Improving Student Experiences

How Harvard helped undergrad students succeed

Private and independent day and boarding schools pride themselves in providing an experience like no other. And we all recognize that a great experience at your school can develop into your best marketing investment as students and families “spread the word.” But do you know what students think about their experience at your school?

Richard J. Light, professor of education at Harvard University, was asked this very question 20 years ago by then Harvard president Derek Bok. “Who around our school is systematically examining the effectiveness of everything we do with and for the students, particularly the undergrads?” Now the president knew very well that “no one” was the answer and Light was given this task.

It’s an interesting question to pose not only for a school environment but for any business. Time and resources are all too often spent on tasks that companies “think” their customers want, but are less significant. In addition to improving your school or business, by implementing a program such as this you show your students that you respect and value their feedback.

Over the past 20 years, Light has been asked by four Harvard presidents to explore ways to improve the student experience at Harvard and also for a diverse group of other colleges. The group has now expanded to work with independent schools. Light delivered a session at the 2010 TABS annual conference in Baltimore based on data and results from interviewing Harvard undergrads over the past 20 years.

At Harvard, the program has continued since that first year, with more than 2,500 students sharing their observations and recommendations about their college life. This is how Harvard University (and now Williams, Duke, Amherst and many other colleges and universities in the eastern United States) are slowly improving their student experiences based on feedback from their clients, the students.

Light shared a comment from one of his students: “I keep hearing the word respect. What you’ve just done is such a statement of respect. You’re finding out about our experiences, and you’re going to implement changes based on what we said. That speaks for itself.”

At Harvard, the program has continued since that first year, with more than 2,500 students sharing their observations and recommendations about their college life. This is how Harvard University (and now Williams, Duke, Amherst and many other Colleges/Universities) are slowly improving their student experiences based on feedback from their clients, the students.

The Logistics: How do we measure effectiveness? How do we get data and information?

An online survey could have been created, however to get a real sense of the experience, a personal interview with randomly selected students would provide more insight. A list of 55 simple questions was developed and a group of faculty were trained in asking and interpreting results. A few years into this program, older students hand selected by faculty were trained to be interviews and this proved to be very successful, as they could pull even more information from the undergrad students.

Harvard was interested in focusing on undergrads, so all interviews were conducted at the end of the students first year. But what if students were asked questions when they first arrived on campus and then at the end of their first year. Would it have been different?

The Questions: What do we ask?

1. What’s been the best part of your academic experience this year? One specific example
2. Is there a specific disappointment that you had in your first year here? What was it?
3. Is it now the end of your first year? What was he best bit of advice you got this year? Who gave it to you? Why was it so helpful?
4. What advice do you wish you had received that you didn’t get, and why do you wish you would have had it?
5. Can you think of a single thing that you have changed your mind about? Yourself, the world, other people…
6. If you were Head of School for a day, what is one constructive sensible change you would make to make this school a better place?
7. How would you rate your overall happiness 1-10?

The Results: What did we learn and what changes were implemented?

As you would suspect, a broad range of comments and ideas were voiced from the many students. The following are examples of the questions students were asked, the common threads that were heard, and the changes they were the catalyst for.

Q: Think of how you felt when you first arrived on the campus.
After looking back on this, the first impression students had when they arrived at the school is a good predictor of how well they will do academically, socially and personally. There were two significant groups.
A: Students with a good experience answered with a reference to “time” and how they would have to change and manage their time to make friends, play sports and join clubs, for example.
B: Students that had a bad experience recall thinking they were successful in high school, and would be successful here too.

According to Light, students with good time management skills seemed to do better academically and socially. Although most students understood the term time management, many didn’t know how to successfully do it. The school now offers free time management workshops to improve and develop work and life balance. The first session attracted 150 students.

My question is what if students were asked about this when they first arrived on campus. Is your memory of what you felt affected 10 months ago skewed based on your experience over the 10 months? This would be, in my opinion, an interesting addition to the program.

Q: Can you expand on good time management skills?
In one session, a student commented “Every Monday, Wednesday and Friday from 10 to 11, I have an hour off between classes. So many of my friends just chill and kill the hour every week.” This one comment sparked the addition of a game played at the start of the first year to teach students to use their time between classes productively. Do homework, go for a run, read a book or just spend time with a girlfriend, but make it purposeful.

Something to think about

Global and diverse student body
Student Comment: “If no one talks, then what’s the benefit of having a diverse classroom, we all just listened to the lecture? Who care’s who is sitting on your right or left?”
Question to faculty: Should participating in class be part of the students grade?
Ask yourself: How does our school’s “diverse or international” community benefit the student?

Student advisors
Student Comment (professional ballerina): “My experience was a 10 because I”m taking classes that I really care about. When I couldn’t do ballet anymore because I received a stress fracture in my leg, my advisor suggested a class to learn about stress fractures. I’m now going to go to med school and have a reason for it! ”
Ask yourself: How can our school connect a student’s interests with the courses they take?

Teaching methodology
Student Comment: “In my American history class, the professor didn’t discuss the facts, but asked, ‘If Abraham Lincoln was alive today, would he have been a democrat or republication?’”
Ask yourself: How can our teachers increase debate and discussion in what truly engages the students.

Light delivered an interesting session, but the one point I think everyone in the room walked out with, was the importance to ASK for feedback, and LISTEN to what your students (or clients) are saying. In the end, the success of your school lies in the ultimate success (not only academic, but total experience) of your students.

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