Project Compass Learning Community Meeting April 23, 2010 WELCOME!

Slides:



Advertisements
Similar presentations
A MERICAN A CCOUNTING A SSOCIATION Faculty Diversity and Initiatives Section Mission The primary forum for the enhancement and support of diversity in.
Advertisements

1 Mid-Term Review of The Illinois Commitment Assessment of Achievements, Challenges, and Stakeholder Opinions Illinois Board of Higher Education April.
The Readiness Centers Initiative Early Education and Care Board Meeting Tuesday, May 11, 2010.
UCSC History. UCSC: A brief history 60s University Placement Committee A lot of field trips/interaction with employers.
Mobility, Time to Degree, and Institutional Practices: Towards a New Conceptual Model of Undergraduate Retention for Underrepresented Students Lucy Arellano,
Survey Responses Challenges and Opportunities Matt Richey St. Olaf College.
Introduction to Service-Learning for Students
Intelligence Step 5 - Capacity Analysis Capacity Analysis Without capacity, the most innovative and brilliant interventions will not be implemented, wont.
Transfer Success: Skills to Succeed in a Baccalaureate Program Charlene A. Stinard, Director Transfer and Transition Services University of Central Florida.
Division of Student Affairs and Enrollment Management Supporting Student Success and Retention.
STUDENT SUCCESS CENTERS : WORKING BETTER TOGETHER TO ENSURE STUDENT SUCCESS.
Tri-County Technical College Quality Enhancement Plan.
A Commitment to Excellence: SUNY Cortland Update on Strategic Planning.
BILL GATES’ CONTRIBUTION IN SKILL DEVELOPMENT
Practicing Community-engaged Research Mary Anne McDonald, MA, Dr PH Duke Center for Community Research Duke Translational Medicine Institute Division of.
Promoting individualism and retaining identity in mass higher education: academic advising for the 21st Century Nicola Andrew and Ruth Whittaker.
1 GETTING STARTED WITH ASSESSMENT Barbara Pennipede Associate Director of Assessment Office of Planning, Assessment and Research Office of Planning, Assessment.
1 Strategic Planning: An Update March 13, Outline What we have done so far? Where do we stand now? Next steps?
Be a Part of Something Great! Learning Communities at Wayne State.
INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed.
Advancing Campus Internationalization Through an Integrated Approach: The Role of Languages and Cultures Across the Curriculum Regional Meeting of the.
Ensuring Quality and Effective Staff Professional Development to Increase Learning for ALL Students.
Company LOGO Leading, Connecting, Transforming UNC… …Through Its People Human Capital Management.
Shared Decision Making: Moving Forward Together
Meeting SB 290 District Evaluation Requirements
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
Achieving Campus Diversity: The University of Central Florida Model
SAR as Formative Assessment By Rev. Bro. Dr. Bancha Saenghiran February 9, 2008.
EMU Strategic Planning Strategic Planning Material Mission/Vision/Values Goals and Objectives January 10, 2014.
Learner-Ready Teachers  More specifically, learner-ready teachers have deep knowledge of their content and how to teach it;  they understand the differing.
Assessing Student Learning Outcomes in Student Development – Part I Student Development Division Meeting SUNY Oneonta May 9, 2008.
AN INVITATION TO LEAD: United Way Partnerships Discussion of a New Way to Work Together. October 2012.
Building Collaborative Initiatives that Enhance Student Learning Nancy Mitchell and Linda Major.
Donna Younger, Ed.D. Oakton Community College Getting WISE © with New Community College Students: Success from the Start Chicago July 11, 2009.
Leadership: Connecting Vision With Action Presented by: Jan Stanley Spring 2010 Title I Directors’ Meeting.
Instructional leadership: The role of promoting teaching and learning EMASA Conference 2011 Presentation Mathakga Botha Wits school of Education.
This series of five presentations has the following goals: Presentation III A Discussion with School Boards: Raising the Graduation Rate, High School Improvement,
Building a Toolkit of Skills and Resources Sarah Lampe, Rebecca Rapport & Mary Wold Paige Backlund Jarquín.
Summary of the U.S. Task Force on United Way’s Economic Model & Growth.
REPORT ON THE OHIO CLINICAL ALLIANCE OCTEO CONFERENCE DUBLIN, OHIO MARCH 6, 2015.
Presentation II A Discussion with School Boards: Raising the Graduation Rate, High School Improvement, and Policy Decisions.
Project Compass: Four Approaches to Retaining Underserved Students Presenter: Glenn Gabbard Director, Project Compass New England Resource Center for Higher.
How to Frame an Ed.D. Program The following are a set of examples of how programs can be framed to make them unique and focused around the values of the.
1. Housekeeping Items June 8 th and 9 th put on calendar for 2 nd round of Iowa Core ***Shenandoah participants*** Module 6 training on March 24 th will.
SACS-CASI Southern Association of Colleges and Schools Council on Accreditation and School Improvement FAMU DRS – QAR Quality Assurance Review April 27-28,
Preparing and Evaluating 21 st Century Faculty Aligning Expectations, Competencies and Rewards The NACU Teagle Grant Nancy Hensel, NACU Rick Gillman, Valporaiso.
Common Core State Standards: Supporting Implementation and Moving to Sustainability Based on ASCD’s Fulfilling the Promise of the Common Core State Standards:
Third Sector Evaluation: Challenges and Opportunities Presentation to the Public Legal Education in Canada National Conference on “Making an Impact” 26.
Serving: What does the learner demand of us? Process: What processes do we need to master in order to serve our population? Development: What competencies.
1 SCU’s WASC Reaccreditation Diane Jonte-Pace, Self Study Steering Committee Chair Don Dodson, Academic Liaison Officer Winter 2007.
Gene Wilhoit, Executive Director Center for Innovation in Education Kentucky Education Professional Standards Board Retreat July 21, 2014.
The NCATE Journey Kate Steffens St. Cloud State University AACTE/NCATE Orientation - Spring 2008.
The New York State School Improvement Grant Initiative Five Years On Office of Professional Research & Development, Syracuse University, NY.
Cedar Crest College Strategic Planning Community Day.
Developing a Framework In Support of a Community of Practice in ABI Jason Newberry, Research Director Tanya Darisi, Senior Researcher
ANNOOR ISLAMIC SCHOOL AdvancEd Survey PURPOSE AND DIRECTION.
Educational Master Plan Update Associated Students of Foothill College (ASFC) November 19, 2015 E. Kuo FH IR&P.
Educational Master Plan Update Open Forum November 11, 2015 E. Kuo FH IR&P.
Connect2Complete Theory of Change Development for Colleges and State Offices November 10, 2011 OMG Center for Collaborative Learning.
Assessment, Accreditation, and Retention. “Thriving at the Liberal Arts College: Best Practices in Operations and Research” Dr. Claire Robinson, University.
AACN – Manatt Study In February 2015, the AACN Board of Directors commissioned Manatt Health to conduct a study on how to position academic nursing to.
Authentic service-learning experiences, while almost endlessly diverse, have some common characteristics: Positive, meaningful and real to the participants.
UTPA 2012: A STRATEGIC PLAN FOR THE UNIVERSITY OF TEXAS-PAN AMERICAN Approved by President Cárdenas November 21, 2005 Goals reordered January 31, 2006.
External Review Exit Report Campbell County Schools November 15-18, 2015.
Principles of Good Governance
RECOGNIZING educator EXCELLENCE
Partnering with Your Institution to Increase TRIO Student Success
kctcs action plan.
Engaging Institutional Leadership
Diversity & Inclusion at UCONN
Presentation transcript:

Project Compass Learning Community Meeting April 23, 2010 WELCOME!

Meeting Outcomes: Meeting Outcomes: Campus Community of Practice Members will leave with increased knowledge of advising, including conceptual, relational perspectives that extend student supports beyond the classroom conceptual, relational perspectives that extend student supports beyond the classroom Strategies for building support networks across campus for underserved students; and Strategies for building support networks across campus for underserved students; and Uniqueness and commonalities of students who are currently underserved. Uniqueness and commonalities of students who are currently underserved.

Meeting Outcomes: Meeting Outcomes: Campus Community of Practice Members will leave with increased knowledge of Current status of various campus-based interventions being used by Project Compass campuses Current status of various campus-based interventions being used by Project Compass campuses Opportunities for building institutional support for promising practices for Year 3 Opportunities for building institutional support for promising practices for Year 3

Project Compass: Taking Stock How does Compass work relate to ongoing national context for higher education? What is the significance of advising as a core feature of the campus that supports broad-based institutional change?

1. Underserved students are an asset to the institution and present opportunities for broad-based institutional change in policy and practice which benefit all the institution’s students. Project Compass. 6 Core Assumptions.

2. Sustained, institution-level change supporting increased success and retention of underserved students requires ongoing collaboration from across the college—including executive leadership and students—and can benefit from external engagement with the community. Project Compass. 6 Core Assumptions.

3. In and of themselves, “islands of excellence” which retain underserved students in larger numbers but which exist at the margins of the institution will not result in broad-based cultural change unless they are scaled up, both in scope and function and connected to other institutional change initiatives. Project Compass. 6 Core Assumptions.

4. Change in institutional culture— including practices, policies, and other conditions—supporting the success and retention of underserved students must be supported by extant research from the field. Project Compass. 6 Core Assumptions.

5. An ongoing culture of evidence and inquiry where quantitative and qualitative data from both internal and external sources is collected, interpreted, and analyzed is essential to the formulation, implementation, and ongoing improvement of practices and policies supporting underserved students. Project Compass. 6 Core Assumptions.

6. Colleges and universities committed to institutional change to better retain underserved students will benefit from ongoing collaborative relationships with peer institutions with like commitments. Project Compass. 6 Core Assumptions.

Project Compass: Taking Stock The national context for change… –Increased attention to curricular and co-curricular shifts High Impact Practices – Kuh Transformational pedagogies – Rendon Cultural dissonances within the classroom – Gabriel and Flake Cultural dissonances between college and community - Cox Developmental education – Gates, Lumina et al

Project Compass: Taking Stock The national context for change… –Focused attention for action-oriented research on retention and student success –Highlighted focus on institutional action and commitment Choosing to Improve Pell Institute for Study of Higher Education Achieving the Dream Promoting a Culture of Student Success - SREB

Southern Regional Education Board “Promoting a Culture of Student Success” Review of extant literature on institutional practices that support graduation of all students with particular focus on underserved populations 15 institutions selected based on –Six-year graduation rate of at least 45% –Median SAT no higher than 1050 –25% Pell recipients –Public baccalaureate or master’s level institution

Summary of Factors Related to Student Success: “Promoting a Culture of Student Success” Focus and expectations Consistency and longevity Early intervention Collaboration Student engagement Faculty influence Personal support Southern Regional Education Board (2010). “Promoting a Culture of Student Success.” Southern Regional Education Board (2010). “Promoting a Culture of Student Success.”

Summary of Factors Related to Student Success: “Promoting a Culture of Student Success” Recommendation: “…student advisement is clearly important to student success.”

A dvising Exemplifies and enacts the commitment to a culture of student success

The Topic of Advising Resonates with all four campuses Exemplifies many of the core assumptions of Project Compass, e.g. underserved students as assets Allows for deep exploration of the skills, knowledge and dispositions that are central to engaging students effectively

Trusted Agents This means you! –What is it that you are doing to engender trust? –How would you describe your skills and knowledge? –What have been key moments in your own learning about engaging students? (What are students teaching you?)

Trusted Agents  Growing body of literature on the role of trusted agents  (Salazar, Ibarra, NERCHE’s research on transfer between 2 year colleges and 4 year private colleges)  Particular importance for students who do not represent the majority culture  Trusted agents can be anyone in any role on campus

Torch Bearer? Fire Starter? As Project Compass evolves into new and related initiatives, what will you carry forward in terms of practices that support consistent, high quality engagement with students? Who will be your allies in sustaining commitments to advising, such as continued professional development for faculty and staff? In your sphere of influence, how can you turn the tensions of change into opportunities?

Advising Tensions Transformation and tension are partners. The deeper the change effort, the more you touch the level of values and long-held assumptions Tensions around advising can attest to the depth and quality of efforts, but the real test is in how you manage the communication and dialogue

Representative Tensions and Opportunities 1. Tensions around perceptions of students’ values and motivations  What are students’ lives like?  How do we create expectations?

Tensions and Opportunities cont. Tensions and Opportunities cont. 2. Tensions around how reciprocal the advising relationship should or could be What are the responsibilities of students? How much outreach and guidance is appropriately intrusive and how much is too much?

Tensions and Opportunities cont. 3. The urgency of protecting privacy of students and the urgency of flagging warning signs  If we are all concerned about students’ well-being, how can we strike a balance?  How can we create efficient systems and keep the personal touch as well?

Tensions and Opportunties, cont. Tensions and Opportunties, cont. 4. The time required for engaging 1-1 and competing pressures for time. The more effective you are as an advisor, the more advisees you have and the less time.  Where are the links between advising and institutional priorities?  How to link priorities and rewards?

In Conclusion Part I In Conclusion Part I Advising fosters engagement and supports student retention Advising fosters engagement and supports student retention A coherent approach to advising acknowledges and supports trusted agents, not just formally designated advisors A coherent approach to advising acknowledges and supports trusted agents, not just formally designated advisors You, the trusted agents, have skills, knowledge and qualities that we hope will flourish and spread as Compass evolves into multiple change efforts You, the trusted agents, have skills, knowledge and qualities that we hope will flourish and spread as Compass evolves into multiple change efforts

In Conclusion Part II Tensions in any change initiative are inevitable; tensions around advising can catalyze growth and quality Tensions in any change initiative are inevitable; tensions around advising can catalyze growth and quality Someone needs to keep an eye on the process, manage the dialogue Someone needs to keep an eye on the process, manage the dialogue Consider what you stand to lose if tensions divide and exclude versus what you stand to gain through an inclusive process Consider what you stand to lose if tensions divide and exclude versus what you stand to gain through an inclusive process Sometimes seeking a way forward together in ambiguity is more productive than voting on the ultimate truth Sometimes seeking a way forward together in ambiguity is more productive than voting on the ultimate truth

Rationale for Institutional Focus on Retention To be serious about the success of academically under-prepared students, institutions would recognize that the roots of their attrition lie not only in student backgrounds and the academic skills they bring to campus, but in the very character of the educational settings in which students are asked to learn… ----Vincent Tinto, Syracuse University. National Institute for Staff and Organizational Development, May 2008

Project Compass. Institutional Goals. Support innovative institutional programs and strategies that… –Strive to eliminate achievement gaps for the identified underserved population, and –Significantly increase academic success, retention, and graduation rates for minority and low-income undergraduate students.

Project Compass. Systemic Goals. Support a learning community across funded institutions committed to… –Measurably improve academic outcomes for underrepresented students –Change institutional policies and practices to sustain and expand funded efforts.

Project Compass Priorities. Primary priority… –Proposals focusing on underrepresented minority students; Related priorities… –Students from low-income backgrounds. –First generation college students

Project Compass. Theory of Change If institutions … develop programs and services systemically which result from the collaboration of leaders from campus stakeholder groups (including administrators, faculty, students, community members); develop programs and services systemically which result from the collaboration of leaders from campus stakeholder groups (including administrators, faculty, students, community members); examine local data and current literature on retention, and examine local data and current literature on retention, and align the implementation of new programs and services for underserved students with current campus policies, practices, and procedures that support academic success, align the implementation of new programs and services for underserved students with current campus policies, practices, and procedures that support academic success, then underserved students will experience higher levels of persistence and success.

The Project Compass Theory of Change… The initiative is also committed to fostering variety in the ways that participating institutions approach, develop, and implement retention projects for underserved students. As such, Project Compass is dedicated to building a learning community of institutions engaged in systems change to better support the retention and success of underserved students across New England.

Project Compass. Structure. Two part design… –Planning year 6 institutions funded at $100K for one year –Lyndon State College, Vermont –Eastern Connecticut State University –Western Connecticut State University –University of Massachusetts, Boston –University of Maine at Presque Isle –Bridgewater State College, Massachusetts –Implementation years 3-6 institutions to be funded at $ K per year for four years

Project Compass. Planning Year Goals. Planning year aimed at helping institutions to… –assess their needs –build their internal capacity for addressing these needs, and –engage in structured planning and program development in the form of a proposal for continued support from the Foundation;

Project Compass. Planning Year Outcomes Planning year outcomes… –Institutional portfolio including final proposal to the Foundation for implementation funding; and, –Proposals for four-year implementation grants of $100,000 to $200,000 annually to institutions making adequate progress and demonstrating adequate institutional commitment during the planning year

Project Compass. Planning Year Supports. Technical assistance Learning community meetings –In person –Virtual

Project Compass. Structure: Implementation Implementation Phase… –3-6 institutional awards from $100,000- $200,000 annually for four years –Focused on strategic interventions resulting from planning year deliberations –Ongoing technical assistance –Learning Community meetings

Project Compass Priorities. Features of funded institutions… 1) Demonstrate a level of readiness to improve retention and graduation rates of minority students, first-generation college students and those from low-income backgrounds, and 2) Are prepared to undergo broad-based, structural change in order to develop the means to sustain and expand these efforts beyond the grant period.

Planning Year. Requirements. Funded institutions are required to: –Organize cross-institutional communities of practice –Conduct a series of 6-8 all day meetings, including one 2-day planning retreat –Send communities of practice to two Project Compass learning community meetings –Develop an institutional learning portfolio

Planning Year Requirements. Institutional Portfolio. Planning year plan Literature review Survey of data Proceedings from learning community meetings Proposal for implementation Budget report

Learning from the Planning Year… Enforcing cross-functional structures such as a community of practice is critical to establishing systemic ownership of retention problems and the solutions which can help to resolve them

Learning from the Planning Year… Colleges and universities, like other complex organizations, respond conservatively to calls for systemic change. Without an external technical assistance entity that will challenge this conservatism, colleges will not change readily or systemically.

Learning from the Planning Year… Technical assistance should strongly facilitate input from students and representatives from the external communities which are most affected by the retention interventions the college is considering.

Learning from the Planning Year… Ongoing involvement of senior leadership is critical to integrating retention among the other institutional priorities.

Learning from the Planning Year… Without engagement of faculty— specifically in relation to curricular change—retention initiatives of the systemic scope intended by Project Compass are at risk for failure. Engagement of faculty, however, must acknowledge the complexity of the faculty reward structure and union contracts at any institution.

Learning from the Planning Year… Professional and faculty development, including that provided by technical assistance entities, must be strategic to the specific retention initiatives that are proposed.

Learning from the Planning Year… As colleges develop the systemic focus of their retention initiatives, it is important to engage the state and federal policy frameworks which facilitate and impinge on the implementation of innovative practices increases.

Learning from the Planning Year… The creation of a learning community creates a set of peer campuses that serve as a resource for the project and individual campuses.

Learning from the Planning Year… Colleges and universities have varying capacities for data collection and analysis, given accountability pressures from a external entities. Colleges need support selecting data from the various data collection efforts in which they already participate. The challenges of articulating specific, realistic, measurable outcomes requires outside assistance.

Learning from the Planning Year… Retention initiatives focus on critical junctures of the student experience: recruitment/admissions; transition from support structures; first year experience; movement into the major.

For additional information… Project Website: Funded planning year campus activities Funded planning year campus activities Searchable database on retention Searchable database on retention Project Director: Glenn Gabbard New England Resource Center for Higher Education University of Massachusetts Boston 100 Morrissey Boulevard Boston MA Phone: FAX: