doing things differently: lessons from two campuses scott e. evenbeck, ph.d. stella and charles...
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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
At: http://imaginingamerica.org/fg-item/full-participation-building-the-architecture-for-diversity-and-community-engagement-in-higher-education/
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
At: http://imaginingamerica.org/fg-item/full-participation-building-the-architecture-for-diversity-and-community-engagement-in-higher-education/
“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
At: http://imaginingamerica.org/fg-item/full-participation-building-the-architecture-for-diversity-and-community-engagement-in-higher-education/
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
Total Enrollment 493
Total Enrollment 692
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
Inaugural Commencement August 27, 2014
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