Ecological Validation: A Key [Redacted] Study Theoretical Contribution

• In Event: The PASS Project: Reflections on a Decade of Research (Division J, Vice Presidential Session)

Abstract

Purpose: The fourth presentation will describe the most salient theoretical contribution to emerge from the project: ecological validation.
Perspective: Ecological validation is an approach to creating a postsecondary culture that centers the strengths, needs and experiences of at-promise students through the implementation of six norms: holistic, proactive, strengths-oriented, developmental, collaborative, and reflexive practice. These norms shape the structures and processes (e.g., leadership, socialization, relations and working interactions, rituals and traditions, spaces, language and communication) in ways that result in ecologically validating behaviors and practices of the staff, faculty, administrators, and other educators. Ecological validation moves away from the siloed approaches that exist in higher education and focuses on shifting institutional culture toward a more collaborative and cohesive approach to support at-promise student experiences and outcomes.
Methods/data sources: The concept of ecological validation developed during the first phase of the [redacted] project and in response to analyzing a wide range of quantitative and qualitative data (as outlined in the prior presentation).
Results: We recently published a book that highlights how a comprehensive college transition program created a culture of ecological validation, which involved leveraging several norms (e.g., strengths-oriented, proactive, identity-conscious, holistic, development) that framed interactions with students as well as the program’s policies, practices, and structures. In the book, we argue that ecological validation could be scaled to the institutional level in order to improve the experiences and outcomes for all at-promise students. We suggest that cross-functional learning communities (Professional Learning Communities) could be a useful tool to accomplish this goal.
Significance: The norms and ideas framing ecological validation are not necessarily new in higher education; however, the approach focuses on being intentional about enacting all norms to embed a culture of ecological validation into current higher education structures. This framework involves a comprehensive approach to addressing the overarching structure of an institution instead of focusing on siloed and piecemeal attempts to address smaller problems. Ecological validation is an intentional and comprehensive approach that is best accomplished when cross-functional stakeholders (e.g., faculty, staff and administration) work together to review and revise policies, practices, and structures across campus. While ecological validation may benefit subgroups of students who experience challenges in higher education (including those from low-income backgrounds or who are the first in their family to attend college), all students benefit when a college or university creates policies and practices that reflect ecological validation. For example, all students—even those with parents who attended college—benefit when instructors or advisors use holistic, proactive, strengths oriented, and developmental approaches to engagement. Similarly, university systems become easier for all students to navigate when faculty, staff, and leaders work collaboratively across the units in higher education to improve student experiences and consistently reflect on how to improve their practice.

Author

• Ronald Hallett, University of Southern California