Schools often ask us about the experiences of other institutions using Think About It. They’re interested in learning how other schools implement the program, what incentives they use, and what feedback they get from students. This information helps them plan their own strategy to bring Think About It onto their campuses.
The Ball State Daily recently ran an in depth article about their launch of Think About It. The entire article is worth reading for anyone currently using or even thinking about our program. But below are some highlights.
According to the article, 86.7% of incoming freshman at Ball State completed the program in 2014. Amazingly, Ball State didn’t use any incentives besides sending weekly reminders.
As readers of this blog know, we designed Think About It with students for students. A critical part of the process was soliciting student input through numerous focus groups. After all, students have to be engaged in order to learn effectively.
Indeed, the student response was overwhelmingly positive according to Tom Gibson, the Associate Vice President for Student Affairs, who was quoted in the article:
“I think the fact that the course allows students to provide feedback on their experience taking the course was very helpful and reaffirming for us,” Gibson said. “By and large the majority of the students who completed the course said, ‘I didn’t know what to expect, I didn’t think I would find this useful, but you know what? It actually was. So thank you.’ We knew this was the right thing to do, but we didn’t know how well it would be received.”
According to Ball State, one of the advantages of an online program is that helps administrators deliver a single, unified and easily tracked experience to all their students.
Katie Slabaugh, Title IX coordinator for student affairs, said because of the way the program is designed, students aren’t able to just turn it on and walk away; they actually have to be engaged in it.
“The impact of this is that you know more than 85 percent of your new students have completed the course, whereas something that this residence hall may offer to this group of students is not necessarily the equivalent,” Slabaugh said. “This has the benefit of one unified piece of the student union.”
Of course, a one off program is not enough to create culture change on any campus. Federal regulations as well as pedagogical theory recommend that learning be “ongoing.” Students need the opportunity to revisit and deepen their understanding of key learning points. To this end, we offer follow up courses to the main course. Ball State is taking advantage of these resources by asking students to complete our main course and a shorter follow up course, providing students with an extended experience.
We also have numerous offline resources, such as workshops and posters that schools can use to bring the CampusClarity program from online to on campus. As the article also points out our partner on this project, the University of San Francisco, also continues to develop resources that expand the program.
“University of San Francisco is currently working on a Talk About It and a Do Something About It campaign, just trying to create more awareness and get student involvement in things like bystander intervention and really trying to create life-long awareness and involvement in causes like this,” said Deeqa Mohamed, a student peer educator at University of San Francisco.
As Mohamed says, the key here is to instill in students a life-long awareness and involvement in these issues.
After all, the years between 18 and 25 constitute a critical developmental stage, called “emerging adulthood.” In this stage, young men and women experience new levels of autonomy and experiment with possible life directions. Some educators even claim that the emotional and social development that college students undergo during this period exceeds their intellectual development.
By helping students at the start of their college careers, we can have a lasting impact on their lives.