. 23
First-Year Learning Community
Mathematics
Student Success CourseEconomics

24. 24
Providing Social Support
• Counselors/Advisors
• Mentors (e.g. University of Michigan, University of New Mexico)
• Cohort programs
• First-year learning communities (e.g. Colorado State)
• Student clubs/organizations

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“In the cluster we knew each other, we were
friends, we discussed everything from all the
classes. We knew things very, very well because
we discussed it all so much. We had discussions
about everything… it was like a raft running the
rapids of my life.”
Learning Communities and Social Support

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Supporting Student Success
➜ Assessment and Feedback
- Entry assessment and placement
- Early warning
• Predictive Analytics (e.g. Purdue University, Univ. of Kansas)
- Classroom assessment
• “One-minute” paper (Angelo & Cross, 1993)
• Automated response systems (e.g. Mazur, Harvard Univ.)

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Supporting Student Success
➜ Engagement
– Contact with faculty, staff, and students
– Active engagement in learning with others
– Building inclusive communities of learning

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Promoting Student Engagement
➜ Pedagogies of engagement
- Cooperative/collaborative learning
- Problem/Project-based learning (e.g. University of
Delaware)
➜ Hybrid/Blended classrooms
➜ Cohort programs
➜ Learning communities (e.g. University of Washington)
➜ Service learning (e.g. Brown Univ., Duke Univ., Stanford
Univ.)

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“You know, the more I talk to other people about
our class stuff, the homework, the tests, the more
I’m actually learning... and the more I learn not
only about other people, but also about the subject
because my brain is getting more, because I’m
getting more involved with the other students in the
class. I’m getting more involved with the class
even after class.”
Text
Engagement, Support and Learning

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“I think more people should be educated in this
form of education. I mean because it is good. We
learn not only how to interact with ourselves, but
with other people of different races, different
sizes, different colors, different everything.I mean
it just makes it better...not only do you learn more,
you learn better.”
Learning Better Together

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Closing Thought:
Student success is everyone’s business.
It requires people to work together to build
educational communities of belonging in
which students will want to stay and learn.
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