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 out best practices and cautionary tales, and highlight content related to HIPs | 2
Thanks to your vision and hard work, TS3 now includes 20 systems and over 150 institutions across 16 states | | 3 3
Our goal is to dramatically boost completion by harnessing the power of systems, collective impact and improvement science 1 Make the work problem-specific and user-centered 2 Variation in performance is the core problem to address 3 See the system that produces the current outcomes 4 We cannot improve at scale what we cannot measure Anchor practice improvement in disciplined inquiry 5 6 Accelerate improvements through networked communities Source: Bryk, Gomez, Grunrow, LeMahieu, 2015 | 4
To do this, TS 3 has adopted three evidence-based interventions that are proven to move the needle on student success Interventions were chosen based on: Having hard evidence Redesigning the Improving student outcomes Math Pathway Closing equity gaps TS 3 is designed to: Allow for flexibility in Guided Pathways Using Predictive Analytics implementation High Impact Practices Create common definitions of For All Students success and minimum thresholds for adoption and diffusion | 5 | 5
We have an aims statement that is being used to guide our implementing and scaling efforts High Impact Practices For All Students ▪ Structured forum to share what’s working What’s ▪ Standard measures of quality to assess what’s working across exciting systems ▪ Need for more specificity on what this would look like at scale: – What are the Codification – Scaling select interventions challenges? – Shared measures AIM: “Create a body of evidence to inform scaling and targeting high impact practices.” | 6 | 6
Key to this approach is a networked improvement community, which we are using to promote the redesign of math pathways Sustainable and scalable improvements are typically: Focused Guided Disciplined Networked Source: Bryk, Gomez, Grunrow, LeMahieu, 2015 | 7
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? | 8
Today we will: Update you on TS 3 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 | 9
Sharing Best Practices from the CSU California State University, Dominguez Hills , 17 th CSU Agenda: 1) CSU Dominguez Hills 2) What’s Working 3) What Challenges Remain | 10
CSUDH: Compelling History & Mission Fall 2015 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% 89.1% Native American = 0.1% Pacific Islander = 0.3% White = 10.9% 2 or more races = 3.1% 1 | 11
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 | 12
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 | 13 | 13
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 | 14
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 | 15
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 Dr. Corina Benavides López Dr. Jose Martinez Dr. Toni Boadi - Sex, Gender, Crime and Punishment Chicana/o Studies Acct, Fin, Econ Physics 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 .” | 16
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 – e xpanded 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. | 17
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. | 18
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