Parents of students considering colleges to attend, take note: some colleges such as Winston-Salem State University have been recognized among 20 colleges nationwide for providing extraordinary environments to help students succeed, according to a recent study.
The study, Documenting Effective Educational Practices (DEEP), was compiled by researchers from the National Survey of Student Engagement and the American Association for Higher Education. The team of higher education scientists sought to determine factors that help students become successful in college and to identify institutions that encouraged those factors. In the end, the researchers compiled a list of institutions with campus environments that helped students succeed. The study found that what students do to contribute to their own learning counted more that where they attend college.
Overall, student engagement was the most significant factor to student satisfaction, persistence and success. Students responded well at institutions with environments that were perceived as inclusive and affirming and where expectations were clearly communicated and set at reasonably high levels.
Student engagement had two key components that contribute to success, according to the study. First was the amount of time and effort students put into their studies and other activities that lead to experiences and outcomes that constitute student success. The second was the ways institutions allocate resources and organize learning opportunities and services to entice students to participate in and benefit from such activities.
Winston-Salem State University was among those that ranked high on the study criteria. For example, WSSU’s commitment to teaching and using high technology requires the institution to incorporate the use of technology into the day-to-day experiences of students in classroom, study assignments and beyond. To help students understand the best ways to utilize the resources of a college campus, WSSU requires first-year students to take a course that teaches how to adjust to college, and sets expectations on the benefits and outcomes of their college experiences.
Advising begins at summer orientation. The first-year course begins in fall as instructors serve as advisors, and students discuss weekly in class their classroom and non- classroom experiences, lessons learned, and how to resolve problems. In addition, students use PDAs, computers and other technology daily in class and in study after class.