Structured Groups for Non-Traditional College Students: Non-Cognitive Assessment and Strategies (review)

In the age of outcomes assessment in student affairs, Siu-Man Raymond Ting’s new book suggests implementing a student development intervention model whose outcomes have been successful on several campuses. The author’s research on group-based interventions presented in this text collectively focuses on non-traditional students and their adjustment to college, academic success, and retention.

Structured Groups for Non-Traditional College Students: Non-Cognitive Assessment and Strategies is essentially a how-to manual for implementing and measuring a campus version of the author’s multi-campus Excellent Commitment and Effective Learning (ExCEL) groups. The ExCEL groups are first-year intervention programs designed to assist student transition to college and promote student success. Several of the structured-group meeting modules from the book include measuring student development outcomes using Sedlacek’s (2004) non-cognitive variables such as developing a realistic self-appraisal and positive self-concept, among others.

In many respects, this text reads somewhat like a dissertation by focusing on the proposed research plan, relevant literature, data analysis and the study’s results. The early chapters review the literature on student success and retention, the Non- Cognitive Model, non-traditional students, first-year programs, and theories related to developmental structured groups. The next several chapters focus on explaining participant selection, study locations, objectives of the ExCEL groups, group process, and implementation followed with another literature review of non-cognitive variables and their use in higher education. The author then discusses examples of group-process session outlines which include session objectives, procedures, group leader instructions, student assignments, and assessment suggestions. Following these chapters, the author provides what I consider the most compelling case for adapting ExCEL-like groups to other campuses, the findings from the author’s research studies and implications for future use and research.

Throughout the first chapter, Ting explores student retention through a non-traditional student lens focusing on functional areas and programs related to admissions, financial aid, and mentor programs in addition to reviewing the traditional retention literature. Here, the author also introduces the reader to the non-cognitive success model and how non-cognitive variables are used in college admissions and predicting student success.

In the next chapter, the author introduces non-traditional students as they relate to first-year programs in general, and the ExCEL groups, specifically. Structured groups, like the ExCEL group examples, are explained nicely in chapter three from a counseling intervention prospective. I also found this chapter helpful in bridging language and practice between licensed professional college counselors and other student development practitioners. For example, the author provides detailed examples of how structured groups might look in a traditional counseling environment and how other student development professionals from a counseling-based background might utilize structured groups as a formal student development intervention.

Student development professionals who like theory-to-practice examples will enjoy the five chapters that follow. The author provides examples of how to implement a version of the ExCEL group, including themes and outlines for group sessions. Several of the chapters include detailed information and examples of how to match group process goals with desired institutional student outcomes such as retention. Examples of ExCEL groups included in the text vary from TRIO programs at the University of Wisconsin—River Falls, to the residence halls at North Carolina State University where increasing student retention for non-traditional students were primary objectives.

Through the benefit of hindsight, I would have reordered my reading of the chapters, beginning with the research studies in chapter nine. I believe chapter nine makes the author’s most compelling case for reading the text and exploring the utility of group-based student development interventions such as the ExCEL group. I think the author could have expanded on the limitations section of the study found in chapter nine to help readers who are considering replicating and measuring ExCEL group outcomes on their campus to avoid research errors.

Throughout...