AACU 2011 Institute on High Impact Practices and Student ...receive the benefits of high‐impact...

USC Rossier School of Education

Appropriating Social Science Research Methods to Develop Equity-Directed High Impact Practices

AACU 2011 Institute on High Impact Practices and Student Success

0%

10%

20%

30%

40%

50%

1980 1985 1990 1995 2000 2005 2006 2007 2008

Percentage of 18 to 24-year-olds enrolled in college, 1980-2008

White African American Latino/Hispanic

8%

12%

11.4%

18.4%

Source: National Center for Education Statistics (2010), “Status and Trends in the Education of Racial and Ethnic Groups, Table 23.2.


<25,000

25,000-74,999

75,000-124,999

125,000-174,999

175,000-399,999

>400,000

How Each State Should Contribute to the Goal of Producing 8.2 Million

Additional Degrees by 2020

(Kelly, 2010)

# of Additional Degrees

Completion Challenge

522 475 (91%) 420

(81%)

305 (58%) 265

(51%)

162(31%)

153(29%)

Beginning Cohort

Earned 12 Credits

Earned 24 Credits

Earned 60 Credits

Earned 75 Credits

Earned 90 Credits

Earned a Bachelor's

Degree

Four-Year Institutions: Hispanic/Latino Students Progressing at Each Milestone - Baseline


Key questions from institute applicants

1) How do we transform our pockets of HIPs into an intentionally structured curriculum that assure all students receive the benefits of high‐impact practices?

2) How do we build assessment into each of our efforts so that we understand and maximize the curricular effects for all students’ success?”

3) We are on track to meet our overall graduation rate target, but are unlikely to cut our achievement gap in half by 2015. As a result we are energetically looking for strategies that will disproportionately benefit students from three ethnic groups: African American, Latino, and Native American.


AACU Institute on High Impact Practices: Goals

development of high-impact and highly

effective educational practices

leadership development to support student

success

coherent and effective curricular and

cocurricular designs for learning and

assessment

evidence-based practices that link access,

completion, and cost-effectiveness to quality

of learning

The Institute addresses four broad goals:


High Impact Practices and

Highly Effective Educational Experiences

High Impact Leaders

High Impact

FacultyHigh

Impact Staff

Institute Goal [Adapted]

USC Center for Urban Education’s

Equity Scorecard Model applied at LMC2009-ongoing

Dean Counselor Faculty

We offer various programs such as tutoring and counseling, but many

students don’t take advantage of them.

Some students are embarrassed to use them; others do not see their

relevance to educational success.

DeanCounselor Faculty


50% White Students

50% African American Students

Entering Student

Population

70% White Students


Graduating Student

Population

=Inequity

Center for Urban Education

Cognitive Frames:

Influence:

• What Information is collected

• What is noticed

• How problems are interpreted

• What courses of action should be taken

• What questions are asked

Copyright 2010. All rights reserved.

Acquired knowledge, the background, below consciousness


Motivation

Engagement

Interaction with Faculty

Study Skills

Commitment

Time

Direction

Deficit-Minded Knowledge

Lack of…


Student CommitmentEffort

Integration = Student Success

CULTURALLY ACQUIRED UNDERSTANDING OF STUDENT SUCCESS


50% White Students


50% White Students


Entering Student

Population Graduating Student

Population

=Equity

Dean Counselor Faculty

We offer various programs such as tutoring, counseling, etc. but many students don’t

take advantage of them. Some students are embarrassed to use them; others do not see

their relevance to educational success.

We need to find out whether students are aware of the programs and we need to

determine the quality of the programs, and to develop ways to integrate information on

the transfer process into the curriculum, enlisting the aid of faculty members.

We could benefit from finding out directly from students what they think of our

academic support services and in what ways they would improve them. It may be

productive if we examine our own attitudes toward minority students and whether our

practices might be contributing to the unequal results.


Race Conscious

Validation

Institutional Responsibility

Institutional EffortNarratives

Minding Equity Gaps

Cultural Effort

Equity-Minded Knowledge


Appropriating

Social Science Methods

Quantitative Methods

to assess

Micro-level data

Access

Retention

Completion

Qualitative Methods

to assess

Micro-level practices

Campus Effort

Developing Institutional Capacity for Equity-Minded Reform

outcomes


CommunityThe larger Campus

CHAT: Cultural Historical Activity Theory

An Activity Setting Framework

RulesNorms and

Policies

SubjectPractitioners

Leaders

ObjectEvidence of Student

Outcomes

Division of LaborDifferent Responsibilities

across stakeholders

Tools: “Mediating Artifacts”Vital Signs, Scorecard, BESST, Language


CUE Tools


The Interactive BESST

Allows For:

• Experimenting

• Visualizing

• Envisioning Equity

• Goal Setting

• Collaborating

BESST: Benchmarking Equity and Student Success Tool is

designed to enable practitioners to follow the outcomes for a

cohort of students as they progress through a set of

milestones.

17

The Equity

Scorecard

5

Practice

The Vital Signs

Becoming “Practitioner Researchers” Access Completion /

Excellence Retention Campus Effort

Four Year Campus

Wisconsin Technical College District

Wisconsin Indianhead

Western

Chippewa Valley

Northeast

Wisconsin

Fox Valley

Nicolet

Area

Lakeshore

Milwaukee AreaWaukesha County

Gateway

Southwest

Wisconsin

Madison Area

Moraine Park

Superior

River FallsStout

Eau Claire

La Crosse

Platteville

Stevens Point

MadisonWhitewater

Parkside

Milwaukee

Oshkosh

Green Bay

Northcentral

Midstate

Blackhawk

Wisconsin Technical College District

that offers a liberal arts program

EAU: 2 W

3 W

MIL: 120 W

MSN: 1 W

OSH: 7 W

PKS: 13 WPLT: 1 W

1 W

STO: 10 W

3 W

WTW

8 W

13 W

1-5 Transfer Students

6-10 Transfer Students

11+ Transfer Students

AA African America

AI American Indian

HL Hispanic/Latino

SEA South East Asian

OA Other Asian

H/PI Hawaiian/Pacific Islander

W White

• Interview Protocols• Observation Protocols• Document Review

• Syllabi• Web Site• Application

Inquiry Tools

CUE Provides:

USC Center for Urban Education’s

Equity Scorecard Model applied at LMC2009-ongoing

0 20 40 60 80 100 120 140 160 180

Inclusive Excellence

Equity/Equality

Achievement Gap

At-risk

Hispanic/Latino

Race/Ehthicity

African American/Black

Underrepresented/served

Inclusiveness

Minority/Students of Color

Diversity

High Impact Practices

Word Frequencies in Institutional Applications

Center for Urban Education

Practitioner-as-Researcher Model

Activity

Setting

Action

Inquiry

Action

Research

Case

Study

Correlational

Analysis

“Quantitative researcher”

“Qualitative” researcher

Conducts socially

conscious research and creates tools

for praxis

Practitioner-as-

Researcher


CUE’s Supporters

•The James Irvine Foundation

•The William and Flora Hewlett Foundation

•The Lumina Foundation

•The Ford Foundation

•The Carnegie Foundation

•Teagle Foundation

•The Walter Johnson Foundation

•The National Science Foundation

•California Community Colleges Chancellor’s Office


CUE’s Partners

• Western Interstate Commission of Higher Education (WICHE)

• University of Wisconsin System

• National College Access Network

• Whittier College and Loyola Marymount University

• Los Medanos College

• Santa Ana Community College

• RP/BRIC Project

AACU 2011 Institute on High Impact Practices and Student ...receive the benefits of high‐impact...

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