Thriving in College

Abstract

Grades and grads. These two words sum up the typical approach that most institutions of higher education have taken to defi ne student success. Academic performance and graduation rates are easily measured and can be quantified for comparison purposes so that institutions-and entire nations-can gather a snapshot of their own "effectiveness." Yet most faculty and professional staff are keenly aware that this narrow focus misses an important element of the college student experience: whether students are vitally engaged in learning and making the most of their college education.A more holistic view of student success is represented in the concept of thriving in college. Thriving is defi ned as being "fully engaged intellectually, socially, and emotionally in the college experience" (Schreiner, 2010a, p. 4). This view of student success looks beyond academic performance and graduation. Thriving students are engaged in the learning process, invest effort to reach important educational goals, manage their time and commitments effectively, connect in healthy ways to other people, are optimistic about their future and positive about their present choices, and are committed to making a meaningful difference in the world around them (Schreiner, 2010a). Thriving as an Integrative View of Student SuccessRepresenting an intersection of the principles of positive psychology and the goals of higher education, the concept of thriving was derived from research on fl ourishing (Keyes, 2003;Keyes and Haidt, 2003;Seligman, 2011) and the psychosocial factors most predictive of college student retention (Bean and Eaton, 2000;Berger and Milem, 1999

Building for the Future: Reflection, Resources, and Recommendations

“…To be prepared to navigate both, we suggest that institutions move away from simply using retention as a way to define department success in achieving diversity metrics and instead focus on goals of justice. The focus on justice inspires socially just housing practitioners to shift toward a more robust student thriving framework, which more holistically attends to all aspects of a student's college career (Schreiner, ). Last, community matters.…”

Thriving in the Second Year of College: Pathways to Success

“…Although spirituality is the strongest pathway to thriving for African‐American students, sense of community is the second strongest pathway; for all other students, it is the dominant pathway to thriving (Young et al., ). A sense of community has four elements: (a) membership , or a sense of belonging on campus; (b) ownership , or a sense of voice and contribution on campus; (c) relationship , or positive emotional connections to others on campus; and (d) partnership , or working interdependently with others toward mutually desired goals (Schreiner, ). Students who report a strong sense of community on campus feel they are part of a stable and dependable network of people who care about them, are committed to their growth and well‐being, and are able to meet their needs (Lounsbury & DeNeui, ).…”

Institutional Policies that Impact Sophomore Success

“…In the sophomore year, students’ sense of community on campus contributes significantly to their thriving and success. Schreiner () found that creating and cultivating a sense of community on campus is the “best way to help ALL students thrive” (p. 46, emphasis mine) and specifically is the top predictor of thriving for second‐year students (Schreiner & Young, ). Central to Schreiner's understanding of a sense of community are (a) membership and sense of belonging; (b) ownership and voice; (c) positive relationships; and (d) partnerships with others on campus.…”