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Improving Student Success by Providing Adjuncts a One-Stop Shop for Professional Development

by Lisa Cook (opens in new tab)

Adjunct faculty are teaching ever-increasing numbers of first-year and community college classes, yet receive little faculty development. Studies have shown that rising reliance on adjuncts is having a negative effect on student success, particularly for first-generation and at-risk students. With increased demands to improve graduation rates and other student success metrics, professional development to teach faculty about high-impact practices and other engaging teaching strategies is essential — especially for adjunct faculty who teach the majority of lower division classes. However, time is a major issue, especially for part-time faculty. The solution? Online professional development that is available 24/7. In this article we discuss how several institutions have used a one-stop approach to engage faculty members and keep critical resources at their fingertips. Step 1: Develop a “One-Stop Shop” Centralized Approach Using a one-stop approach is crucial to the success of offering professional development because busy adjuncts do not have time to search for modules in multiple locations. Compiling all of your professional development resources together makes it easy for adjuncts to see what resources are available and bookmark the page for easy online access to future training. At the County College of Morris in Randolph, NJ, the online New Adjunct Faculty […]

Spotlight on Innovation: How Southern New Hampshire is Replacing Remedial Education with Just-in-Time Academic Assistance

by Lisa Cook (opens in new tab), Daniel Fusch (opens in new tab)

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 24 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. It is well known that traditional “remedial courses” are not working for the majority of students assigned to them; College for America at Southern New Hampshire University (CfA) is helping underprepared students with a new approach that circumvents remedial education altogether. This concurrent model enables students to pursue college-level work while receiving targeted academic support. CfA’s work is supported by a $3.93 million First in the World grant, and we reached out to Cathrael Kazin, Chief Academic Officer of College for America, to learn more about their work. The Challenge Anywhere between 25 to 40 percent of undergraduates take at least one remedial course, but studies have shown that students who enroll in remedial courses are less likely to complete the course or a college degree. Some […]

How One Institution’s “Breakthrough Strategies” Videos are Helping First-Gen Students

by Lisa Cook (opens in new tab)

The success of first-generation and at-risk students is the responsibility of an institution’s entire community, but faculty members are especially on the “front lines” when it comes to making a real impact. And Heritage University in Toppenish, WA has identified a low-cost, time-efficient way to deliver faculty development focused on how instructors can have a greater impact on student success. Heritage University has produced a series of short videos in which faculty hear from their peers examples of pedagogical strategies that work for their first-generation and at-risk students. We reached out to Kathleen Ross, founding president emeritus and current director of the Heritage Institute for Student Identity and Success at Heritage University, to learn more about how they approached this project, the challenges they’ve faced in producing the videos, and the results they’ve received so far. Heritage University’s “Breakthrough Strategies” Video Series Heritage’s Breakthrough Strategies videos each highlight a single pedagogical strategy designed to address the needs of first-generation and at-risk students in an interview format. The videos are short: typically just three minutes long. The length makes them more attractive to faculty members who are looking for solutions to pedagogical challenges while contending with a busy schedule. In each video, a faculty member briefly identifies […]

Partnering with Faculty in Early Alert: A Faculty Perspective

PARTNERING WITH FACULTY – FROM A FACULTY PERSPECTIVE Bernadette Jungblut of West Virginia University recently spoke to this issue — from a faculty perspective — at an April 2015 Academic Impressions webcast. Now, In this article, Jungblut offers further strategies for partnering with faculty effectively. What follows includes both an institutional case study and Bernadette’s own individual responses to questions raised by participants at the webcast.*role=”document”, aria-multiline=”true”, aria-readonly=”false”**aria-label=”Block: Paragraph”* by Bernadette Jungblut, Associate Provost for Accreditation, Academic Planning, and Assessment, Central Washington University,West Virginia University To explore the issue of faculty engagement in early alert in very practical terms, let’s review the key challenges (both that I’ve noted and that participants at the webcast raised), strategies that work, and a case study from West Virginia University. Engaging Faculty in Early Alert: The Challenge Challenges noted by webcast participants: Challenges I’ve experienced: Engaging Faculty in Early Alert: Strategies Here are strategies that we have employed at West Virginia University that make a difference in faculty engagement: Face-to-face meetings: We conducted face-to-face meetings with faculty members – one-on-one, in small groups, and at department faculty meetings.  We specifically described our undergraduate student profile – about which some faculty members knew relatively little.  When […]

You May Be Excluding Some of Your Most Loyal Donors From Recognition

by Heather L. Greig (opens in new tab)

Over the last decade, many colleges and universities have launched programs intended to encourage annual giving through the recognition of donor loyalty. In every case that I can think of, these societies are recognizing consecutive giving, which makes sense—we want people to give every year. I am a long-time fan of the loyalty society and the value it can add to a program as part of a comprehensive donor retention strategy but that’s not what this article is about. This article is about what might be missing from the equation. By defining loyalty as consecutive giving, we are in fact, excluding some of our most loyal donors from recognition. Most likely, many of your major donors have not made gifts each year, and while philosophically, we strive to create a culture that promotes annual giving among our top donors, the reality is that there will always be some who don’t give every year. I am not talking about the once-a-decade donor but about the donors that give almost every year. If someone is a seven-figure donor who occasionally misses a year between major contributions, are we serving the best interests of our institutions by not recognizing them as loyal? 3 Ways to […]

Giving and Recognition Societies – We Can Do Better!

by Lynne Wester (opens in new tab)

I frequently say to my friends in donor relations that I would like to find the person who invented giving societies and give them a swift punch or two. I am of the opinion that great donor recognition does not hinge on giving societies. I am also of the probably unpopular opinion that most donors are not motivated by their membership in a giving society. I have never seen statistical or empirical evidence in a single study that shows the ROI of a giving society or that the presence of recognition based giving societies moves giving upward. If someone has one, I’d pay to see it. So what am I talking about here? Let’s share some common definitions… Developing giving and recognition levels, associated benefits, and administering these benefits can be a cumbersome task. Many donor relations shops are overburdened by these ineffective practices. The multiple levels within societies create confusion and chaos for staff and donors alike. A great many of these constructs are artificial and not useful in engaging and recognizing donors. Many giving societies do not have distinct benefits and tangible value, especially in the light of quid pro quo violations and other such IRS fun. So what do […]

What Development Teams Get Wrong about Donor Relations

by Erika Bernal (opens in new tab)

Most would agree that there is no fund development without donor relations. Consider this article a personal perspective—informed by more than a decade of donor relations and stewardship experience—about the missed collaborative opportunities between development and donor relations teams. There is no time like now to create partnerships to address the divide. As an industry, we have segmented out donor relations and stewardship as separate efforts that take place after we have established relationships with our donors. We pass new donors along with the signed buck slip to those who have been trained to maintain the warmth of the donor’s relationship with the institution until pledges have been paid or until it seems like the right time to make the next big ask. Some Crucial Rethinking I would like to challenge the development officers out there to think about the role that you play with a new prospect. You are introduced to someone who may be interested in your cause. You may request research to identify this individual’s home value, past event attendance, known associates or interests. You check into a past charitable giving history to your organization and anything else that may pop up in a Google search. In short, you put […]

How Early Alert and Student Success Initiatives Fail

by Loralyn Taylor, Ph.D. (opens in new tab)

Spoiler alert: The biggest killer of early alert programs is information flow problems. Here’s a model for approaching that flow differently. When Early Alert Programs Lack a Strong Underlying Framework of Data We look to these research-based best practices and bring program after program to our campuses to address the needs of specific high risk populations, falling prey to the so-called “program of the month syndrome.” We analyze our retention data at the end of the year, identify a group that needs help, and we add a new program or service to address the issues of that student demographic. And so we try new program and services but can’t seem to really change retention and graduation rates of the student body. Why? Without a strong underlying framework of data and information flow, programs can easily become information silos—places where good data go to die. While our successful programs prefer to see themselves as cylinders of excellence, the lack of information flow and real-time communications between our programs and services reduces both effectiveness and efficiency. A lack of data makes it difficult to identify the right student for outreach at the right time and get them to the right service to […]

The President as Steward

by Jim M. Langley (opens in new tab)

While virtually every advancement operation has a stewardship function, presidents would be wise to ensure that the totality of the stewardship obligation is not presumed to be the province of a single office (often led by a single person). Presidents can create a culture of accountability by speaking to the importance of private donors, not just fundraising totals, to students, faculty and staff at significant campus events and through major channels of communication. When a gift commitment is secured, presidents assume the ethical, moral and legal responsibility to see that their institutions do as promised. They assume the same responsibility for all gift agreements inherited upon inauguration. New presidents would be wise to ask for a review of major gifts received in the past decade before they start making their introductory rounds. This high-level review sends a powerful and constructive signal throughout the organization. In addition, presidents should play a personal role in expressing gratitude for, and stressing the central importance of, private gifts. While gift acknowledgements and endowment reports are important and appreciated by donors, they are insufficient to the preservation of strong personal ties. Presidents can strengthen relationships with donors by being more personal and spontaneous. For instance, presidents […]

Is Your Professional Development Ad Hoc or Planned?

by Martin Klubeck (opens in new tab), Daniel Fusch (opens in new tab)

A 2014 Academic Impressions survey of over 500 higher-ed professionals found that higher education institutions are divided roughly in half in terms of whether professional development is planned and proactive, or ad hoc and reactive. This gave us pause for thought — and it should give you pause, too. Rethinking Professional Development as a Critical Asset It’s accepted that your institution will be hiring and developing new faculty and staff as employees retire or move on, but the knowledge and skills they need are shifting significantly. In Academic Impressions’ paper The Other Higher Ed Bubble, Amit Mrig argued that those institutions that thrive in the years ahead will be those that seek the necessary innovations to improve quality while reducing costs, create new models for delivering education, and align organizational structures and incentives. One part of the argument that we find especially pertinent is the need to innovate – we can’t expect to thrive, much less survive, by doing the same things, the same way.  Hearing “We’ve always done it that way” may be the best indicator that it’s time to change.  The pressures higher education faces are changing, and so are the skill sets needed to address those pressures. Emerging […]

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