Leveraging Behavioral Science to Nudge Students to Graduation

Transcription

1 Leveraging Behavioral Science to Nudge Students to Graduation Ross O Hara, Persistence Plus Deanna Merino-Contino, California State University-Fullerton Sara Kelly, SUNY College at Brockport Loralyn Taylor, Ohio University Wednesday, March 7, 2018 Marriott Downtown, Salon J

2 Source: Dr. Loralyn Taylor

3 RECURSIVE INTERVENTION EXAMPLES: SOCIAL NORMS Letters telling delinquent taxpayers in UK that the majority of people in their town paid on time increased rates of repayment by 16 percentage points compared to basic reminder letter Bathroom cards that told hotel guests that the majority of people who stay in that room re-use their towels increased rates of towel re-use by over 10 percentage points compared to cards that ask people to help save the environment

4 SOCIAL NORMS IN THE COLLEGE CLASSROOM Stanford freshmen read vignettes of upper-level students struggles when beginning at Stanford Social Norms Struggle is normal Struggle is transient

5 Source: Dr. Loralyn Taylor

6 NUDGING TO STEM SUCCESS

7 It actually did [change my opinion about registering], I wasn t going to register for classes but then decided to. They re helpful because sometimes I forget something and then go Oh yeah, I need to do that!

8

9 Context Large State Public Institutions 40,000 students Hispanic Serving Institution 1 of 23 state wide campuses Guardian Scholars: Current and former foster youth 46 scholarship students Provide full cost of attendance Holistic support services Community Partners

10 Support Services Guardian Scholars: Academic Coaching Faculty/Staff Mentor Program Class Level Seminars Community Service Support for Study Abroad/Away Emergency Funding Leadership Opportunities Connection with our Counseling and Psychological Services team

11 Challenges 2 years ago: limited staffing support How do I provide support for the 46 foster youth that I serve with limited staffing? How can we begin to provide transformational support?

12 Opportunity Introduced to Persistence Plus at a John Burton Foundation at Blueprint Conference 2 years ago. Saw this as a tool to provide my foster youth students additional support and provide them the tools to successfully navigate the campus environment utilizing an asset based approach to support. Recognizing Psychological Capital Post Traumatic Growth

13 Persistence Plus Partnership Our partnership includes the following: Saw this as a tool to provide my foster youth students additional support. Programmatic reminders: Provide our programming calendar to PP at the beginning of each semester. Support and notification of students facing housing and food insecurity, mental health challenges, and academic support.

14 COMMUNICATING WITH GUARDIAN SCHOLARS Over 900 students served on platform 3 out of 5 students respond to nudges Students have received over 62,000 personalized nudges Students have responded more than 5,000 times

15

16 OUTCOMES WITH GUARDIAN SCHOLARS 10 percentage point higher fall-to-spring persistence STUDENTS WHO USE P+ 14 percentage point higher fall-to-fall persistence FUTURE QUESTIONS Earn degree or credential? Successful transfer? Data analytics?

17 Data Tell the Story What did we learn? Students need the support of a virtual community. Continue to strengthen and identify community partnerships John Burton Foundation OC United Orangewood Foundation Transition Housing Programs Social Workers

18 Student Testimony Persistence Plus is such a great application to use as a college student especially as a former foster youth. The nudges help remind me of important events or deadlines I must not forget as a Guardian Scholar. The nudges I received that encourage me to stay focus on my academic makes me feel like I matter. Just receiving those little words of encouragement mean so much. I also find information in the nudges to be relevant with what is going on in my life. The fact that Persistent Plus congratulated on this being my last semester at CSUF makes the nudges so much more meaningful. Britney Rodriguez

19 Implications for Further Implementation Awareness: Developed and implemented a Foster Friendly Ally Program. Testimonies: Continue to collect data and identify how it is helping with retention, persistence, engagement, and graduation. Assessment: Continually assess our students and how they are interacting with the app.

20 SUNY College at Brockport 4 year public institution in Western NY Total enrollment is 8,243 (7,128 undergraduate, 1,115 graduate). 82% percent of students receive financial aid. 42% percent of matriculated undergraduate students received Federal Pell Grants undergraduate students reside on campus Percentage of Students Who Began Their Studies in Fall 2015 and Returned in Fall 2016= 82%

21 A Broader Student Affairs Agenda Mission The Division of Enrollment Management & Student Affairs advances learning and community through a rich array of essential services, engagement opportunities and programs to prepare students to become their best selves and create meaningful lives. Selected Goals (Mapped to the Strategic Plan ) Develop and execute data-informed recruitment, admission, financial, and academic support models which promote the highest likelihood of student enrollment, retention, and success. (1.1, 1.5, 1.7, 1.8, 4.8)

22 A Broader Student Affairs Agenda Selected Goals (Mapped to the Strategic Plan ) Cultivate, deliver, and sustain activities that strengthen student learning, development, and connections to the College and community, grounded by standards for excellence. (1.1, 1.5, 1.10, 2.1, 2.6, 2.8, 3.7) Provide support and administrative services that anticipate and respond to student needs and enhance quality of college life. (1.1, 1.5, 3.4, 3.5, 4.1) Foster an optimal learning, living, and work environment by applying current principles and practices of equity, diversity, and inclusion in all divisional operations. (1.1, 1.8, 2.8, 4.2)

23 Reducing Psychological Barriers Increasing sense of belonging from a programmatic and procedural standpoint Emphasis on Equity, Diversity and Inclusion Gender Inclusive Housing RA Recruitment and Retention Study 2014: 14% ethnically diverse 2015: 19% ethnically diverse 2016: 33% ethnically diverse 2017: 34% ethnically diverse

24 Just in Time Alerts Current implementation of Starfish across the campus Residential Life/Learning Communities Early Warning System Student Conduct System

25 Process Redesign Implementation of Starfish Comprehensive Hold Review Process and Modification Residential Life/Learning Communities Tutoring Program Housing Selection Process Integration of LLC program and intentional housing placements Gender Inclusive Housing Questions

26 Recursive Interventions: High Impact Practices High Impact Practices (AAC&U) First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Undergraduate Research Collaborative Assignments & Projects Diversity & Global Learning Service Learning & Community-Based Learning Internships Capstone Courses & Project Co-Curricular High Impact Practices (Brockport) Volunteering & Community Service Student Leadership Development Residential Curriculum/Living Learning Communities Healthy Campus Student Employment Peer Mentoring Athletics Club Sports Student Organization Leadership Celebrations & Traditions

27 Recursive Intervention Example: Living Learning Communities First Year LLCs offered for : Honors House Green House Academic Exploration Recreation & Fitness Future Health Professionals Creative Artists Teachers of Tomorrow Mathematics & Physical Sciences Biological Sciences & Psychology Nursing Intent Leadership & Community Service Brockport Global Village Yellow Ribbon Perspectives on Humanity Law & Civility

28 Outcomes: LLC students are retained at a higher rate compared to non-llc students living on campus, ranging from 4.1% to 7.4% (average of 5.3% higher). The retention rate of students who participate in the LLC program is 10% higher than the general student population. LLC students (47.80%) were more likely than non- LLC (41.21%) students to graduate in four years or less. Through the intentional LLC programs and resources, students learn how to respond when they meet a challenge in the future, such as navigating complex college processes like advisement. LLC students form supportive relationships with faculty, decreasing intimidation, and increasing sense of belonging

29 Outcomes: 2014 & 2017 NSSE data indicates that LLC students are more likely to have discussions with diverse others, participate in an internship, study abroad and hold a student leadership role LLC students reported higher satisfaction compared to their non-llc peers in the following categories (RLLC Mid Year Survey): Positive, supportive relationship with their Resident Assistant. (all four years) Positive, supportive relationship with their Resident Director. (all four years) Satisfaction with overall on campus living experience. (all four years, 10% higher) Feeling connected to the community in their residence hall. (all three years, 12-15% higher) Experienced their residence hall community was more inclusive. ( )

30 Ohio University

31 Belonging & First Year Retention at OHIO 80% increase in not belonging with financially insecure background --36% vs. 20% from financially secure

32 to Student in response to instructor raising a Never Attended Flag Click to add a title Click to add a subtitle

33 Effect of automated Midterm Grade Midterm Warning s on student Final Grades

34 Finishing the Last Lap: Experimental Evidence on Strategies to Increase College Completion for Students At Risk of Late Departure Mabel, Castleman, & Bettinger 9 broad access public institutions 5 states Text-based Nudging campaign Logistical & Psychological Barriers

35 One year results 14% decrease in Fall to Spring attrition rate 17.5 to 15% Completion rate for highest risk tercile 33% chance of dropping out Increased 6.1% points or 38% over control

36 Normalizing the College Transition: Increasing Student Success Through a Lay Theory Intervention

37 Interdependence myohio FALL INTERVENTION NUDGES First Gen Social Belonging * Psychological Levers Growth Mindset *We nudged students with values first gens endorse at higher levels than cont. gens, such as giving back to community, helping family, being a role model. Implementation Intentions

38 Mobile Nudging How are you feeling about your upcoming term at OHIO? (5 = best) 90% were feeling positive about their first semester Some students feel out of place at OHIO because they haven t yet met other students similar to them. Do you ever feel that way? 63% feel out of place at least sometimes How much do you feel you identify with first gen values? 76% identified with First Gen values

39 Mobile Nudging Which of the following first gen supports have you taken part in this semester? Tutoring; 45% Advising; 17% Students who have taken advantage of first gen supports have high response rates (49-74%), and stay on the nudge platform (0 stops). Seminar; 7% Mentors; 31%

40 Mobile Nudging Some OHIO students aren t always sure how they can get food and have to miss meals sometimes. Is going hungry an issue for you? Sometimes; 23% Yes; 25% 47% of first semester first gens say going hungry is an issue at least sometimes. Students who reply yes/sometimes are more engaged with the nudges (respond at higher rates). No; 53%

41 Normalizing College Challenges: Increasing Student Success through a Lay Theory Intervention Asked what they liked best about the nudges, one student responded: to talk about my life and relieve stress of being in a new environment, with new people and not knowing what to expect I really loved having the ability to just talk about my life as a first gen student and how to deal with it, in regards to possibly helping another first gen student in the future.

42

43 Questions?