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What Matters to What Matters to Student Success?Student Success?Lessons for ANAC Lessons for ANAC
InstitutionsInstitutions
George D. KuhGeorge D. KuhElon UniversityElon UniversityJune 13, 2007June 13, 2007
We all want the same thing—an We all want the same thing—an undergraduate experience that undergraduate experience that results in high levels of learning results in high levels of learning and personal development for all and personal development for all students.students.
OverviewOverview
Essential learning outcomes Why engagement matters Lessons from high-
performing institutions
Advance OrganizersAdvance Organizers
To what extent do your students To what extent do your students engage in productive learning engage in productive learning activities, inside activities, inside andand outside the outside the classroom? classroom?
How do you know? How do you know? What must you do differently -- or What must you do differently -- or
better -- to enhance student better -- to enhance student success? success?
Student Success in CollegeStudent Success in College
Academic achievement, Academic achievement, engagement in engagement in educationally purposeful educationally purposeful activities, satisfaction, activities, satisfaction, acquisition of desired acquisition of desired knowledge, skills and knowledge, skills and competencies, competencies, persistence, attainment persistence, attainment of educational of educational objectives, and post-objectives, and post-college performancecollege performance
Association of American Colleges and UniversitiesAssociation of American Colleges and Universities
Narrow Learning is Not EnoughNarrow Learning is Not Enough——The Essential Learning Outcomes The Essential Learning Outcomes
Knowledge of Human Cultures and Knowledge of Human Cultures and the Physical & Natural Worldthe Physical & Natural World
Intellectual and Practical SkillsIntellectual and Practical Skills
Personal and Social ResponsibilityPersonal and Social Responsibility
Integrative LearningIntegrative Learning
Most Important Skills Employers Look For In New Hires
Teamwork skills
Critical thinking/ reasoning
Oral/written communication
Ability to assemble/organize information
Innovative/thinking creatively
Able to work with numbers/statisticsForeign language
proficiency 3%
9%
20%
21%
30%
33%
44%
RecentGrads*
38%
37%
37%
10%
21%
4%
6%
* Skills/abilities recent graduates think are the two most important to employers
What Really Matters in College: What Really Matters in College: Student EngagementStudent Engagement
Because iBecause individual effort and ndividual effort and involvement are the critical involvement are the critical determinants of impact, determinants of impact, institutions should focus on institutions should focus on the ways they can shape their the ways they can shape their academic, interpersonal, and academic, interpersonal, and extracurricular offerings to extracurricular offerings to encourage encourage student student engagementengagement. .
Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 602, 2005, p. 602
Foundations of Student EngagementFoundations of Student Engagement
Time on task Time on task (Tyler, 1930s)(Tyler, 1930s)
Quality of effort Quality of effort (Pace, 1960-70s)(Pace, 1960-70s)
Student involvement Student involvement (Astin, 1984)(Astin, 1984)
Social, academic integration Social, academic integration (Tinto,1987, 1993)(Tinto,1987, 1993)
Good practices in Good practices in undergraduate education undergraduate education (Chickering & Gamson, 1987)(Chickering & Gamson, 1987)
Outcomes Outcomes (Pascarella, 1985)(Pascarella, 1985)
Student engagement Student engagement (Kuh, 1991, (Kuh, 1991, 2005)2005)
Student Engagement TrinityStudent Engagement Trinity
What students What students dodo -- time and energy -- time and energy devoted to educationally purposeful devoted to educationally purposeful activitiesactivities
What institutions What institutions dodo -- using -- using effective educational practices to effective educational practices to induce students to do the right induce students to do the right thingsthings
Educationally effective institutions Educationally effective institutions channel student energy toward channel student energy toward the the right activitiesright activities
Good Practices in Good Practices in Undergraduate EducationUndergraduate Education
(Chickering & Gamson, 1987; (Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)Pascarella & Terenzini, 2005)
Student-faculty contactStudent-faculty contact Active learningActive learning Prompt feedbackPrompt feedback Time on taskTime on task High expectationsHigh expectations Respect for diverse learning stylesRespect for diverse learning styles Cooperation among studentsCooperation among students
National Survey of National Survey of Student EngagementStudent Engagement(pronounced “nessie”)
Community College Community College Survey of Student Survey of Student EngagementEngagement(pronounced “cessie”)
College student surveys that assess the extent to which students engage in educational practices associated with high levels of learning and development
NSSE Project ScopeNSSE Project Scope
One million+ students One million+ students from 1,200 different from 1,200 different schools schools
80% of 4-yr U.S. 80% of 4-yr U.S. undergraduate FTE undergraduate FTE
50 states, Puerto Rico50 states, Puerto Rico
35 Canadian universities35 Canadian universities
100+ consortia100+ consortia
NSSE SurveyNSSE Survey
Student Behaviors
Institutional Actions & Requirements
Reactions to People & Environment
Student BackgroundInformation
Student Learning &
Development
In your experience at your institution during the current school year, about how often have you done each of the following?
1
Effective Educational PracticesEffective Educational Practices
Level of Level of Academic Academic ChallengeChallenge
Active & Active & Collaborative Collaborative
LearningLearning
EnrichingEnrichingEducational Educational ExperiencesExperiences
SupportiveSupportiveCampusCampus
EnvironmentEnvironment
Student-Student-Faculty Faculty
InteractionInteraction
Grades, persistence, Grades, persistence, student satisfaction, student satisfaction, and engagement go and engagement go hand in handhand in hand
Does institutional size matter to Does institutional size matter to engagement?engagement?
Yes, Yes, size matters.size matters.
Smaller Smaller isis generally generally betterbetter..
Benchmark Scores for All Students by Benchmark Scores for All Students by Undergraduate EnrollmentUndergraduate Enrollment
Benchmark Scores for All Students by Undergraduate Enrollment Intervals
25
35
45
55
65
0 -1000
1001 -1500
1501 -2000
2001 -2500
2501 -3000
3001 -4000
4001 -5000
5001 -7500
7501 -10000
10001 -15000
15001 -20000
20001 -25000
25001 -highest
Enrollment Intervals
Level ofAcademicChallenge
Active andCollaborativeLearning
StudentInteractionswith FacultyMembersEnrichingEducationalExperiences
SupportiveCampusEnvironment
Academic Challenge, Active Learning, Student-Faculty Interaction by Enrollment
20
30
40
50
60
186 1238 1921 3060 6337 11343 29426Enrollment
Level of Academic Challenge
Active and Collaborative Learning
Student Interactions with Faculty Members
Student engagement varies Student engagement varies more more withinwithin than between than between institutions.institutions.
Student-Faculty Interaction: First-Year Students at Liberal Arts Institutions
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9 10 11 12
Liberal Arts Institutions
Percentile 10
Percentile 50
Percentile 90
Supportive Campus Environment: Seniors at Master's Institutions
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Master's Institutions
Percentile 10
Percentile 50
Percentile 90
Worth PonderingWorth Pondering
How do we reach How do we reach our least engaged our least engaged students?students?
Behold the Behold the compensatorycompensatory effects of engagementeffects of engagement
Faculty Survey of Faculty Survey of Student EngagementStudent Engagement
(pronounced “fessie”)
FSSE measures FSSE measures faculty faculty expectations and expectations and activities related activities related to student to student engagement in engagement in effective effective educational educational practicespractices
Faculty Priorities and Faculty Priorities and Student EngagementStudent Engagement
AVGAVG STUDENTSTUDENT
AVGAVG FACULTYFACULTY AcadAcad emicemic cchallhallengeenge
ActActiveive --ccollabollab
Diversity Diversity eexperiencesxperiences
StuStu dentdent --ffacacultyulty
AAccadademicemic challchall engeenge emphemphasisasis
ActActiveive --collabcollab practicespractices
EmphEmph asisasis on diversityon diversity experiencesexperiences
EmphEmph asisasis on on hhigherigher orderorder thinkingthinking
ImpImportanceortance enrichingenriching ededucuc eexpxp erienceseriences
12.0
6.7 6.67.3
2.5 2.6 2.72.4
0
4
8
12
Doctoral Univ Bac--Diverse FieldsBac--Liberal Arts Master’s
Hours in a typical week doing research and scholarly activitiesHours in a typical week working with undergraduates on research
Figure 1.Average Weekly Research Hours by Institutional
Type
Faculty Time on Research with Faculty Time on Research with Undergraduates and Probability of Student Undergraduates and Probability of Student
Participation in ResearchParticipation in Research
0
0.13
0.25
0.38
0.50
Pro
bab
ilit
y o
f U
nd
erg
rad
uate
R
esearc
h
0.91 2.17 3.42 4.68 5.93
Faculty Research with Undergraduates (hours)
Faculty View of Importance of Doing Research Faculty View of Importance of Doing Research with Students and Probability of Students Doing with Students and Probability of Students Doing
ResearchResearch
0.13
0.25
0.38
0.50
0Pro
bab
ilit
y o
f U
nd
erg
rad
uate
Researc
h
1.87 2.25 2.62 2.99 3.37
Importance of Undergraduate Research
What to Make of This? What to Make of This?
1.1. When faculty members When faculty members emphasize certain educational emphasize certain educational practices, students engage in practices, students engage in them to a greater extent than them to a greater extent than their peers elsewhere.their peers elsewhere.
2.2. Good things go togetherGood things go together3.3. Teacher-scholars matterTeacher-scholars matter
What does an What does an educationally effective educationally effective university look like?university look like?
Project DEEPProject DEEP
To discover, To discover, document, and document, and describe what high describe what high performing performing institutions do to institutions do to achieve their achieve their notable level of notable level of effectiveness.effectiveness.
DEEP Selection CriteriaDEEP Selection Criteria
Controlling for student and institutional Controlling for student and institutional characteristics (i.e., selectivity, diversity, characteristics (i.e., selectivity, diversity, institutional type), DEEP schools have: institutional type), DEEP schools have:
Higher-than-predicted graduation Higher-than-predicted graduation rates rates Higher-than-predicted NSSE scoresHigher-than-predicted NSSE scores
Region, institutional Region, institutional type, special missiontype, special mission
Project DEEP SchoolsProject DEEP Schools
Doctoral Extensives
University of Kansas
University of Michigan
Doctoral Intensives
George Mason University
Miami University (Ohio)
University of Texas El PasoUniversity of Texas El Paso
Master’s Granting
Fayetteville State University
Gonzaga University
Longwood University
Liberal ArtsLiberal Arts California State, Monterey BayCalifornia State, Monterey Bay Macalester CollegeMacalester College Sweet Briar CollegeSweet Briar College The Evergreen State CollegeThe Evergreen State College Sewanee: University of the Sewanee: University of the SouthSouth Ursinus CollegeUrsinus College Wabash College Wabash College Wheaton College (MA)Wheaton College (MA) Wofford College Wofford College
Baccalaureate GeneralBaccalaureate General Alverno College Alverno College University of Maine at University of Maine at FarmingtonFarmington Winston-Salem State UniversityWinston-Salem State University
Research ApproachResearch Approach
Case study method Case study method Team of 24 researchers review Team of 24 researchers review
institutional documents and conduct institutional documents and conduct multiple-day site visitsmultiple-day site visits
Observe individuals, classes, group Observe individuals, classes, group meetings, activities, eventsmeetings, activities, events
2,700+ people, 60 classes, 30 events 2,700+ people, 60 classes, 30 events Discover and describe effective Discover and describe effective
practices and programs, campus practices and programs, campus cultureculture
Worth NotingWorth Noting
Many roads to an engaging Many roads to an engaging institutioninstitution
No one best modelNo one best model Different combinations of Different combinations of
complementary, interactive, complementary, interactive, synergistic conditionssynergistic conditions
Anything worth doing is Anything worth doing is worth doing well at scaleworth doing well at scale
Six Shared ConditionsSix Shared Conditions
““Living” Mission and “Lived” Living” Mission and “Lived” Educational PhilosophyEducational Philosophy
Unshakeable Focus on Student Unshakeable Focus on Student Learning Learning
Environments Adapted for Environments Adapted for Educational EnrichmentEducational Enrichment
Clearly Marked Pathways to Clearly Marked Pathways to Student SuccessStudent Success
Improvement-Oriented EthosImprovement-Oriented Ethos Shared Responsibility for Shared Responsibility for
Educational Quality Educational Quality
DEEP Lessons: First things first…DEEP Lessons: First things first…
Organizations that improve… Organizations that improve… create and nurture agreement on create and nurture agreement on what is worth achieving, and they what is worth achieving, and they set in motion the internal set in motion the internal processes by which people processes by which people progressively learn how to do progressively learn how to do what they need to do in order to what they need to do in order to achieve what is worthwhile.achieve what is worthwhile.
(Elmore in Fullan, 2001, p. 125)Elmore in Fullan, 2001, p. 125)
1. Get the ideas right1. Get the ideas right
Focus on a real problemFocus on a real problem Persistence Fragmented gen ed program Tired pedagogical practices Poor first-year experience Low academic challenge Connections to real world Capstone experiences Under-engaged students
2. Lay out the path to student success2. Lay out the path to student success
2. Lay out the path to student success2. Lay out the path to student success
a.a. Draw a map for student success Draw a map for student success b.b. Front load resources to smooth the Front load resources to smooth the
transition transition c.c. Teach newcomers about the campus Teach newcomers about the campus
cultureculture d.d. Create a sense of “specialness”Create a sense of “specialness”e.e. Emphasize student initiative Emphasize student initiative f.f. Focus on underengaged studentsFocus on underengaged studentsg.g. If something works, maybe require it? If something works, maybe require it?
Lessons from National Center for Lessons from National Center for Academic TransformationAcademic Transformation
If doing something is important, If doing something is important, require it (first-year students require it (first-year students don’t do ‘optional’)don’t do ‘optional’)
Assign course points to the Assign course points to the activityactivity
Monitor and intervene when Monitor and intervene when necessarynecessary
http://www.thencat.org/Newsletters/Apr06.htm#1http://www.thencat.org/Newsletters/Apr06.htm#1
Teaching the CultureTeaching the Culture
Macalester College students, Macalester College students, faculty and staff understand and faculty and staff understand and articulate the College’s core articulate the College’s core values of academic excellence, values of academic excellence, service, multiculturalism and service, multiculturalism and internationalism. These values internationalism. These values are enacted in the curriculum are enacted in the curriculum and co-curriculum (e.g., “Into the and co-curriculum (e.g., “Into the Streets”).Streets”).
High challenge, high supportHigh challenge, high support 68% first yr & 70% seniors report “working harder 68% first yr & 70% seniors report “working harder
than thought they could”than thought they could” Cannot miss class (or WF)Cannot miss class (or WF) Demanding grading scales requires faculty to engage Demanding grading scales requires faculty to engage
struggling studentsstruggling students Commitment to teaching & availability – enhances Commitment to teaching & availability – enhances
mentoring relationshipsmentoring relationships Comprehensive exam senior yearComprehensive exam senior year 10:1 student to faculty ratio10:1 student to faculty ratio Honor code: Emphasis on academic integrity & strict Honor code: Emphasis on academic integrity & strict
student enforcementstudent enforcement
Academic rigor at Academic rigor at SewaneeSewanee
SSocialization to academic ocialization to academic expectationsexpectations
Wofford first-year students read a Wofford first-year students read a common novel and write a short common novel and write a short essay connecting it to their own essay connecting it to their own lives. The eight best essays are lives. The eight best essays are published and distributed to all published and distributed to all new students, creating the first new students, creating the first class celebrities.class celebrities.
Redundant early warning systems: Redundant early warning systems: “Tag Teaming”“Tag Teaming”
Wheaton first-year student Wheaton first-year student advising team includes faculty, advising team includes faculty, student preceptors, librarians student preceptors, librarians and administrative staff. and administrative staff.
At Ursinus, Miami, and Wheaton At Ursinus, Miami, and Wheaton representatives from both representatives from both academic affairs and student academic affairs and student affairs serve as academic affairs serve as academic advisors. advisors.
3. Align initiatives with: 3. Align initiatives with:
a.a. Student preparation, ability, interestsStudent preparation, ability, interests
b.b. Existing complementary effortsExisting complementary efforts Gen ed reform Carnegie SOTL/CASTL Service learning/Campus
Compact Internationalization and diversity AAC&U: “Greater Expectations,”
“Inclusive Excellence,” LEAPLEAP
Association of American Colleges and Universities
Fayetteville StateFayetteville StateFaculty members “teach the Faculty members “teach the
students they have, not those they students they have, not those they wish they had”wish they had”
Center for Teaching and Learning Center for Teaching and Learning sponsors development activities on sponsors development activities on diverse learning needsdiverse learning needs
Cal State Monterey BayCal State Monterey Bay““Assets” philosophy acknowledges Assets” philosophy acknowledges
students’ prior knowledgestudents’ prior knowledge
““Meet students where they are”Meet students where they are”
Something Else That Something Else That Really MattersReally Matters in College in College
The greatest impact appears The greatest impact appears to stem from studentsto stem from students’’ total total levellevel of campus engagement, of campus engagement, particularly when academic, particularly when academic, interpersonal, and interpersonal, and extracurricular involvements extracurricular involvements are are mutually reinforcingmutually reinforcing……
Pascarella & Terenzini, Pascarella & Terenzini, How College How College Affects StudentsAffects Students, 2005, p. 647, 2005, p. 647
It Takes a Whole Campus It Takes a Whole Campus to Educate a Studentto Educate a Student
4. Promote and reward collaboration4. Promote and reward collaboration
a.a. Tighten the philosophical and Tighten the philosophical and operational linkages between operational linkages between academic and student affairs academic and student affairs
– Peer tutoring and mentoring Peer tutoring and mentoring
– First year seminarsFirst year seminars
– Learning communitiesLearning communitiesb.b. Harness available expertiseHarness available expertisec.c. Make governance a shared Make governance a shared
responsibility responsibility d.d. Form partnerships with the local Form partnerships with the local
community community
Connect campus and communityConnect campus and community
California State University, Monterey Bay (CSUMB) requires all students to complete both a lower and upper-level service learning experience as a means to apply knowledge and connect with the local community.
5. Recruit, socialize and reward 5. Recruit, socialize and reward competent peoplecompetent people
a.a. Recruit faculty and staff Recruit faculty and staff committed to student learning committed to student learning
b.b. Emphasize student Emphasize student centeredness in faculty and centeredness in faculty and staff orientation staff orientation
c.c. Make room for differences Make room for differences d.d. Reward and support competent Reward and support competent
staff to insure high quality staff to insure high quality student support services student support services
““Difference Makers”Difference Makers”
Student success is the product of Student success is the product of thousands of small gestures thousands of small gestures extended on a daily basis by extended on a daily basis by caring, supportive educators caring, supportive educators sprinkled throughout the sprinkled throughout the institution who enact a talent institution who enact a talent development philosophy. development philosophy.
6. Put money where it will make a 6. Put money where it will make a difference in student difference in student
engagementengagement
“…in professional baseball it still matters less how much you have than how well you spend it”
6. Put money where it will make a 6. Put money where it will make a difference in student engagementdifference in student engagement
a.a. Align reward system with Align reward system with institutional mission, values, and institutional mission, values, and prioritiespriorities
b.b. Sunset redundant and ineffective Sunset redundant and ineffective programsprograms
c.c. Invest in activities that contribute Invest in activities that contribute to student success to student success
Effective Educational PracticesEffective Educational Practices
First-Year Seminars and Experiences First-Year Seminars and Experiences Common Intellectual ExperiencesCommon Intellectual Experiences Learning CommunitiesLearning Communities Writing-Intensive CoursesWriting-Intensive Courses Collaborative Assignments and ProjectsCollaborative Assignments and Projects “ “Science as Science Is Done”; Science as Science Is Done”;
Undergraduate Research Undergraduate Research Diversity/Global LearningDiversity/Global Learning Service Learning, Community-Based Service Learning, Community-Based
Learning Learning InternshipsInternships Capstone Courses and ProjectsCapstone Courses and Projects
Common Intellectual ExperienceCommon Intellectual Experience
Ursinus College’s Common Ursinus College’s Common Intellectual Experience (CIE) is a Intellectual Experience (CIE) is a two-semester course for first-year two-semester course for first-year students. Common readings and students. Common readings and “Uncommon Hour” give students a “Uncommon Hour” give students a shared intellectual experience shared intellectual experience outside the classroom that outside the classroom that complements class activities.complements class activities.
Required Enriching ExperiencesRequired Enriching Experiences
All Ursinus students complete an All Ursinus students complete an Independent Learning Experience Independent Learning Experience (ILE), such as an independent (ILE), such as an independent research or creative project, research or creative project, internship, study abroad, student internship, study abroad, student teaching, or summer fellow teaching, or summer fellow program or comparable summer program or comparable summer research program.research program.
Effective Educational Practices Increase Effective Educational Practices Increase Odds That Students Will:Odds That Students Will:
Invest time and effort Invest time and effort Interact with faculty and peers Interact with faculty and peers
about substantive mattersabout substantive matters Experience diversityExperience diversity Get more frequent feedbackGet more frequent feedback Discover relevance of their Discover relevance of their
learning through real-world learning through real-world applicationsapplications
6. Put money where it will make a 6. Put money where it will make a difference in student engagementdifference in student engagement
a.a. Align reward system with Align reward system with institutional mission, values, and institutional mission, values, and prioritiespriorities
b.b. Sunset redundant and ineffective Sunset redundant and ineffective programsprograms
c.c. Invest in activities that contribute Invest in activities that contribute to student success to student success
d.d. Document performance through Document performance through assessmentassessment!!
Triangulate multiple data sourcesTriangulate multiple data sources
ACT/SAT score reportsACT/SAT score reports BCSSEBCSSE NSSENSSE FSSEFSSE CIRP/CSSCIRP/CSS Noel LevitzNoel Levitz CLACLA ACT CAAPACT CAAP Campus audit (Campus audit (Inventory for Inventory for
Student Engagement and Student Engagement and SuccessSuccess))
DEEP Practice Briefs
Available: www.nsse.iub.edu
Download
the
series!Download
the
series!
7. Focus on culture sooner than later7. Focus on culture sooner than later
Ultimately, it’s all about the Ultimately, it’s all about the culture…culture…
a.a. Identify cultural properties that Identify cultural properties that impede success impede success
b.b. Expand the number of cultural Expand the number of cultural practitioners on campuspractitioners on campus
c.c. Instill an ethic of positive Instill an ethic of positive restlessnessrestlessness
Positive restlessnessPositive restlessness
““We know who we are and what We know who we are and what we aspire to.”we aspire to.”
Confident, responsive, but Confident, responsive, but never quite satisfied… never quite satisfied…
Self-correcting orientationSelf-correcting orientation
Continually question, “are we Continually question, “are we performing as well as we can?” performing as well as we can?”
8. Put someone in charge 8. Put someone in charge
When everyone is responsible for When everyone is responsible for something, no one is accountable something, no one is accountable for it…for it…
a.a. Senior leadership is keySenior leadership is keyb.b. Some individual or group (high Some individual or group (high
profile ‘think force’) must profile ‘think force’) must coordinate and monitor status of coordinate and monitor status of initiativesinitiatives
c.c. Those ‘in charge’ not solely Those ‘in charge’ not solely responsible for bringing about responsible for bringing about changechange
9. Stay the course9. Stay the course
The good-to-great-transformations The good-to-great-transformations never happened in one fell swoop. never happened in one fell swoop. There was no single defining action, There was no single defining action, no grand program, no one killer no grand program, no one killer innovation, no solitary lucky break, innovation, no solitary lucky break, no miracle moment. Sustainable no miracle moment. Sustainable transformations follow a predictable transformations follow a predictable pattern of buildup and pattern of buildup and breakthrough…breakthrough…
(Collins, 2001, p. 186)
9. Stay the course9. Stay the course
Scale up effective practicesScale up effective practices
If it works, consider requiring itIf it works, consider requiring it
Beware the implementation dipBeware the implementation dip
Last WordLast Word
Institutions cannot change the Institutions cannot change the lineage of their students. Campus lineage of their students. Campus cultures do not change easily or cultures do not change easily or willingly. But we can do far more to willingly. But we can do far more to shape the way students approach shape the way students approach college and what they do after they college and what they do after they arrive. arrive.
Do we have the Do we have the willwill to more to more consistently use promising policies consistently use promising policies and practices to increase the odds and practices to increase the odds that more students “get ready,” “get that more students “get ready,” “get in,” and “get through?”in,” and “get through?”
Reality Check: Reality Check: The Expert PanelThe Expert Panel
Gerry Francis, Elon University
Linda McMillan, Susquehanna U
Greg Stinson, Valparaiso U
Questions & Questions & DiscussionDiscussion
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