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How Farmingdale State College is Engaging At-Risk Students in Undergraduate Research
A pilot project at Farmingdale State College is engaging both freshmen and transfer students in undergraduate research. Here are the details. SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 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. This was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. Officials at Farmingdale State College, State University of New York, hope to boost degree completion of at-risk students by engaging them actively in undergraduate research. Their new project, “Creating Research Opportunities for Students,” will use their $2.9 million 2015 First in the World grant to mentor and prepare students for research and then offer a hands-on research experience with a faculty mentor, conducted both on- and off-campus. They project that the initiative will increase their four-year graduation rate by 20%. Familiar […]
Strategic Planning: 5 Tough Questions, 5 Proven Answers
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The Co-Curricular Learning Masterplan: Creating a Plan for Career-Based Leadership Development in Co-Curricular Experiences
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FT/PT Faculty Ratio: How Maricopa Plans to Improve Student Success by Increasing Full-Time Faculty
RELATED ARTICLE: How Maricopa is Improving Student Success through Comprehensive Support for Adjunct Faculty During the recent recession, the Maricopa Community College District shifted more classes to part-time adjunct faculty as a cost-cutting measure -– a trend that was mirrored nationwide. Unfortunately, that move typically has a negative effect on student retention and completion rates, according to the Center for Community College Student Engagement. Now Maricopa is working to reverse that trend and move to a 60:40 model in order to improve student success outcomes. We talked with Chancellor Rufus Glasper, Executive Vice Chancellor and Provost Maria Harper-Marinick, Faculty Association President Keith Heffner, and Eddie Genna, who served as Faculty Association president as the initiative was being debated, to understand how and why Maricopa is making this transformative change and what they need to prioritize to accomplish it successfully. Changing the FT/PT Faculty Ratio from 90:10 to 60:40 Maricopa originally established a 90:10 full-time/part-time faculty ratio when the community college district was created in 1962. According to the ratio, 90 percent of daytime courses would be taught by full-time professors, and the remaining 10 percent by part-time adjuncts. Evening classes would also be taught primarily by part-time adjuncts. By 2012 […]
Techniques for Assessing Prior Learning
Here’s how to do prior learning assessment (PLA) rigorously and well. The suggestions given are by the author of a landmark study of prior learning assessment portfolios. 2010. Jamie Merisotis, president and CEO of the Lumina Foundation for Education, has released a statement offering ideas for a national strategy to rapidly train workers for new jobs; among these, prior learning assessment (PLA) was cited as one possible game-changer. But beyond CLEP and the controversial challenge exam, how can enrollment managers and academic leaders assess prior learning effectively and with rigor? We asked Denise Hart, director of adult education and creator of the Success Program at Fairleigh Dickinson University, and author of a landmark study of prior learning assessment portfolios, for techniques that institutions should be thinking about. The Prior Learning Portfolio Hart recommends starting with portfolio assessment as your core option. But for this to work, you have to: It is important to have the portfolio evaluated by faculty with specific and relevant expertise. “Don’t have a History of Civil War expert evaluating a Vietnam War portfolio,” Hart cautions. “Have someone who is au courant, who knows the material, is current with the material, and understands adult learners.” The portfolio, […]
Survey Report: Where Your Institution May be Missing Opportunities to Improve Academic Advising
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 […]
High-Impact Advising: A Guide for Academic Advisors
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The Reopened Academic Library: Strategies for the Support and Safety of Students and Staff
“We’re already seeing … you tell someone to cover their nose with their mask and they roll their eyes at you. Our staff have a lot of anxiety. But we’re all in this together.” “We need students to physically distance and stay safe, and to wear masks, but the academic library is not set up to be, and doesn’t need to be, the ‘COVID police’; what do we do?” by Daniel Fusch, Academic Impressions In mid-August, we held a four-hour virtual workshop in which academic library leaders from across North America convened to share challenges and strategies as they prepare for the fall. Amid all the uncertainty and unpredictability, one thing is clear: For many institutions, the academic library – long core to both the academic and social life of the campus – is only going to be more critical this fall. This is the case both for institutions that have a reopened physical campus and for institutions that are primarily virtual, at which the academic library may be one of the few sites on campus that remains open to the campus community. Our virtual workshops are unique in providing a space where participants can connect with their peers and leading […]
Persistent Tension in Academic Leadership and How to Make it Productive
Leadership is hard Let’s face it, leadership is hard and exhausting. Leadership was hard before the Covid-19 pandemic, and the additional complexities that leaders have been facing over the past year have been significant. Leaders at all levels are increasingly finding themselves making more decisions more quickly, with more significance, and with less information. The risks we are managing have increased. Our teams are looking to us for vision and guidance while we manage all of this new complexity and challenge. And we are doing all of this while working at our kitchen tables and in virtual meetings. We have had to acquire a whole new set of skills to lead in a remote or hybrid environment literally overnight. Leading teams and managing ourselves during these conditions is not for the faint hearted and it necessitates that we build our toolkit to tackle leadership in new ways. Now we are starting to look to the future with hope and optimism, knowing that some things will never return to the way they were before the pandemic. They can’t, and in many ways, they shouldn’t. Acknowledging and validating that the work of leading is hard right now (and really always was) is […]