THE UNIVERSITY OF TOLEDO BLACK STUDENT UNION FRESHMAN LEADERSHIP - PowerPoint PPT Presentation

BLACK STUDENT RETENTION AND SUCCESS THE UNIVERSITY OF TOLEDO BLACK STUDENT UNION FRESHMAN LEADERSHIP PROGRAM Joel T odd Guidance Coordinator, UT Upward Bound Program, former BSU Student Leader Martino Harmon Dean of Student Dev. Rhodes State College, former Director of UT African American Student Enrichment Ohio FYE Conference, Cincinnati, Ohio October 16, 2009

BSU Freshman Leaders Rights of Passage

BSU Freshman Leadership Overview  Need for Efgective Sustainable Black Student Leadership  Poor Retention of UT African American Students  African American Student Enrichment Initiatives and the First Year Experience Program  Proposal for BSU Freshman Leadership Program “FLP”  FLP Recruitment, Curriculum, Structure  FLP Activities  Outcomes (data and impact on BSU/campus leadership)  Past, Present, and Future Challenges  T estimonials from Past Participants

Situational Analysis: Black Student Leadership and Success Black Student Success at Black Student Leadership UT  Strong leadership from  Large increases in enrollment early to mid-2000’s (Alcorn, Braylock, Tucker of new direct-from-high school African American administrations) students between 2000-2004  Concerns about Black  Many students student leadership include: underprepared, fjrst- Sustainability  generation Consistency   Students expressed a feeling T urnover  of disconnect from campus Academic success  resources Efgectiveness   First-to-second year retention  Lack of Black leadership in dips below 50% predominately White  Six-year graduation rate 22% campus organizations Data provided by UT Office of Institutional Research

Black Student Union FLP The BSU FLP was created in fall semester 2005 to create servant-minded, efgective, and sustainable African American student leaders that can transform life for students enrolled at The University of T oledo, and make a difgerence in the T oledo community. FLP focuses in six core areas: 1. Academic Success 2. Career Exploration & Development 3. Community Engagement 4. Cultural-Social Education 5. Leadership Development 6. Mentorship

Support from: African American Student Enrichment Initiatives Created in February 2005 to provide support services and programs that target African American students at UT in an efgort to promote success. AASEIO programs include:  Offjce that serves as a resource/referral center  Weekly “Reaching African American Potential” RAAP Sessions  Enrichment Institute Orientation  Dr. Lancelot Thompson Recognition Program  Special Workshops for Freshmen  Access to leadership and mentorship  Diversity Scholars Meeting  Graduation Recognition with BSU

Funding for FLP Provided by UT First Year Experience Program The UT Division of Academic Afgairs provided competitive institutional grant funding from the Ohio Academic Success Challenge. Examples of other funded programs include:  African American Student Enrichment Initiatives  Offjce of Latino Initiatives  Living-Learning Floors  Supplemental Instruction  Mentorship Programs  Service Learning

FLP Recruitment and Selection  BSU and AASEIO combined tables during UT Rocket Launch Orientation  Applications reviewed by BSU  Students selected for interviews in early fall semester  Approximately 60 interviewed for 30 spots

Orientation and Fall Retreat  New FLP Member orientation held second week of fall semester  Fall Retreat: training session and ropes course designed to give students and foundation, and bond the new class

FLP Leadership Development Curriculum “The Mindset of a Servant Leader” The Blueprint for Success” “Losers Retreat, Winners Regroup” “When All Else Fails..Let Your Mission Lead You” Fiscal Management Leadership Dev and Confmict Mgt Budget Management Textbooks Developing Leadership Abilities by Arthur Bell and Dayle Smith. The Mis-Education of the Negro by Carter G. Woodson. T ake Your Leadership to the Next Level! The Seven Secrets of Thriving Student Leaders by Jonathan Sprinkles.

Additional Leadership Development Activities • Group Projects focused on problem solving, program planning, budget management • Journal entries • Short essays on outcomes • Pre and Post Self Assessments • Academic Planning and Goal-Setting

Community Service & Campus Leadership Experiences Community Service • Mentoring kids and cleaning at the Grace Community Center • UT Dance Marathon • Big Event Community Clean-Up with UT Student Leaders Campus Leadership Experiences • State Government Leadership T rip with Leadership UT Class • Meeting with Jefg Johnson, Black Entertainment TV Political Analyst ,former UT Student Leader and • Workshop with Cornell McBride, pharmacist and entrepreneur

Spring Capstone Retreat Maumee Bay State Park Trust Walk Review of Lessons Games and Icebreakers Talent Competjtjon Recreatjon Capstone Exam Evaluatjon Rights of Passage Retreat planned with the assistance of the UT Offjce of Student Actjvitjes and Leadership

FLP Graduation

Assessment The following tools and information have been used to assess the outcomes of students participating in the BSU Freshman Leadership Program Retention reports • Grade point averages • Journal entries • End of course paper • Capstone exams • Pre and Post Self-Assessments • Program Evaluations • FLP Grads involved in leadership positions in BSU • and other organizations

Freshman Leadership Program vs. Comparison Groups Fall-to-Spring Retention Fall 2005 and 2006 Cohorts Cohort Size Percent Retained 2005 2006 2005 2006 All African-American DHS Students 482 490 78.4% 79.6% All African-American DHS Non-Participants 458 450 77.3% 78.3% ACT-Matched Non-Participants 24 22 83.3% 86.4% BSU-FLP Participants 24 22 100.0% 95.5%

Freshman Leadership Program vs. Comparison Groups Fall-to-Fall Retention Fall 2005 and 2006 Cohorts Cohort Size Percent Retained 2005 2006 2005 2006 All African-American DHS Students 482 490 51.5% 52.0% All African-American DHS Non-Participants 458 450 49.8% 50.6% ACT-Matched Non-Participants 24 22 50.0% 50.0% BSU-FLP Participants 24 22 83.3% 86.4%

Freshman Leadership Program vs. Comparison Groups High School GPAs Fall 2005 and 2006 Cohorts Cohort Size High School GPA 2005 2006 2005 2006 All African-American DHS Students 482 490 2.53 2.51 All African-American DHS Non-Participants 458 450 2.50 2.49 ACT-Matched Non-Participants 24 22 2.66 2.78 BSU-FLP Participants 24 22 2.99 2.89

Student T estimonials My view on leadership has changed since the program started… Instead of trying to just run things, I’ve learned to listen and get feedback from others. I’m more open-minded.” “ Now when I think of a leader it is someone who is dedicated, teachable, coachable, and doesn’t have to be in the spotlight” “I plan on leading for the rest of my life and doing as much on campus as I can.” “This program has made me more focused in school, and has raised my grades and view on school.” “Yes [this program has enhanced my fjrst semester as a freshman when compared to my freshmen peers], I am more focused as a freshman leader as opposed to my freshmen peers. I really try to succeed to be the best I can be.” “I have more friends I can depend on and I know I need to work on my attitude and my leadership skills.”

Past, Current, and Future Challenges  Some students experienced diffjculties overcoming academic and fjnancial challenges  Program retention (some students drop out)  Funding lost due to state budget cuts  Changing institution priorities (FYE program restructured)  Diffjculty in achieving high expectations of student leadership outcomes

Desired Outcomes • Higher fjrst-to-second year retention as compared to their peers with similar academic credentials • Students develop a stronger connection to the institution • Students assuming leadership roles in the Black Student Union and on-campus • Students develop a special bond as FLP graduates (pride) • Students develop a sense of responsibility to give back to the campus and T oledo community

FLP Graduates Involvement FLP Grads Participation in Organizations or Programs Resident Advisor • UT Honors Program • Student Government • Campus Activities and Programming “CAP” • Camp Adventure • UT NAACP • University of T oledo Restoration Praise Choir • Student African American Brotherhood • UT Student Ambassadors • UT Gear Up Program T utors • UT FYE Film Festival Participants • Fraternities and Sororities (National PanHellenic Groups) • 4-African American Women “4AW” • UT Service Learning Program •

What Can You Do: Recommendations Consider starting a group on your campus 1. that focuses on an underperforming group, or a diversity leadership group T rain an existing group of students before 2. starting with freshmen so it will become a student-driven initiative the following year Propose a living-learning community for 3. the students if possible Write grants to develop a variety of 4. funding sources Plan to continue to develop the leadership 5. skills in year two