Category: Blog

Boosting Retention for Ethnic Minority Students: Faculty Buy-in and Involvement

ALSO READ Boosting Retention for Ethnic Minority Students: Laying the GroundworkBoosting Retention for Ethnic Minority Students: Leveraging Peer Leadership For this third article in our series on supporting the academic success of underrepresented minority students, we interviewed Goldie Adele, director of the Disability Resource Center at Southern Connecticut State University. Adele is an attorney with expertise in diversity and disability services, a past chair of the National Bar Association, Legislative Division, and a key thinker on supporting diverse student populations. In this article, we’ll share Adele’s tips for inviting meaningful faculty involvement and buy-in. [wcm_restrict] Presenting the Plan When it comes to making the case for their involvement to faculty, Adele suggests taking a methodical approach. “It’s very important to bring the deans and department chairs on board first,” Adele notes, “and then approach faculty with a clear plan.” Approach the faculty with: Specific goals for how the institution hopes to improve minority student retention A framework or foundation for how the plan — how the institution hopes to meet those goals The data and the research that documents the need and provides the rationale for your approach In other words, show the rigor in your thinking, and have the […]

Survey Report: Where Your Institution May be Missing Opportunities to Improve Academic Advising

by Sue Ohrablo, Ed.D.

In November 2011, Academic Impressions surveyed colleges and universities on their practices in assessing academic advisors. 73 institutions responded, and of those who responded, 57 percent employ both faculty and professional advisors, 24 percent use only faculty advisors, and 19 percent use only professional advisors. The aggregated results from the survey reveal some significant issues. When asked what methods they were using to assess the effectiveness of academic advising, respondents indicated: Note that 21 percent – over one fifth – of respondents have no system in place for assessing advising. And though 63 percent are collecting student evaluations, a far smaller percentage are using the data they collect to provide training or other concrete efforts to improve the quality of academic advising: Most institutions are collecting some evaluative data, but few institutions are using that data to improve advising programs and practices. In fact, 61% of institutions surveyed do not use assessment data to reward and recognize effective advising, and nearly half do not use it to inform training for academic or faculty advisors. Lisa Wexler, conference director with Academic Impressions, notes that this disparity in results suggests that what data is being collected is likely not being used to […]

Expelling Students: Cautionary Advice from Allan Shackelford

In two recent, tragic examples, a student who was expelled from a postsecondary institution for apparent behavioral issues later shot, killed, and injured other people. In one case, Jared Loughner, expelled from Pima Community College (Tucson, AZ) attacked citizens who were not associated with the institution. Pima Community College then came under considerable scrutiny as public representatives, legislators, and the press debated whether the college should have done more to alert and protect the community when expelling a person who had evidenced behavioral problems. In the other, more recent case, a student expelled from Oikos University (Oakland, CA) returned to campus, apparently enraged by a dispute over a requested tuition refund, and shot and killed several members of the campus community. “If you have an individual that is creating problems to the extent that you feel you need to expel them from campus, the act of expelling them does not necessarily solve or end the problem either for people within or people outside the ivy walls of the institution.”Allan Shackelford In an interview this week, we asked Allan Shackelford to offer his reflections on the tragedies in Tucson, AZ and Oakland, CA and to offer his recommendations. As an attorney […]

Boosting Retention for Ethnic Minority Students: Leveraging Peer Leadership

ALSO READ Boosting Retention for Ethnic Minority Students: Laying the Groundwork For this second in a series of articles on supporting the academic success of underrepresented minority students, we interviewed Georgina Dodge, chief diversity officer and associate vice president at the University of Iowa. Dodge shared with us lessons learned and practical tips based on the early success of the University of Iowa’s pilot peer mentoring program for ethnic minority students, the Iowa Edge program. Students enrolled in that program show a higher retention rate than the overall retention rate for the institution. [wcm_restrict] The Thinking Behind Iowa Edge HOW THE PROGRAM WORKS “We bring 90 admits a week early. Over a period of that week before classes, theyr’e able to get into their dorm rooms, get settled and established with staff assistance. Then a week to learn about the campus, register, learn about success skills, get acclimated, learn how long it takes to walk from one location to the next. Most important, they form a cohort. They have a group they belong to.”Georgina Dodge, University of Iowa Underlying the program is Dodge’s conviction that when transitioning minority students into the institution, the two factors that will best prepare them […]

Boosting Retention for Ethnic Minority Students: Laying the Groundwork

Iowa’s three public universities have been in the news recently because of a fresh push from the state’s board of regents to improve the six-year graduation rates for underrepresented minority students. The University of Iowa, Iowa State University, and the University of Northern Iowa are each piloting different initiatives to boost persistence and academic success for their ethnic minority students, particularly African Americans. At Academic Impressions, we decided to reach out to representatives from the Iowa institutions and leading thinkers from other institutions to learn what practices or key considerations they would share with peers elsewhere in the US. In this first in a series of articles on the issue, we interviewed Goldie Adele, director of the Disability Resource Center at Southern Connecticut State University. Adele is an attorney with expertise in diversity and disability services, a past chair of the National Bar Association, Legislative Division, and a key thinker on supporting diverse student populations. Adele offers the following tips for establishing the initial groundwork for a truly effective push to support and retain more ethnic minority students. [wcm_restrict] The Data You Need First, Adele advises that it’s critical not to rely only on data on national trends. You need […]

Ensuring Your Developmental Advising is Effective

by Sue Ohrablo, Ed.D.

Due to rising enrollment and budget cuts, academic advisors can find themselves nearly overwhelmed with high student traffic and high student/advisor ratios. Given this situation, how can directors of advising ensure a high quality of developmental advising, and how can they best encourage and support their staff in providing it? We spoke this week with Susan Ohrablo, a doctoral enrollment counselor with the Abraham S. Fischler School of Education at Nova Southeastern University. Prior to joining the Fischler School, Ohrablo served as the director of academic advising for the business school at NSU, providing training and leadership to a large staff of undergraduate, master’s, and doctoral academic advisors. Here is her advice. Where Developmental Advising Efforts Often Fall Short “Given the lack of time and high expectations from students for a fast turnaround in responses to their inquiries,” Ohrablo cautions, “it’s easy for the advisor to focus on answering the immediate question at hand without necessarily engaging in actual developmental advising.” Ohrablo offers this scenario. Suppose a student calls indicating they have one more class to register for, and they are asking if they should take a certain course they find interesting. The advisor, pressed for time, responds with a […]

Improving Your Online Writing Center for International Students

As international student enrollment rises at many institutions, it’s going to be increasingly important to provide academic support for a growing population of students who may have diverse levels of fluency with academic writing in English. While there is a long tradition of providing ESL writing labs and other support for these “second language students” on campus, providing writing support for international students in an online writing center involves unique challenges and requires some specific expertise in the writing center staff in order to be effective. For advice, we turned to Beth Hewett, an educational consultant in online writing instruction and an adjunct associate professor with the University of Maryland University College (UMUC) and St. Mary’s University and Seminary. A college instructor for 30 years, Hewett is the author of The Online Writing Conference: A Guide for Teachers and Tutors (Heinemann, 2010) and one of the most knowledgeable practitioners in this area. We asked Hewett to offer some key considerations for institutions looking to launch or improve an online writing center or online tutoring service intended to support second-language students. Staffing the Online Writing Center Effectively “If you anticipate serving many second-language students via an online writer center or online […]

Four Experts on the Need for Annual Giving Planning

For most shops, the past several years have been a financial roller coaster for annual giving numbers. As annual giving recovers momentum this year, now is the right time to invest time and energy in planning for the long term. One of the most critical lessons that can be learned from the past few years is the importance of not remaining at the mercy of macro-level trends in giving. Rather than invest in the same efforts year after year, take a proactive approach to annual giving planning so that you can deploy your solicitation tools in support of specific, long-term goals. This week, we reached out to four leading thinkers on the issue to learn more about the shift in thinking that needs to occur in order to position the annual fund strongly for the future: Jessica Neno Cloud, who administers a comprehensive annual giving program for the University of Southern Mississippi Foundation Brian Daugherty, director of development and alumni relations for the School of Law at the University of San Diego Heather Grieg, interim senior director for Georgetown University’s annual fund Janine Kraus, assistant vice chancellor for annual giving programs at Texas Christian University Here are their insights. Defining […]

Funding Your Action Plan

  In This Issue Setting Priorities for Your Division Developing the Action Plan Funding Your Action Plan Strategies to Ensure Implementation Consider this likely scenario. Your division has identified four strategic priorities that are of both high importance and high cost. But the institution is facing budget cuts, and you actually have less funding to work with this year than you did last year. How do you proceed? Too often, the answer proposed is more fundraising. While fundraising and friend-raising will be critical to the success of your initiatives, devoting an increasing percentage of your time to raising donor dollars — if you are relying on this as your primary means of generating additional revenue — is not a sustainable solution. You will need to find more creative ways to fund your division’s action plan — either by cost-cutting, or by finding a way for your high-cost initiatives to generate revenue and become self-sustaining. To help review an array of examples, we turned to Larry Goldstein, president of Campus Strategies, LLC, and Lucie Lapovsky, president of Lapovsky Consulting and past president of Mercy College. Revenue Enhancement: Thinking Outside the Box KEY EXAMPLE: DREXEL UNIVERSITY Looking at the high cost of […]

Developing the Action Plan

  In This Issue Setting Priorities for Your Division Developing the Action Plan Funding Your Action Plan Strategies to Ensure Implementation Once you have defined the priorities for your division and have set some strategic objectives for the immediate future (e.g., the next three years), how do you turn those objectives into concrete action plans with a champion, timeline, and clear measures of success? Larry Goldstein, president of Campus Strategies, LLC, suggests the following process. Gather a broadly representative group from your division and divide them into small groups, each of which will draft an action plan for one of the strategic priorities you’ve established. “The key is self-selection,” Goldstein notes. “Don’t assign someone to work on an action plan if they lack the enthusiasm and the interest. Otherwise, how strong can your action plan actually be?” Following a template for action planning developed by Pat Sanaghan, president of The Sanaghan Group, Goldstein recommends having each of the groups outline: What is the overarching goal? What are three specific action steps or activities that will move us toward the goal? What is the timeline? What resources are needed? Who will champion and steward the effort? Who else needs to be […]