doing things differently: lessons from two campuses scott e. evenbeck, ph.d. stella and charles...

Doing Things Differently: Lessons from Two Campuses

Scott E. Evenbeck, Ph.D.Stella and Charles Guttman Community College, CUNY

Scott E. EvenbeckPresidentStella and Charles GuttmanCommunity College

50 West 40th StreetNew York, NY 10018(646) [email protected]

AbstractGetting different results mandates doing things differently. What are some principles and practices that might foster student academic success? Brookfield urged that we become reflective practitioners. We are good at that within our disciplines and professional areas of work; we make it our business to do so. What are some principles and practices across campus that would create a culture centered on student learning and success?

Outline● Guiding Principles● Elements

> All participate> Support from the top> Collaborative/ Work done differently> Structure to do the work> Attention to everyone and to special populations> Pathways (Orientation, Bridge, Learning Communities, Academic Support, Focus on Mentors)> No separate remediation> Limited majors, city-centric curriculum, building on existing knowledge and comments, and the big picture> Learning outcomes

Some Guiding Principles

• High Expectations• Involvement• Assessment and Feedback• Collaboration• Transparency• Do the Work Differently• Celebrate our Students• Be Explicit about Learning Outcomes

Elements

All Participate

Everyone has to be part of the work.An example…

AGENDA

8:30 – 9:00 Breakfast

9:00 – 9:45 Welcome, Introductions

9:45 – 10:15 State of the College (Scott Evenbeck, President)

10:15 – 10:30 Break

10:30 – 11:30 Alumni Peer Mentor Roundtable (Discussion Facilitator, Daniel Ambrose, Director of Mentoring and Student Success

11:30 – 12:15 Clicking on Guttman

Open Mike: 3 minutes to tell a success story, offer kudos, describe a challenge

12:15 – 12:45 Group Photo

12:45 – 1:30 Box Lunch

1:30 – 2:10 Our Institutional Effectiveness Plan: Being SAGE (Elisa Hertz, Director for the Center of College Effectiveness)

2:10 – 2:30 An Overview of the Middle States Process and Timeline (Stuart Cochran, Dean of Strategic Planning)

2:30 – 3:30 Revisiting Guttman’s Preliminary Governance Plan (Introduction by Joan Lucariello, VP Academic Affairs & Provost; Discussion Facilitator:

Lynette M. Phillips, Esq., Legal Counsel)

3:30 – 4:00 Conduct & Title IX (David Jones, Associate Director of Student Conduct & Housing

Yvette Santana, University Manager of Student Conduct Central Office of Student Affairs)

4:00 – 5:00 Reception

All-College Faculty-Staff Meeting

Support from the Top

John Gardner● Support from the top● Structure to do the work

Collaborative/ Work Done Differently

You won’t get different results if you don’t do the work

differently.

CATALYST PAPERFull Participation: Building the Architecture for Diversity and Public Engagement in Higher Education

Sturm, S., Eatman, T., Saltmarsh, J., & Bush, A. (2011). Full participation: Building the architecture for diversity and public engagement in higher education (White paper). Columbia University Law School: Center for Institutional and Social Change.

Full Participation:

1. Increasing student access and success, particularly for underrepresented, first-generation, and low-income students;

2. Diversifying higher education faculties, often with separate projects for hiring, retention, and climate;

3. Promoting community, civic, or public engagement for students; and,

4. Increasing support for faculty‘s public or engaged scholarship.

At: http://imaginingamerica.org/fg-item/full-participation-building-the-architecture-for-diversity-and-community-engagement-in-higher-education/

CATALYST PAPER


Often, the kind of change occurring on campus aimed at addressing diversity, inclusion, retention, college completion, improving teaching and learning, or community engagement (Saltmarsh, Hartley, & Clayton, 2009) is associated with what Larry Cuban (1988) has described as “first-order change,” which aims to improve “the efficiency and effectiveness of what is done...to make what already exists more efficient and more effective, without disturbing the basic organizational features, [and] without substantially altering the ways in which [faculty and students] perform their roles” (p. 341). First-order changes do not address the core culture of the institution. They do not get at the institutional architecture. They do not require what Eckel, Hill, and Green (1998) refer to as changes that “alter the culture of the institution,” those which require “major shifts in an institution‘s culture – the common set of beliefs and values that creates a shared interpretation and understanding of events and actions” (p. 3).

CATALYST PAPER


“Second-order changes introduce new goals, structures, and roles that transform familiar ways of doing things into new ways of solving persistent problems” (p. 341). Second-order changes are associated with transformational change, which “(1) alters the culture of the institution by changing select underlying assumptions and institutional behaviors, processes, and products; (2) is deep and pervasive, affecting the whole institution; (3) is intentional; and (4) occurs over time” (Eckel, Hill, & Green, 1998, p. 3). Most importantly, for these efforts to be transformative, there needs to be integration of change efforts focused on cultural change: “Institution-wide patterns of perceiving, thinking, and feeling; shared understandings; collective assumptions; and common interpretive frameworks are the ingredients of this ‘invisible glue’ called institutional culture” (p. 3). An architectural approach is aimed at culture change that creates more welcoming environments that respond more fully to the needs of diverse students, faculty, and staff, allowing campuses to more fully achieve their public mission.

CATALYST PAPER


An architecture of full participation thus results from a long-term yet urgent “campaign” animated by a shared vision, guided by institutional mindfulness, and sustained by an ongoing collaboration among leaders at many levels of the institution and community. The process of building this architecture will better equip higher education institutions to make good on their stated commitments to diversity, publicly engaged scholarship, and student success. It will also cultivate vibrant and dynamic communities that build multi-generational knowledge and leadership capacity, in collaboration with communities, to revitalize communities and democratic institutions.

Instructional Team● Faculty● Advisor● Librarian● Peer Mentor

Structure to do the Work

There has to be a different way of working. Persons do different things when they come

to Campus.

Attention to Everyone and to Special Populations

Take programs to scale. First generation students don’t do options.

Pathways (Orientation, Bridge, Learning

Communities, Academic Support, Focus on Mentors

The cafeteria approach doesn’t work. Students need clear pathways.

No Separate Remediation

The data show that remediation is not effective.

Limited Majors, City-Centric Curriculum, Building on Existing Knowledge and

Commitments, and the Big Picture

There are some features of the work at Stella and Charles Guttman Community College.

They draw upon the LEAP Principles.

Learning Outcomes

PUL’s GLO’s

In the classrooms…

In the stairwells…

Principles of Undergraduate Learning (PUL)

Learning Outcomes

Stella and Charles Guttman Community College’s learning outcomes encourage students to aim high and provide them with a framework for their entire educational experience, connecting school, college, work and life. These outcomes build on Lumina Foundation’s Degree Qualifications Profile and are informed by AAC&U’s LEAP Essential Learning Outcomes. They are an inclusive framework for a contemporary liberal education, defined not as a selected set of disciplines, but as a set of knowledge and skills for all aspects of life: school, work, citizenship, and social responsibility. They are reflective of the college’s mission and values.

Students will know from the time they enter Guttman Community College that they will be expected to demonstrate progress in achieving these outcomes. Institutional learning outcomes will be addressed at the course and program level. They will be based on integrative learning in and beyond the classroom and will be assessed via students’ coursework as collected and presented in their e-portfolios

LEARNING OUTCOMES

ELEMENT

ALL PARTICIPATE

SUPPORT FROM THE TOP

COLLABORATIVE / WORK DONE DIFFERENTLY

STRUCTURE TO DO THE WORK

PATHWAYS (ORIENTATION, BRIDGE, LEARNING COMMUNITIES, ACADEMIC SUPPORT, FOCUS ON

MENTORS)

NO SEPARATE REMEDIATIONLIMITED MAJORS, CITY-CENTRIC CURRICULUM,

BUILDING ON EXISTING KNOWLEDGE AND COMMITMENTS, AND THE BIG PICTURE

ELEMENTS TO STRENGTHEN ACADEMIC ACHIEVEMENT

LEARNING OUTCOMES

Clear Pathways from High School and GED Programs to GCC

Information Sessions

Bridge

Integrated Developmental Education

Full-time Enrollment in the First Year

Learning Community

Including City Seminar and Ethnographies of Work

Integration of Curriculum with Co-Curricular Activities and Experiential

Education

Focus on Assessment and Evaluation

MARKERS OF THE MODEL

MARKERS OF THE MODEL

What are the data?

Fall 2012 Fall 2013 Fall 2014

289 278410

215

194

88

Total Enrollment 289



Enrollment Growth

Academic Characteristics At Entry

Academic Characteristics

Fall 2012 CohortN=289

Fall 2013 Cohort N=278

Fall 2014 Cohort N=410

Admissions average based on high school grades 74.8 75.2 74.7*Fully proficient in reading, writing, and math, at entry 10% 12% 15%

Not proficient in any subject, at entry 16% 17% 18%

*Preliminary data

Retention and Graduation Rates

Cohort Year

1 Yr Retention

Rate

2 Yr Graduation

Rate

2 Yr Retention

Rate

2 Yr Graduation + 2 Yr Retention

RateFall 2012 N=289 74% 28% 30% 58%

Fall 2013 N=278 70% -- -- --

• 692 students• 100% of freshmen are full-time• 90% of all students are full-time• 59% female and 41% male• 80% of FAFSA filers received Pell grants• Students from all boroughs Bronx 30%, Bklyn 24%, Queens 21%, Manhattan 20%, Staten Island 1%

• Diverse student body Hispanic 52%, African American 25%, White 16%,

Asian/Pacific Islander 7%, American Indian/Native Alaskan <1%Note: Student ethnicity is for fall 2013

Fall 2014 Student Demographics

Student Satisfaction

NOEL-LEVITZ STUDENT SATISFACTION INVENTORYSURVEY RESULTS (SPRING 2013)

Spring 2013 Results

Campus Climate

Responsive to Diverse

Populations

Safety and Security

Student Centered

Academic Advising

Campus Support Services

Concern for the Individual

Acad. Svcs.

Admiss. and Fin. Aid

Regis-tration

Service Excel-lence

GUTTMAN 5.66 5.35 5.33 5.78 6.00 5.21 5.96 5.64 5.45 5.43 5.70

CUNY Community College Average 4.87 5.12 4.85 4.90 4.85 4.76 4.77 4.92 4.77 5.01 4.91

Benchmark Scores for Guttman on CCSSE

GEORGE KUH

At: http://nsse.iub.edu/pdf/connecting_the_dots_report.pdf

Discussion

Entering Class of 2014 Begins Summer Bridge Program

Guttman Holds First All-College Faculty-Staff Meeting

CUNY’s New Chancellor Visits Guttman

Inaugural Commencement August 27, 2014

November 20, 2014Middle States Commission votes to advance Guttman to Candidacy

September 9 – 11, 2014Middle States Team Visit

Guttman Hosts Citizenship Now!

College Celebrates Chartering and Induction of Students into Honor Society

‘Express Yourself’ Fashion Brings Style to Guttman

Guttman Student Wins CUNY’s 2014 Intramural Chess Championships

Guttman Peer Mentors Attend National Mentoring Symposium

Guttman’s Global Ambassadors Take Off for Germany

Austin Ochoa is Newest West Side Community Board Member

Pilot Program Brings Working Artists to the Classroom

College Hosts Advisory and Research Council Meeting

doing things differently: lessons from two campuses scott e. evenbeck, ph.d. stella and charles...

Documents

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