#CSAM18 Day 21: Educational Ethos
Why do students stay on campus even when they’re failing? Why do students leave even if they’re successful? What does a student mean when they say our campus isn’t a good fit for them? Educational Ethos can help explain some of decisions.
Graham & Bradley based their research off of 5 characteristics of positive educational ethos from Graham (1998):
1 - Students are involved in their school's academic and social life
2 - Accessible officials take teaching and learning seriously
3 - Students interact with peers whose values and aspirations are compatible with the institution's educational purposes
4 - students are exposed to effective teaching
5 - Students feel they belong and are valued as individuals
They found that being involved in authentic groups can allow nontraditional students to connect the learning that happen on campus to real-life experiences. Educational Ethos affected outcomes for students. Educational Ethos directly affected Career Development. “In every single outcome measure, educational ethos accounted for more variance in the nontraditional students than the traditional students”. Educational Ethos was a better predictor for positive outcomes than the number of hours spent engaged on campus. Quality of interaction is important rather than quantity of interactions on campus.
Title of theory: The Effect of Educational Ethos and Campus Involvement on Self-Reported College Outcomes for Traditional and Nontraditional Undergraduates
Year theory was published: 2000
Students originally studied: 21,406 individuals who responded to a survey, from 154 colleges in 35 states who had earned over more than 24 credits.
Background of the author: At the time the article was published, J. Shane Bradley was a medical student at University of Missouri.
Steven W. Graham is the Senior Associate Vice President for Academic Affairs at the University of Missouri System
How theory can be used now: We need to better understand how students feel and understand their belonging to our communities. We also need to better understand what engagement is, how we should measure it, and how it contributes to student success. Bradley and Graham show that quality is more important than quantity and that the culture we create is more important than students engaging with our community.
Words of warning: Bradley and Graham divided their population into traditional and non-traditional, and we need to keep that in mind as we explore what we think of success for our students. If students who are older than 24 are engaged outside of our community, say with their church or other organizations, and are receiving quality interactions on our campuses, then we need to stop worrying about their attendance at our events. But this doesn't mean we shouldn't be offering programming aimed at those students - we can still engage with them appropriately and contribute to their success.
Bradley, J. S., and Steven W. Graham. "The Effect of Educational Ethos and Campus Involvement on Self-Reported College Outcomes for Traditional and Nontraditional Undergraduates." Journal of College Student Development 41.5 (2000): 488. ProQuest. Web. 18 May 2016.
https://education.missouri.edu/person/steve-graham/
Graham & Bradley based their research off of 5 characteristics of positive educational ethos from Graham (1998):
1 - Students are involved in their school's academic and social life
2 - Accessible officials take teaching and learning seriously
3 - Students interact with peers whose values and aspirations are compatible with the institution's educational purposes
4 - students are exposed to effective teaching
5 - Students feel they belong and are valued as individuals
They found that being involved in authentic groups can allow nontraditional students to connect the learning that happen on campus to real-life experiences. Educational Ethos affected outcomes for students. Educational Ethos directly affected Career Development. “In every single outcome measure, educational ethos accounted for more variance in the nontraditional students than the traditional students”. Educational Ethos was a better predictor for positive outcomes than the number of hours spent engaged on campus. Quality of interaction is important rather than quantity of interactions on campus.
Title of theory: The Effect of Educational Ethos and Campus Involvement on Self-Reported College Outcomes for Traditional and Nontraditional Undergraduates
Year theory was published: 2000
Students originally studied: 21,406 individuals who responded to a survey, from 154 colleges in 35 states who had earned over more than 24 credits.
Background of the author: At the time the article was published, J. Shane Bradley was a medical student at University of Missouri.
Steven W. Graham is the Senior Associate Vice President for Academic Affairs at the University of Missouri System
How theory can be used now: We need to better understand how students feel and understand their belonging to our communities. We also need to better understand what engagement is, how we should measure it, and how it contributes to student success. Bradley and Graham show that quality is more important than quantity and that the culture we create is more important than students engaging with our community.
Words of warning: Bradley and Graham divided their population into traditional and non-traditional, and we need to keep that in mind as we explore what we think of success for our students. If students who are older than 24 are engaged outside of our community, say with their church or other organizations, and are receiving quality interactions on our campuses, then we need to stop worrying about their attendance at our events. But this doesn't mean we shouldn't be offering programming aimed at those students - we can still engage with them appropriately and contribute to their success.
Bradley, J. S., and Steven W. Graham. "The Effect of Educational Ethos and Campus Involvement on Self-Reported College Outcomes for Traditional and Nontraditional Undergraduates." Journal of College Student Development 41.5 (2000): 488. ProQuest. Web. 18 May 2016.
https://education.missouri.edu/person/steve-graham/
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