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:

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Annual National Association of HBCU Title III
Administrators Technical Assistance WorkshopNew
Orleans, LANorth Carolina Central
UniversityEnhancing Retention and Graduation
Rates Destination . .. Graduation 
Collaborating for Student Success

• June 22, 2012

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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

• NCCUs 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
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Annual National Association of HBCU Title III
Administrators Technical Assistance WorkshopNew
Orleans, LAUniversity College

• Ontario Wooden
• Dean, University College

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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

• Two Associate Deans
• 13 Academic Advisors
• 3 Academic Counselors
• 40 Tutors -2 FT, 20 UG, 18G
• Training Specialist
• Budget Manager
• Administrative Assistant

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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
  Universitys 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.

A Title III Funded Program
Ensuring Student Success
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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
• Tutors Weekly and Monthly Reports
• Advisors Weekly Statistical Analysis
• Staff Members Weekly Reports
• Academic Engagement Evaluations
• University Colleges Service Satisfaction
  Surveys/Online

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Annual National Association of HBCU Title III
Administrators Technical Assistance WorkshopNew
Orleans, LACentennial Scholars Program and
African American Male Initiative

• Jason Dorsette
• Director, Centennial Scholars Program and African
  American Initiatives

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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
• Developed Mission/Vision
• Aligned initiative with NCCU strategic plan
• Secured program office space
• Identified and secured external funding

• Hired permanent staff
• Developed assessment processes
• Created brand and marketed initiative
• Presented at national conferences

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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 Institutions Strategic
  Plan
• Identify and secure financial support
• Create living learning communities/learning
  clusters
• Provide incentives
• Identify and secure commitment from students,
  faculty, parents/caregivers

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Annual National Association of HBCU Title III
Administrators Technical Assistance WorkshopNew
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

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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
• 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

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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

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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. Theyre 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
  theyre 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?
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What will they be expected to do?
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Are our teaching practices supportive?
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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 Dont My Students Think Im Groovy? The New
  Rs for Engaging Millennial Learners. The
  Teaching Professor, 23.
• http//pewresearch.org/millennials/

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Presenters
Ontario Wooden Dean, University
College owooden_at_nccu.edu [phone] Jason
Dorsette Director, Centennial Scholars Program
African American Male Initiative jdorsette_at_nccu.ed
u or czp_at_nccu.edu [phone] Kisha
Daniels Assistant Professor, Education
Leadership, Research and Technology Director,
Office of Faculty Professional Development kdaniel
s_at_nccu.edu [phone]