Transcript North Carolina Central University Retention and Graduation

Annual National Association of HBCU Title III Administrators Technical
Assistance Workshop
New Orleans, LA
North Carolina Central University
Enhancing Retention and Graduation Rates:
Destination . .. Graduation: Collaborating for
Student Success
June 22, 2012
Truth & Service
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Agenda
• Introduction
• University College
– Dr. Ontario Wooden, Dean, University College
• Centennial Scholars Program and African American
Male Initiative
– Mr. Jason Dorsette, Director, Centennial Scholars Program & African
American Male Initiatives
• Faculty Learning Communities
– Dr. Kisha Daniels, Assistant Professor, Education Leadership,
Research and Technology & Director, Office of Faculty Professional
Development
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NCCU Quick Facts
• Founded in 1910
• Located in Durham, NC
• Part of the University of North Carolina System
• 8,349 Students
– 6,412 Undergraduates
– 1,937 Graduate/Professional
• Ph.D. in Integrated Biosciences
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NCCU Quick Facts
• One of 15 Institutions featured in the SREB
study- “Promoting a Culture of Student
Success” in 2009
• Enrollment grew steadily from about 5000
in 1998 to 8500 in 2010.
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NCCU Quick Facts
• Consistently ranked in top 12 of all HBCUs public
and private
• Number 1 Law School in the USA for Women
• One of four in 600 institutions focused in the
“Beating the Odds” article for initiatives on
Student Retention and Success
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NCCU Mission & 2020 Strategic Plan
• NCCU’s mission is to prepare students academically and
professionally to become leaders prepared to advance the
consciousness of social responsibility in a diverse, global
society.
• Five priority areas:
• Retention and Graduation
• Enhancing Academic Distinction and Distinctiveness
• Community Engagement
• Internal Communications Using QSI
• Teaching, Learning and Research
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University Partners
Student
Affairs
Academic
Affairs
Title III
Programs
Academic
Service
Learning
Institutional
Research &
Effectiveness
Persistence
Retention
Student Success
Alumni
Affairs
Institutional
Advancement
Office of
Faculty
Professional
Development
QEP
Administration
& Finance
Annual National Association of HBCU Title III Administrators
Technical Assistance Workshop
New Orleans, LA
University College
Ontario Wooden
Dean, University College
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w w w. n c c u . e d u
Purpose- Mission -Vision
• Purpose – To Ensure a Smooth Transition From High
School /Community College to the University and to Ensure
Student Success
• Mission – To Ensure a Successful Transition of first and
Second Year Students to the Point That They Become
Successful During Their College Matriculation
• Vision – To Develop and Establish a UC That Will be
Recognized Regionally & Nationally for … Success
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Who Do We Serve?
• First-year Students
• Second-year Students
• Transfer Students
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Personnel
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Two Associate Deans
13 Academic Advisors
3 Academic Counselors
40 Tutors -2 FT, 20 UG, 18G
Training Specialist
Budget Manager
Administrative Assistant
Relationships & Partnerships
• Summer Bridge Programs –Aspiring Eagles
•
(Residential Life, First Year Experience, Community
Service Learning)
• Academic Goal Setting
• Learning Communities (Residential Life)
• Rigorous Academic Instruction (Center for Faculty
Development)
• Effective Academic Support (The Writing Studio,
Academic Support Center, Student Athlete Sports
Services)
• Effective Academic Advising
• Career Exploration Inventories
• Reading Program (Developmental Learning)
• Assessment and Evaluation
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Goals of the University College
• Goal # 1: Assist students in developing clear set
goals as a path toward graduation.
• Goal #2: Encourage students to create
interpersonal relationships.
• Goal #3: Assure students acquire intellectual and
academic mastery of subjects and content in a
self-directed learning environment.
• Goal #4: Facilitate an awareness of diversity and
liberal arts values.
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Goals of the University College
• Goal #5: Develop civic, social, community
and personal responsibility.
• Goal #6: Create a sense of community and
school spirit.
• Goal #7: PASSPORT Society
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Core Values of the University College
• Students are the source of North Carolina Central University’s
success. They should always receive the strongest commitment of
the staff, faculty and administration. The University College will
encourage effort, support and progress in first and second year
students.
• Retention is based on the ability to attract and develop students
who reflect the mission, goals, standards and culture of North
Carolina Central University. The University College will seek to
retain students by providing a positive first and second year
experience.
• Community should be a place where students are nurtured and
engaged. The University College promotes a welcoming
environment where students have the opportunity to learn from and
gain diverse classroom experiences.
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“Ensuring Student Success”
A Title III Funded Program
Core Values of the University College
• University policies and procedures, rules, and
regulations will be focused on enabling the success
of students.
• Academic Affairs and Student Affairs personnel
will work cooperatively in a collegiate process.
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Results
• Increased in Tutorial Usage
• Improved Relationships with Other Academic
Units across Campus
• Increased communication about the purpose,
mission and goals of the University College
• Led efforts to increase Retention Rate from
68% for 2008-2009 to 77.2% for 2009-2010
• The Foundations of Excellence Process
• NSSE – Survey of Student Engagement
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Results
• Increase in Face-to-Face Contact with New
Freshmen and Transfer Students
• Improved Record Keeping
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Tutors – Weekly and Monthly Reports
Advisors – Weekly Statistical Analysis
Staff Members – Weekly Reports
Academic Engagement Evaluations
University College’s Service Satisfaction
Surveys/Online
Annual National Association of HBCU Title III Administrators Technical
Assistance Workshop
New Orleans, LA
Centennial Scholars Program and
African American Male Initiative
Jason Dorsette
Director, Centennial Scholars Program and African American Initiatives
Truth & Service
w w w. n c c u . e d u
National Overview
• Enrollment rates for all traditional age (18-19
years old) college students increased from 1988
to 2009
• Minority share of the student body rose from 25
to 30 percent
• African Americans rose from 22 to 36 percent
-The Minorities in Higher Education 2010 Twenty-Fourth Status Report
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Planning and Strategies to Create African
American Male Initiative at NCCU
• Collected Institutional
Data
• Hired permanent staff
• Developed Mission/Vision
• Developed assessment
processes
• Aligned initiative with
NCCU strategic plan
• Secured program office
space
• Identified and secured
external funding
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• Created brand and
marketed initiative
• Presented at national
conferences
AAMI Learning Outcomes
• After participating in the AAMI students will:
– Apply personal and social strategies to succeed, enjoy
the college experience, and become involved in college
and community activities.
– Locate and apply college resources and support
systems and incorporate these into the learning
process.
– Demonstrate a sense of civic engagement
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AAMI Learning Outcomes Cont.
– Demonstrate a realistic self appraisal and self
understanding.
– Construct short-term and long-term goals, balancing
personal skills, interests, personality, and values.
– Construct and monitor weekly/monthly time plans to
balance work, school, family, and social activities.
– Apply critical and creative thinking skills to identify
and solve academic and social problems.
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Budget Development and Funding
• Vice Chancellor of Student Affairs and Enrollment
Management (SAEM) granted funds – ( Pilot year)
• Secured funding from Title III to implement
program
• UNC-System General Administration Grant
• Lumina Foundation “Black Male Achievement”
Grant
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Partnerships and Collaboration
• Emphasis on the development of a Learning
Centered Campus
• Increase student participation in co-curricular
activities
• NCCU 2020 Strategic Plan Objective 1.3
• Foster student learning through new programs
and experiences
• NCCU 2020 Strategic Plan Objective 5.2
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How to Create/Enhance Similar Programs
On Your Campus
• Identify a team with a common goal
• Gain support from top-down
– Include faculty, staff, and administrators
– Align initiative with Institution’s Strategic Plan
• Identify and secure financial support
• Create living learning communities/learning
clusters
• Provide incentives
• Identify and secure commitment from students,
faculty, parents/caregivers
Truth & Service
Annual National Association of HBCU Title III Administrators
Technical Assistance Workshop
New Orleans, LA
Faculty Learning Communities to
Enhance Student Retention and
Graduation Rates
Kisha Daniels
Assistant Professor, Education Leadership, Research and Technology
Director, Office of Faculty Professional Development
Truth & Service
w w w. n c c u . e d u
Overview
• Fall 2009 survey revealed high rate of DFW grades in
mathematics and science
• Faculty Learning Community piloted in summer 2010
– 15 faculty members
– 4 facilitators from the School of Education
• Year long program
– Six-day summer workshop
– Three meetings each semester
– Classroom observations
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Overview
• Identify and implement strategies faculty would use to
reduce the number of DFW grades assigned.
• Workshop topics include:
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Understanding the Millennial Learner
Utilizing Technology Tools
Teaching Strategies that Support All Learners
Assessment and Evaluation
Diversity
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Program Goals
• Equip STEM, English and Modern Foreign Language faculty
to more effectively teach students by aligning their
teaching styles with students’ diverse learning styles.
• Establish a shared set of department-wide competency
standards that students will be required to master in order
to be successful in general education and in subsequent
courses.
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Faculty Learning Outcomes
• Identify and implement at least three effective
approaches to teaching college STEM, English, and
Modern Foreign Language courses to promote
student success.
• Demonstrate a 10% increase in teaching
performance ratings.
• Demonstrate teaching effectiveness as measured
by a reduction in the DFW rates in their courses by
10%.
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Implementation
• Participants divided into groups and assigned a facilitator
to work with throughout the academic year
• Facilitators required to schedule 3 -4 group sessions per
semester
• Facilitators required to conduct classroom observations
• Participants paid $4,000 for the year
• Facilitators paid $10,000 for the year
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Evaluation
• Qualitative and quantitative assessments of both
teaching and learning were conducted using:
– Pre/post evaluations
– Formative evaluations (guide/enhance programmatic agenda)
– Summative evaluations (lessons learned)
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Findings
• Facilitators met to discuss findings at the end of
year one and found:
– Improvements in developing course syllabi
– Observation data used to improve teaching
– Use of performance activities to act out concepts in
a science class
– Deeper sensitivity to students
– Spending more time with students outside of class
Truth & Service
Findings
• 80% of the faculty utilized 1-3 strategies
• About one third revised course syllabi
• 53% worked to provide a more interactive learning
environment in classrooms
• Fall 2010 grades indicate 66.6% of faculty increased pass
rates in their classes
• The mean DFW rate decreased from 44% to 37% by
Spring 2011
Truth & Service
Instructional Implications
 Make your teaching relevant. Millennial students
are more likely to perform better when professors
connect their lessons to real life;
 Explore new teaching methods. Millennials also
want assignments that are more creative than the
typical 10-page final paper. Millennials seem to be
more experiential and exploratory learners, so they
really seem to benefit from the personalization and
customization of assignments;
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Instructional Implications
• Try active learning approaches — such as the use
of student response systems and collaborative
learning;
• Service learning;
• Be engaging and accessible. They’re used to
caring adults, as opposed to hierarchical
relationships that were more characteristic of other
generations;
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Instructional Implications
• Make your class multimedia. This is a culture that
has been inundated with multimedia and they’re all
huge multitaskers, so to just sit and listen to a
talking head is often not engaging enough for them.
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What else are they doing?
What will they be expected to do?
Are our teaching practices supportive?
Are we ready for the Neo-Millennial?
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Resources
• The Chronicle of Higher Education explores issues in college
teaching and technology in its Technology department.
Howe, N. & Strauss, W. (Second Edition). (2007).
• Millennials Go to College: Strategies for a New Generation on
Campus. Great Falls, Va.: Lifecourse Associates. Price, C.
(2009).
• Why Don’t My Students Think I’m Groovy?: The New “R”s
for Engaging Millennial Learners. The Teaching Professor, 23.
• http://pewresearch.org/millennials/
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Presenters
Ontario Wooden
Dean, University College
[email protected]
(919) 530-5235
Jason Dorsette
Director, Centennial Scholars Program & African American Male Initiative
[email protected] or [email protected]
(919) 530-7814
Kisha Daniels
Assistant Professor, Education Leadership, Research and Technology & Director, Office of
Faculty Professional Development
[email protected]
(919) 530-7690