This document discusses how successful college students differ from others. It begins by outlining 12 characteristics of successful students, including grit, resilience, discipline and relationships. It then discusses research and studies conducted on students at South Texas College and the National Hispanic Institute. The research found that providing students opportunities to overcome challenges and leverage difficult experiences helps develop grit and resilience. This leads to greater college enrollment, completion and transfer rates. The document concludes by providing additional resources on developing grit, resilience and perseverance in students.

1. What Successful College
Students Do Differently
2015 RGV LEAD Regional Conference South Padre Island, Texas
JC Cruz about.me/jc.cruz

2. 12 Things Successful College Students Do Differently
13th Annual Education and Career EXPO
Grit
Resilience
Discipline
Determination
Support
Priorities
Readiness
Reliability
Tenacity
Relationship

3. José “JC” Cruz Jr.
 BBA, University of Texas – Pan American
 MBA, University of Texas – Pan American
 Doctoral candidate, Northcentral University
 E.I. Certified, Emotional Intelligence Research & Training Institute
 A.I. Certified, Center for Appreciative Inquiry and Company of Experts, Inc.
 Institutional Research Associate, University of Texas – Pan American 1993-1996
 Director of Institutional Research & Planning, South Texas College 1996-1998
 VP for Information Services, Planning & Strategic Initiatives, STC 1998-2014
 Vice President, Sotelo & Associates LLC

4. The Story Begins…
…at South Texas Community College

5. Address Deficiencies
Address Cost
Address Accessibility
Address Competing
Demands
Reduce Attrition
Improve Performance
Eliminate Inefficiencies
Fulfill Expectations
Transfer Successfully

6. Appreciative Inquiry 2003-2013
“Appreciative Inquiry is the study of what gives life, health,
and vitality to human systems when they are
at their best, and helps nurture and grow those qualities to
produce more of the same.”
~ Amanda Trosten-Bloom, Ph.D.

7. 2004 –Project Destiny
 Tell the story of a time when you or someone you work with had the most
direct and influential impact on the life of a student – a moment that to
this day, when you recall it, rejuvenates you and inspires you to continue
being an educator at STCC?
 Share a story of an experience that reaffirmed for you that your work here
was purposeful and had significant meaning for you and those you serve.
What made it such a reaffirming experience?

8. Appreciative Inquiry 2003-2013

9. Tell us a story of
a time when you
came across a
seemingly
insurmountable
obstacle to
college and
overcame it.
What happened?
How did you
accomplish it?
What did you
learn?
What other
challenges did
you face that
could have
derailed you?
What did you do
about them?
What would you
suggest we or
others do to
address the same
challenge in the
future?

10. Fall 2006 Successful Completer Study
 Successfully completed a Developmental sequence
 Successfully completed their first 30 credit hours
 Scheduled to Graduate from a Two-Year Program of Study
 Graduate/Transfer Follow-Up
 Graduated from Community College
 Transferred to the University
 Completing their final semester

11. The Fourth Cohort
 2 Focus Groups held at UTPA
campus in Edinburg, Texas
 5-8 attendees per session
 All attendees held STC diplomas
 All attendees scheduled to
graduate UTPA within 6 months

13. The Fourth Cohort’s “Moments of Truth”
The Ox Box Carrier
The Note Taker
The All-Service Critic
The Single Moms

14. The Fourth Cohort’s “Moments of Truth”
 Grit-Response Attitude
 Resilience Mindset
 A Keen Awareness of Magnitude
 Resource Leveragers
 Relationship Managers
 Goal Setters
 Knowledge Managers

15. Meanwhile…
…in Austin, Texas

16. National Hispanic Institute
Lorenzo de Zavala Youth Conference Drs. Ernesto Nieto and Gloria de Leon

17. The LDZ Youth Legislative Session
 Participants compete in what is, on the surface, a mock legislative session. But…
 Dialogue, critical thinking, and moments of truth are at the core of the LDZ experience.
 Students are placed in situations that encourage a discovery of their own capacity to lead
themselves, lead others, and influence outcomes.
 THINGS GO WRONG.
 THE RULES CHANGE.
 CHAOS ENSUES.
 AN OBSERVATION IS OFFERED
 LEADERS RISE.

18. Latina/o College Enrollment Rate
National Average (Pew Research Ctr) NHI Cohort Average (Perez, N.)
98%
19 out of 20 enrolled in a four-year university
49%
3 out of 4 enrolled in two-year colleges

19. Latina/o College Completion Rate
National Average (Pew Research Ctr) NHI Cohort Average (Perez, N.)
90%
(67%)*
<20%

20. The Observations
 Moments of Truth are critical to realizing one’s own potential, worth, and skillset.
 Successfully managed “moments of truth” translate into greater resilience and grit.
 We are currently teaching Grit, Persistence, and Resilience as character strengths.
 The problem with current models is that they fail to provide actual experience.

21. Leveraging Moments of Truth
 The event affects a peer group that share
something in common worth joining under.
 The affect is singular. The individual is
changed by the ability to contribute and
formulate solutions.
 Their natural ability, a particular skillset, or
strength is discovered and applied.
 Authority figures are NOT the obstacle.
They are also NOT the solution. They’re a
resource, an encourager, a mentor.
 The dialogue is asset-based, not deficit
based.
 Coaching is used to provide an inquiry-
based dialogue about options,
opportunities, missed cues, and reflection.
 The lesson is about ONESELF in the
WORLD, working for a greater cause.
 There MUST be a sense of success that can
be individually beneficial while collectively
celebrated.

22. The Research:
Grit, Resilience & Perseverance
 Grit as a character strength is born of
frustration, setback, and distraction. Three
things our students already face. The
problem, however, is that our current
education systems fail to leverage these as
welcomed, teachable moments (Edutopia,
2014).
 Grit is made of three dimensions: being
comfortable with challenge, remaining
resilient in the face of difficulty, maintaining
focus amidst distraction (Thaler & Koval,
2015).
 Promoting grit and resilience involves:
 Early education in executive functions
 Frequent interventions for reflection
 Reframing situations and events
 Leveraging Personal Experiences
 Controlling desires and distractions
 Mindfulness and Awareness
 Early Emotional Intelligence (Barseghian,
2013)

23. The Research:
Grit, Resilience & Perseverance
 We grade on results and efforts.
 We need to grade on approach,
persistence, and the struggle to
innovate or resolve.
 We praise intelligence.
 We need to praise character.
(Dweck, 2012)
 Praise the effort.
 Review the process.
 Reflect on the mindset.
 Celebrate challenge and difficulty.
(P.E.R.T.S., 2015)

24. Additional Resources
 Christensen, R., & Knezek, G. (2014). Comparative Measures of Grit,
Tenacity and Perseverance. International Journal of Learning,
Teaching and Educational Research, 8(1).
 Finney, F. (2013). Strong Spirits, Kind Hearts: Helping Students
Develop Inner Strength, Resilience, and Meaning. R & L Education.
 Gamel, M. (2014). Impact of Character Development and
Empowerment Program on Grit and Resilience Growth in Early and
Middle Adolescents.
 Hochanadel, A., & Finamore, D. (2015). Fixed And Growth Mindset
In Education And How Grit Helps Students Persist In The Face Of
Adversity. Journal of International Education Research (JIER), 11(1),
47-50.
 Kohn, A. (2014). The myth of the spoiled child: Challenging the
conventional wisdom about children and parenting. Da Capo Press.
 Nieto, E. (2010). Third Reality Revealed: Vision, Persistence, and
Inventing a New Latino Identity. Third Reality Press.
 Perkins-Gough, D. (2013). The Significance of Grit: A
Conversation with Angela Lee Duckworth. Educational
Leadership, 71(1), 14-20.
 Tough, P. (2013). How Children Succeed: Grit, Curiosity, and the
Hidden Power of Character. Mariner Books.
 Vela, J. C., Lu, M. T. P., Lenz, A. S., & Hinojosa, K. (2015). Positive
Psychology and Familial Factors as Predictors of Latina/o
Students’ Psychological Grit. Hispanic Journal of Behavioral
Sciences, 37(3), 287-303.
 White, K. M. (2015). It's the Student, Not the College: The
Secrets of Succeeding at Any School Without Going Broke Or
Crazy. Workman Publishing.
 Wilson, J. D., Bruce, T. D., Hacking, D., & Forsee, B. (2015). One
Child Left Behind: Factors of Grit and Resilience at a High
Performing High School.

25. Sotelo &
Associates LLC
• Executive Coaching & Leadership Development
• Professional and Organizational Development
• Educational Leadership Consulting
• The Campus Leader’s Coach™
José “JC” Cruz, Jr.
Vice President