wcet addressing minority student needs

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  • 1. Addressing Minority Students Needs and Planning for Success Leslie L. Gordon, MS, RHIA University of Alaska Connie Broughton Washington State Board for Community and Technical Colleges

2. Academic Technology Facilitators

  • Student Success
  • Student Retention
  • Faculty Support
  • New Students
  • Communication
  • One Student at a Time

WCET Denver October 2009 3. Distance Delivery in Alaska WCET Denver October 2009 4. Student Success

  • Liaison between student and UA system
  • Technical Assistance
  • Material Assistance
  • Academic Assistance
  • Rural and Alaska Native populations

WCET Denver October 2009 5. Student Retention

  • Intervention
    • Attendance
    • Missing assignments
    • Poor skill level
  • Solutions
    • Troubleshooting
    • Tutors
    • Study skill review

WCET Denver October 2009 6. New Students

  • VERY early intervention activities
  • Call in center with extended hours
  • Postcards
  • Email communication
  • Getting Started
  • Program tutorials

WCET Denver October 2009 7. Faculty Support

  • Academic intervention
  • Early intervention
  • Technology issues solved by Facilitators
  • Students given tools to success
  • Faculty asked to provide names of struggling students

WCET Denver October 2009 8. Communication

  • Financial Aid
  • Registrar
  • Faculty
  • Business Office
  • Technology Center
  • Advising

WCET Denver October 2009 9. One Student at a time

  • Quality Education
  • Synchronous and Asynchronous Delivery
  • Virtual Office Hours
  • Superior student Support Services

WCET Denver October 2009 10. Questions? WCET Denver October 2009 11. Addressing Minority Student Needs and Planning for Success Enduring Legacies: A partnership in Washington State WCET November 24, 2009 12. Issues Related to Native American Higher Education

  • Low participation rates
  • Low completion rates
  • Issues related to first generation, working, low-income college students
  • Tribal communities are often located far from college campuses
  • Students who complete degrees are given responsibilities in tribal governments and enterprises.

13. Goal

  • Deliver a coordinated upper and lower division curriculum that is culturally relevant to small numbers of reservation-based students who are geographically dispersed
  • Funded by a Lumina Grant of $800,000awarded to The Evergreen State College(2005-2009)

14. The Players

  • The Evergreen State College
  • Grays Harbor College
  • 16 other community and technical colleges in Washington state
  • 8 Native American tribes in Washington
  • WashingtonOnline (WAOL)
  • Lumina Foundation

15. 16. History of Evergreens Program

  • Evergreen has offered tribal community education for over 15 years
    • A community-based, face-to-face BA degree
    • The program is thematic and cohort based
    • Evergreen begins and maintains programs only with permission of tribal organizations
    • Themes are developed collaboratively with tribal governments
    • Since 1993, the Evergreen program has educated more than 400 degree seeking students and has a BA completion rate of 76% (compared to a national completion rate of 36%).

17. 18. Grays Harbor College

  • One of 34 community and technical colleges in Washington state system
  • Offered a complete AA degree online using WAOL
  • Developed a Reservation-Based AA degree to be delivered primarily online
  • Reservations in the GHC service area
  • http://www.ghc.edu/distance/reservation/index.htm

19. 20. WashingtonOnline

  • A consortium of the 34 community and technical colleges in Washington managed by the Washington State Board for Community and Technical Colleges
  • Hosts courses for member colleges and can pool enrollments from multiple institutions
  • Students get their services from a single institution and will receive a transcript from a single institution
  • For this program the students enrolled at Grays Harbor but received instruction from 16 other colleges as well
  • http://www.waol.org

21. 22. Tribes Involved

  • Program started in Fall 2005 with three tribes:
  • Muckleshoot
  • Quinault
  • Nisqually
  • Later additions:
  • Lower Elwha Klallam
  • Makah
  • Squaxin Island
  • Shoalwater
  • Chehalis
  • Green Hill Maximum Security Facility for Incarcerated Youth

23. Successes

  • 117 students, plus 30 at Green Hill facility for incarcerated youth
  • Completion, retention and transfer to four-year programs improved
  • 14 redesigned online courses
  • 34 Native cases
  • Hybrid model adapted to a nursing program for incumbent workers in rural areas

24. The Elements of Success

  • Hybrid model (online and f-2-f experiences)
  • Wrap-around services
  • Orientations and professional development
  • Course redesign for cultural relevance
  • Active and interactive learning, including Native Cases
  • Evaluation

25. Hybrid Model

  • Most courses delivered online and shared among 34 community and technical colleges using WAOL
  • Saturday classes four times each quarter at The Evergreen State College Longhouse
  • Study leaders meet with students in their communities weekly
  • Seamless pathway from lower division to upper division

26. Wrap-Around Services

  • Dedicated staff at Grays Harbor College: The Mark Ramon factor
    • One person at GHC provides student intake, testing and registration services
    • Active in communities
  • Local Study Leaders
    • Meet with students weekly face-to-face
    • Work with instructors

27. Orientation and Professional Development

  • Orientation once a year at Evergreen
    • Students meet their online and face-to-face instructors, GHC support staff, study leaders and WAOL technical support staff
    • Upper and lower division faculty meet each other
    • Everyone becomes more aware of different cultures
      • Culture of Native Americans
      • Culture of American higher education

28. Course Redesign

  • Lumina Grant money used to pay instructors to redesign online courses
    • Improved usability
    • Made them culturally welcoming
  • Other students in state system enroll in these redesigned courses, so their impact is larger than the 117 reservation-based students

29. Native Cases

  • 34 Native Cases freely available in 20 content areas
  • Used in redesigned online courses
  • Used in Saturday program with upper and lower division students
  • http://www.evergreen.edu/tribal/cases/home.htm

30. 31. Evaluation

  • Quarterly Gleanings
    • Project Director Barbara Leigh Smith interviewed EVERYONEstudents, faculty, staffeach quarter
    • Written evaluation based on interviews
    • Quarterly meetings to discuss what was working and what needed to be changed
  • Peter Ewell, NCHEMS

32. Lessons Learned

  • Students did not move in a cohort
  • Students do find strength in being in a program with other Native students
  • Teachers must be feeders not weeders
  • Need for developmental courses in English and math was larger than anticipated and difficult to address with online delivery

33. Contacts and Links

  • Grays Harbor College
    • Mark Reisman,[email_address]
    • http://www.ghc.edu/distance/reservation
  • The Evergreen State College
    • Barbara Smith,[email_