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ABOUT

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The Promoting At-Promise Student Success Project (PASS) Project is a multi-year mixed-methods research project at the USC Pullias Center for Higher Education dedicated to deepening understandings of student success in postsecondary institutions. The first phase of the project (PASS – Phase I) transpired over six years and sought to explore, document, and better understand whether, how, and why the Thompson Scholars Learning Communities (TSLC) program at three University of Nebraska campuses translated into greater student academic and psychosocial success. The second phase of the project (PASS – Phase II) expands our research focus to consider the experiences of at-promise students who do not participate in TSLC programs. We have also launched a series of Professional Learning Communities designed to support campuses in applying lessons learned from the first phase of research in an effort to cultivate validating campus ecologies.

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The second phase of the study is designed to understand the moments, relationships, and programmatic and institutional elements in college that bolster at-promise students’ psychosocial and academic outcomes, whether they participate in the TSLC program or not. Research methods include student surveys, interviews with students and practitioners, observations and document analysis.

Phase II research builds onto a new at-promise student support model called ecological validation. A central mechanism of this model is validation, where educators (e.g., faculty, staff, advisors) affirm students’ capabilities for academic and social success in college. In the ecological validation model, educators across multiple support contexts (e.g. classroom, financial aid office, advising) proactively reach out to students to build a connection, learn who they are and communicate that they have what it takes to succeed. Educators connect students to access the support they need to achieve their goals over the course of their college transition. Multiple touch points across college support contexts, consistent validation of students’ capabilities for success across those contexts, and coordination of support tailored to students’ individual needs immerses students in an environment where they feel they belong and their success matters, and that they can successfully pursue their major, degree, and career goals. The identification of this model offers fresh insights and directions to academic leadership, educators,and practitioners seeking ways to effectively increase at-promise student success on their campuses.

We are also co-facilitating a series of Professional Learning Communities (PLCs) with individuals who have been identified as change agents on the UNK, UNL and UNO campuses. The PLCs will be suggesting opportunities to promote student success on each campus.

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“The findings from our study demonstrate the importance of utilizing strengths-oriented, holistic and coordinated approaches to at promise student support.”

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Ronald Hallett

Project Lead

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Ronald Hallett

Project Lead

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“The findings from our study demonstrate the importance of utilizing strengths-oriented, holistic and coordinated approaches to at promise student support.”

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