Addressing President Ob ’ Ed ti I iti tiObama’s Education Initiative: Intersection of Academic & Student Affairs Administration to Support ppNative American College Success At Cal Poly PomonaSuccess At Cal Poly Pomona

An Academic Affairs and Student Affairs Partnership at California pState Polytechnic University, Pomona

Presented by• Dr. Monique Allard, Executive Director

Student Support and Equity Programspp q y g

• Deborah L. Brandon, Executive Director,Deborah L. Brandon, Executive Director, Admissions & Outreach

• Irvin Harrison (Navajo), Coordinator, Native American Student CenterAmerican Student Center

• Dr. Sandy Kewanhaptewa-Dixon (Hopi), Associate Professor Ethnic & Women’sAssociate Professor, Ethnic & Women s Studies

Overview

• History and DemographicsK ll L G t Mi it St di P j t• Kellogg Legacy Grant Minority Studies Project

• Composition of the Committee• Charges of the Committee• Grant Budget Allocation• Best Practices• Data Collection• What We Know So Far• Lessons Learned from the Working Committee• Lessons Learned from the Working Committee• Discussion

History and DemographicsCalifornia State Polytechnic University, Pomona

(Cal Poly Pomona)( y )

▫ Part of the 23 California State University SystemPart of the 23 California State University System▫ One of six comprehensive Polytechnic

Universities' nationallyUniversities nationally▫ 62 Undergraduate Majors▫ 25 Graduate Majors25 Graduate Majors▫ Credential Programs▫ EdD in Educational LeadershipEdD in Educational Leadership

History and Demographics• Campus narrative/demographics

• Demographics of AA students• Demographics of AA students

• Need and Disparity on Campus re: AA and NA p y pstudents

Retention and graduation rates are poor• Retention and graduation rates are poor• Not as inclusive

• No formal research done on campus on AA identity needs and success factorsidentity, needs, and success factors

History and Demographics• Fall 2011 Newly Enrolling Undergraduates

African American, 182

Asian American, 1385

Not

White, 1157

L ti /

Specified, 397

Latino/a, 1539

Native

Native Hawaiian/Other

Pacific Islander, 26

American, 22

History and Demographics▫ Student Population

21,107 Total Students19,387 Undergraduate Students1,720 Postbaccularate Students

American Indian0%

African American3%Two or More

Races3% Unknown

7%

Asian American26%White

26%

7%

Latino35%Native

Hawaiian0%

History and Demographics

College DistributionCollege DistributionAll University

Agriculture7%

Business Adm%

Science15%

2%

19%Letters Arts & Social

Sciences15%

Engineering24%

Environmental Design

7%

Collins College Education &

Integrative Studies6%

Collins College Hospitality

Management5%

History and Demographics

6-Year Graduation Rates6-Year Graduation Rates6 Year

Graduation Underrepresented White Male, 51.9 Graduation Rate, 52.9

Underrepresented Minority Female, 49.1

White Female, 59.1

White Male, 51.9

Underrepresented Minority Male, 42.5

African American

Asian American Male, 49.7

African American Female, 48.1

Asian American Female, 68.3

African American Male, 32.9

Latino Female, 49.5

Latino Male, 44.7

Native American Female, 0

History and DemographicsHistory and Demographics6-Year Graduation Rates

White Female, 59.1

White Male, 51.9

White Female

White Male

Asian American Female, 68.3

Asian American Male, 49.7

W te e a e, 59.

Asian American Female

Asian American Male

Latino Male, 44.7

Native American Female, 0

Latino Male

Native American Female

Native American Male

African American F l 48 1

African American Male, 32.9

Latino Female, 49.5

African American Female

African American Male

Latino Female

6 Year Graduation

Underrepresented Minority Female, 49.1

Underrepresented Minority Male, 42.5

Female, 48.1

d i

Underrepresented Minority Female

Underrepresented Minority Male

6 Year Graduation Rate, 52.9

6 Year Graduation Rate

0 10 20 30 40 50 60 70 80

Kellogg Legacy Grant MinorityKellogg Legacy Grant Minority Studies Project• In 2010 W.K. Kellogg Foundation gifted

$40 million to Cal Poly Pomona$40 million to Cal Poly Pomona

• Gift created endowment and annual campusGift created endowment and annual campus grant application opportunity

• Particular focus on reaching and serving historically underrepresented students

• Multiple campus grant proposals targeted African American and Native AmericanAfrican American and Native American populations

Composition of the Committee• Academic Affairs▫ Dr. Barbara Burke, Chemistry▫ Dr Erika Dejonghe Psychology and Sociology▫ Dr. Erika Dejonghe, Psychology and Sociology▫ Dr. Sandy Dixon, Ethnic and Women’s Studies▫ Dr. Teshia Roby, Education

D F W h P h l d S i l▫ Dr. Faye Wachs, Psychology and Sociology

• Student Affairs• Student Affairs▫ Dr. Monique Allard, Student Support and Equity Programs▫ Deborah Brandon, Admissions and Outreach

Y l d Cl l d F id Ad i i d O t h▫ Yolanda Cleveland Friday, Admissions and Outreach▫ Irvin Harrison, Native American Student Center▫ Dr. Byron Howlett, Student Life and Cultural CentersDr. Byron Howlett, Student Life and Cultural Centers▫ LaKeisha Gilford-Beard, African American Student Center

Committee Charge 1• Select two principal co-investigators, one

from each division, to be the formal liaisons with respective offices, and manage the allocated budget. g g

Committee Charge 2• Research and identify best practices for

the academic recruitment and retention for African American and Native American students.

Committee Charges 3 & 4• Establish a relationship with various professional

organizations and associations that best serve th t d t l tithese student populations

Review the demographics admissions• Review the demographics, admissions data, engagement, and academic major trends and performance success currently available for Calperformance success currently available for Cal Poly Pomona’s African American and Native American students.

Committee Charge 5 • Review the current campus culture and

seek to understand the principal academic p pprograms that service these populations, available campus support p p p ppservices, as well as student peer networks, clubs, and organizations. g

Committee Charges 6 & 7• Submit a year-one timeline to the Provost/Vice

President for Student Affairs no later than October 15, 2011.

• Written progress reports of the team will be discussed.

Committee Charge 8• Submit a final committee report of a shared view of

prioritized recommendations for campus id ti t i th it t dconsideration to improve the recruitment and

persistence of African American and Native American studentsAmerican students.

• It is understood that these are unique communitiesIt is understood that these are unique communities and while some recommendations may be effective for both groups, many may be more applicable to one group than another.

Grant Budget Allocation• One-year committee budget - $60K

• Travel• Supplies• Software and Equipmentq p• TAs/GAs• Release time• Focus group food and incentives

• AA and NA summer programs - $20K for each programeach program

Best Practice ModelsRecruiting, retaining, and persisting AA and NA students▫ Models and Programs

NIEACollege HorizonsCollege HorizonsInter-Tribal Educational Consortium

▫ Campus VisitsCampus VisitsArizona State University Florida State UniversityGeorgia State UniversityHoward UniversityN th A i U i itNorthern Arizona University

Best Practices ResearchUniversities and the university instructors MUST be• Universities and the university instructors MUST be agents for change (Quaye, 2007).

Th f MUST hift d f h t th t d t d t• The focus MUST shifted from what the students does to become engaged to what the educators do to engage the student (Quaye, 2007 & Bauman, Bustillos, Bensimon & et al., 2005).

• Narrowing the education gap and achieving equitable educational outcomes for underrepresented students is an issue of institutional responsibility and performancean issue of institutional responsibility and performance rather than a problem that is exclusively related to student accountability, motivation, and academic preparation (Bauman Bustillos Bensimon & et al 2005)preparation (Bauman, Bustillos, Bensimon & et al., 2005).

• The achievement gap will continue to widen unless campus leaders recognize that diversity and equity arecampus leaders recognize that diversity and equity are different goals requiring different strategies (Massey, 2003).

Data Collection• Data Collection ▫ Instructional Data

DemographicsAdmissions dataEngagement and academic trends

▫ Online SurveysAfrican American StudentsNative American Students

▫ Focus GroupsCurrent StudentsCommunity Constituents

What We Know So Far• Recommendations we offer at CPP will be

informed by best practices from other y pcampuses, but will be shaped by our own students and communities

• Solutions must be institutionalizedSolutions must be institutionalized

• Constituents must be included in solution• Constituents must be included in solution

Important to keep stakeholders in the loop• Important to keep stakeholders in the loop

Lessons Learned from theLessons Learned from the Working Committee

• Core group commitment

• Work assignment and responsibilities

• Release time is necessary for faculty

• Learning about each other and the communities we• Learning about each other and the communities we serve is important

Th F lt Aff i d St d t Aff i t hi• The Faculty Affairs and Student Affairs partnership is important

• University-wide support and leadership is important

Discussion• What are your challenges with recruitment

and persistence of Native American pstudents?

• What are your institutional barriers?

• What has worked on your campus?

Thank you for attending and sharing!y g gDeborah, Monique, Sandy, and Irvin

Challenges• Current Use of Self-Identity• Limited number of NA Faculty & Staffy• “Invisibility” of Students • Supportive SystemsSupportive Systems• Need for competitive scholarships • Lack of Cultural Outreach & Recruitment• Lack of Cultural Outreach & Recruitment• Affordable Housing