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Taking Student Success to Scale (TS 3 ) Virtual Convening: High - - PowerPoint PPT Presentation

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Taking Student Success to Scale (TS 3 ) Virtual Convening: High Impact Practices January 28, 2016 | 1 Today we will: Update you on TS 3 Illustrate key ingredients to adopting and scaling HIPs at the campus and system levels Share

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Taking Student Success to Scale (TS3) Virtual Convening: High Impact Practices

January 28, 2016

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Today we will:

  • Update you on TS3
  • Illustrate key ingredients to

adopting and scaling HIPs at the campus and system levels

  • Share out best practices and

cautionary tales, and highlight content related to HIPs

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Thanks to your vision and hard work, TS3 now includes 20

systems and over 150 institutions across 16 states

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Our goal is to dramatically boost completion by harnessing the power of systems, collective impact and improvement science

Make the work problem-specific and user-centered Variation in performance is the core problem to address See the system that produces the current outcomes We cannot improve at scale what we cannot measure Anchor practice improvement in disciplined inquiry Accelerate improvements through networked communities

1 2 3 4 5 6

Source: Bryk, Gomez, Grunrow, LeMahieu, 2015

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To do this, TS3 has adopted three evidence-based interventions that are proven to move the needle on student success

Guided Pathways Using Predictive Analytics High Impact Practices For All Students Redesigning the Math Pathway

  • Interventions were chosen based on:
  • Having hard evidence
  • Improving student outcomes
  • Closing equity gaps
  • TS3 is designed to:
  • Allow for flexibility in

implementation

  • Create common definitions of

success and minimum thresholds for adoption and diffusion

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We have an aims statement that is being used to guide our implementing and scaling efforts

High Impact Practices For All Students

What’s exciting What are the challenges?

▪

Structured forum to share what’s working

▪

Standard measures of quality to assess what’s working across systems

▪

Need for more specificity on what this would look like at scale:

–

Codification

–

Scaling select interventions

–

Shared measures

AIM: “Create a body of evidence to inform scaling and targeting high impact practices.”

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Focused Guided Disciplined Networked

Sustainable and scalable improvements are typically:

Source: Bryk, Gomez, Grunrow, LeMahieu, 2015

Key to this approach is a networked improvement community, which we are using to promote the redesign of math pathways

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Before we begin, we’d like to hear about how you’re thinking about High Impact Practices (HIPs)

What are the greatest opportunities and challenges you face in adopting and scaling HIPs?

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Today we will:

  • Update you on TS3
  • Illustrate key ingredients to

adopting and scaling HIPs at the campus and system levels

  • Share out best practices and

cautionary tales, and highlight content related to HIPs

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Agenda: 1) CSU Dominguez Hills 2) What’s Working 3) What Challenges Remain

Sharing Best Practices from the CSU

California State University, Dominguez Hills, 17th CSU

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CSUDH: Compelling History & Mission Fall 2015

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  • 14,635 students; +90,000 alumni;
  • 65%= women; 35%= men
  • 51% first-generation
  • 62% Pell eligible; 30% part-time
  • 82% remedial in Math, Eng or both
  • Over 30,000 applications Fall 2015

for ~3,900 openings

Minority-Serving Institution (MSI) & Hispanic- Serving Institution (HSI)

  • Asian

= 10.8%

  • African American

= 14.5%

  • Hispanic

= 60.3%

  • Native American

= 0.1%

  • Pacific Islander

= 0.3%

  • White

= 10.9%

  • 2 or more races

= 3.1%

89.1%

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What’s Working

CSU Dominguez Hills

ACADEMIC AFFAIRS Ellen Junn, Provost, ejunn@csudh.edu & Gitanjali Kaul, Interim Vice Provost, gkaul@csudh.edu Academic Affairs Administrative Fellows: Marisela Chavez, mchavez@csudh.edu & Helen Oesterheld, hoesterheld@csudh.edu Keisha Paxton, Director, Faculty Development Center, kpaxton@csudh.edu Mark Carrier, Interim AVP Institutional Effectiveness & Assessment, lcarrier@csudh.edu Bridget Driscoll, Interim AVP Academic Advising, bdriscoll@csudh.edu STUDENT AFFAIRS William Franklin, Vice President, Student Affairs, wfranklin@csudh.edu Paz Oliverez, Interim Assoc VP, Student Success

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What’s Working

CSU Dominguez Hills

INTENTIONAL High Impact Practices (HIPs, Kuh, 2008)

(1) First Year Experiences (6) Undergrad Research (2) Supplemental Instruction (7) Diversity/Global Experiences (3) Learning Communities (8) Service Learning (4) Writing Intensive (9) Internships/Fieldwork (5) Collaborative Group Work (10) Senior Capstones

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What’s Working

CSU Dominguez Hills

  • Starting from the top--President Willie Hagan
  • New University Strategic Plan 2015-2020

http://www4.csudh.edu/Assets/CSUDH-Sites/President/docs/Strategic-Plan-2014-2020.pdf

  • GOAL 2 FOCUS ON STUDENT SUCCESS: OBJECTIVE B:

Provide every student with the opportunity to participate in at least two innovative high impact practices* (HIPs) before graduation. INTENTIONAL High Impact Practices (HIPs, Kuh, 2008) (1)First Year Experiences (6) Undergrad Research (2)Supplemental Instruction (7) Diversity/Global Exper (3)Learning Communities (8) Service Learning (4)Writing Intensive (9) Internships/Fieldwork (5)Collaborative Group Work (10) Senior Capstones

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What’s Working

CSU Dominguez Hills

INTENTIONAL High Impact Practices (HIPs, Kuh, 2008) (1) 5 NEW First-Year Experiences:

1) Partnered with Student Affairs to host NEW Fall Freshman Convocation 2) NEW Spring Freshman College Receptions 3) NEW Expanded DHFYE Summer Bridge Developmental, 6-wk Program

  • Expanded Summer Bridge/EOP from 200 to 1,100 students (2010-15)
  • With: intrusive advising, peer mentors, SI, leadership development, college knowledge workshops
  • Summer Bridge students 2015 (62% completed all remediation needs by end of first year)

4) NEW Summer GE Accelerate Program, 6-wk Program

  • 291 students (141 took one free GE course)- also involved in Summer Bridge, advising, peer mentors
  • Increased GPA from 2.772.99; increased Mean Unit Load (MUL) from 1316 units/sem
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What’s Working

CSU Dominguez Hills

INTENTIONAL High Impact Practices (HIPs, Kuh, 2008)

(1) First Year Experiences Continued– 5) NEW First Year “DREAM” Seminar

  • Discipline-specific GE course designed by tenure-line faculty for first-year students.
  • Provides an intimate (<25 students) & HIP educational introduction to research area.
  • Fall 2015 FYS courses included:
  • Brown and Black Educational Experiences
  • The Economics of Discrimination
  • Designing Your Future STEM Experience
  • Truth, Lies and Criminal Profiling
  • Sex, Gender, Crime and Punishment
  • Quotes from “Dream” students:
  • “This type of learning really opened me up to college. I feel more comfortable around

my peers and find myself participating in class.”

  • “It has helped me because I get advice that is usually not told by other teachers.”
  • “It has taught me how to deal with stress. This program explains how much college is
  • important. It also taught me how to improve in my classes.”
  • “It has helped me transition to college life.”
  • “It has helped me be more open-minded to new ideas and respect others.”
  • Dr. Corina Benavides López

Chicana/o Studies

  • Dr. Toni Boadi

Physics

  • Dr. Jose Martinez

Acct, Fin, Econ

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What’s Working

CSU Dominguez Hills

INTENTIONAL High Impact Practices (HIPs, Kuh, 2008): Continued (2) Supplemental Instruction (SI) – expanded SI for bottleneck courses. (3) Learning Communities – implementing for freshmen and transfers. (4) Writing Intensive–hired new Writing Across the Curriculum (WAC) Coordinator. (5) Collaborative Grp Work- built 2 new Active Learning Classrooms (ALCs) for

27 courses and teaching 1,181 students starting last Fall semester.

(6) Undergrad Research – expanded undergraduate research (with 352 students). (7) Diversity/Global Experiences– hired a new Senior International Officer (SIO). (8) Service Learning – received US Presidential Award for General Community

Service in 2014.

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What’s Working

CSU Dominguez Hills

INTENTIONAL High Impact Practices (HIPs, Kuh, 2008) Continued

(9) Internships/Fieldwork - expanding local industry partnerships. (10) Senior Capstones – encouraging programs to develop capstones. (11) Created new faculty positions: Academic Affairs Administrative Fellows:

HIPS Faculty Coordinator, Dr. Marisela Chavez Writing Faculty Coordinator, Dr. Helen Oesterheld

(12) New Faculty Learning Communities (FLC) – 7 FLCs involving 50 faculty (Collaborative

Assignments & Projects for Students; HIPs in English 111; Study Abroad; Service Learning; Diversity/Counterstorytelling; Undergraduate Research; Diversity/Watts Rebellion)  FLCs involve full- and part-time faculty with the campus strategic plan and support faculty to get more training and work together to further enrich student success.  PRELIMINARY RESULTS six months after FLCs:

  • 93% participating faculty actually modified a course with a HIP.
  • 1/3 modified 20-39% of a course & ¼ modified +40% of a course with a HIP.
  • +80% of participants now understand the connection between HIPs & student success.
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What’s Working

CSU Dominguez Hills

INTENTIONAL High Impact Practices (HIPs, Kuh, 2008) Continued

(13) Annual HIPS Innovation Symposium – attracting over 100 faculty attendees and

tripled the number of faculty presenting on HIP innovations; Workshop Series “Staying HIP” as an

  • ngoing faculty community.

(14) HIPS Dept. Grants - new department-based grant for departments to apply for funds to

integrate HIPS innovations directly into their curriculum so that it becomes institutionalized into the program for every graduate.

(15) Program Review - all departments review, identify and explicitly infuse HIPs into their degree

program as part of the Program Review process.

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What Challenges Remain

CSU Dominguez Hills

 Beginning to use rubrics and an electronic platform called Campus Labs to assess and track HIPs down to the student and the individual course level.  Engaged with external statistics expert consultant to utilize Structural Equation Modeling (SEM) to model return on investment (ROI) for different types of interventions and HIPs.  Need to use this future assessment data for evaluation, implementation and scaling of future student success programs and initiatives.

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CSUDH Student Outcomes After HIPs Promising Results

Entering FTF Cohort Year 6-Year Graduation Year % IPEDS Graduation Rate

2006 2012 27.8% 2007 2013 29.4% 2008 2014 32.2% 2009 2015 34.7% 2010 2016 Possible 40.6%

11.2% increase 3 yrs!

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FINAL WORDS & a PICTURE HIPS are a tool to unleashing the power of our students’ own superhero!

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Questions?

California State University, Dominguez Hills

ACADEMIC AFFAIRS Ellen Junn, Provost, ejunn@csudh.edu Gitanjali Kaul, Interim Vice Provost, gkaul@csudh.edu

  • Acad. Affairs Adm Fellows:

Marisela Chavez, mchavez@csudh.edu & Helen Oesterheld, hoesterheld@csudh.edu Keisha Paxton, Director, Faculty Development Center, kpaxton@csudh.edu Mark Carrier, Interim AVP Institutional Effectiveness & Assessment, lcarrier@csudh.edu Bridget Driscoll, Interim AVP Academic Advising, bdriscoll@csudh.edu STUDENT AFFAIRS William Franklin, Vice President, Student Affairs, wfranklin@csudh.edu Paz Oliverez, Interim Assoc VP, Student Success

,

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Do you have any questions?

?

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California State University

  • 23 institutions, 450,000 students
  • regional comprehensive mission of

access and quality

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California State University

  • 23 institutions, 450,000 students
  • regional comprehensive mission of

access and quality

CSU Graduation Initiative 2009-2015

(Access to Success)

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Cheryl McKnight CSU Dominguez Hills "It gives meaning to their education," McKnight said. "It's not just about grades, not just about graduating. “They're building self-efficacy."

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persistence GPA knowledge creativity agency course redesign

  

intrusive advising

  

undergrad research

  

  • n-campus

employment

  

learning community

   

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assessment

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assessment record creation

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assessment record management record creation

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benefits

  • degree requirements
  • equity
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benefits

  • degree requirements
  • equity
  • research validity
  • articulation
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costs

  • autonomy
  • responsiveness

benefits

  • degree requirements
  • equity
  • research validity
  • articulation
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Discussion

When is the right time to centralize definitions of HIPs?

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Today we will:

  • Update you on TS3
  • Illustrate key ingredients to

adopting and scaling HIPs at the campus and system levels

  • Share out best practices and

cautionary tales, and highlight content related to HIPs

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Make-or-break themes for the successful implementation and scaling of HIPs emerged from a survey of webinar attendees

These key themes include: ‒ Leadership & Consensus ‒ Resources & Support ‒ Taking Inventory ‒ Data & Analysis ‒ Prototyping & Scaling ‒ Building Momentum

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To help you take the important first step of taking stock of your current efforts, NASH has developed a self-assessment rubric

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There are emerging examples of systems which are tackling these challenges head on in unique ways

  • Learning communities at flagship and research campuses
  • Undergraduate research comprehensives
  • Internships that involve the garnering of national security clearances.
  • Applied learning task force
  • Ambitious goal of providing every student with an applied learning experience
  • Buy-in from the Board of Trustees and legislature
  • HIPs are very mature
  • Key Learning Communities are a wrap-around first-year experience
  • Students experience many HIPs within the first year.
  • First-year seminar courses help first-year students successfully transition
  • Introduced students while also engaging them in CU Denver's vast student resources
  • Faculty members integrate academic skills into their courses to foster student success
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As part of their longstanding commitment to student success, AAC&U has created a repository of HIPs materials

The AAC&U materials:

  • Define HIPs in clear and concise terms
  • Provide direction and tools that can aid in

the implementation of HIPs

  • Include toolkits focused on

implementation and adoption for specific HIPs

  • Highlight the good work of campuses

across many HIPs http://www.aacu.org/leap/hips http://leap.aacu.org/toolkit/high-impact- practices

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The CSU has put together a series of rubrics designed to help in the implementation and scaling of HIPs

As part of 2013-14 spending for Academic and Student Success Programs, CSU staff and faculty have developed the baseline definitions and intensity taxonomies for:

  • Summer bridge
  • Peer mentoring
  • Learning communities
  • First-year experience

You can explore here: http://teachingcommons.cdl.edu/geengage/hi gh_impact_practices/ To download the taxonomies, visit here: calstate.edu/engage

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CSU-Chico has leveraged public sphere pedagogy (PSP) to offer students authentic reasons for conducting research

By creating a Town-Hall and engaging students in a related civic writing course, CSU-Chico found:

  • Town Hall students outperformed non-Town

Hall students in a direct assessment of student writing

  • Town Hall students were more academically

engaged than non-Town Hall students

  • Town Hall students reported statistically

significantly higher levels of wellness across multiple semesters They have created a PSP toolkit. You can find it: http://www.csuchico.edu/fye/toolkit/index.shtml

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The Center for Community College Student Engagement has issued multiple reports focusing on HIPs at Community Colleges

Recently, A Matter of Degrees: Practices to Pathways was

  • published. The report highlights key

features of pathways, including:

  • Aligning levels of learning
  • Coalescing arts and sciences

with career and technical education

  • Integrating student learning and

support

  • Connecting classroom learning to

applied learning

  • Merging curricular and co-

curricular learning, and

  • Bridging the for-credit versus

non-credit gap.

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Understanding key opportunities and challenges is critical to successful creation and scaling of HIPs

What gets in the way of success?

1. Uneven commitment 2. Doesn’t build on previous work 3. Poor engagement 4. Seems mandated 5. Little attention to implementation and planning 6. Inconsistent data definitions and quality

Folks from systems and institutions identified the following as critical issues to consider: What will it take to succeed?

1. Leadership & accountability 2. Convening & awareness 3. Faculty buy-in & ownership 4. Sustaining momentum 5. Continuous communication & engagement 6. Sound data and analyses

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The Carnegie Foundation has also created a handbook designed to help prototype innovations

Elements of the report include:  Prototyping innovations  Leveraging knowledge from scholars and practitioners  Testing and assessing  http://cdn.carnegiefoundation.org/wp- content/uploads/2014/09/90DC_Handb

  • ok_external_10_8.pdf
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Poll

What intervention-related topics and/or content would you like to see in the future?

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For more information, contact: rebecca@nash-dc.org jonathan@nash-dc.org