The sessions below will start at 9:00 A.M. & will be repeated at 10:15 A.M.
Tia Brown-McNair, Vice President of Office of Diversity, Equity, and Student Success – Association of American Colleges & Universities
Doubling CSU’s four-year graduation rates while eliminating the equity gap between key student demographic groups will require higher levels of innovation and intentionality by design. This session will focus on campus-based models for better serving diverse students and proven strategies for implementing promising programs that are improving defined student success outcomes. Through a discussion of AACU’s publication, Investing in Quality, participants will identify questions and define steps in the strategic planning process that will inform future decision-making.
John J. Hetts, Ph.D., Senior Director of Data Science – Educational Results Partnership
Craig Hayward, Ph.D., Senior Consulting Researcher – RP Group
More accurate placement of students can improve completion rates for gateway college-level courses in mathematics and English while maintaining success rates. Existing research demonstrates that an overreliance on standardized tests in assessment and placement meaningfully underestimates student capacity to do college level work, often severely underplacing students in developmental education with significant impacts on student’s likelihood of completing meaningful educational outcomes. Drawing on research from the Multiple Measures Assessment Project (MMAP), individual colleges, and other regional and national work in community college and public four year colleges and universities, the workshop will:
Jo Arney, Program Director for Re-Imagining the First Year – American Association of State Colleges and Universities
Drawing upon lessons from the Re-Imagining the First Year (RFY) initiative at the American Association of State Colleges and Universities (AASCU), this workshop will focus on how to design and evaluate student success projects. Multiple lenses come to bear in the definition and measurement of student success and the lenses can’t all be looked through at once. Workshop participants will be asked to think about how to use data informed decision making to implement strategies at the right time, in the right amount, and to the right students. Examples from the RFY schools will be explored.
Megan Chase, Research and Policy Specialist – Center for Urban Education, Rossier School of Education, University of Southern California
In this workshop, higher education leaders will be introduced to how to assess policy from an equity-minded perspective. Using results from a multi-state examination of policy creation and implementation, the Center for Urban Education presents tips on how to create and implement equitable policy. This includes using a tool that can help practitioners determine if already existing policy is written in a manner that supports current equity efforts or, in contrast, could serve to disproportionately impact the success of students of color.
Ming-Tung “Mike” Lee, Vice President for Administration and Chief Financial Officer – CSU SacramentoBerenecea Johnson-Eanes, Vice President for Student Affairs – CSU Fullerton
Data and analytics play a pivotal role in improving graduation rates and eliminating achievement gaps. However, in order to succeed, campus wide cultural change is needed that engages students, faculty, and staff across all divisions. This session will highlight the ways in which data and analytics are key elements of the eco-system and how a “can-do” cultural change and teamwork can advance the Graduation Initiative 2015 goals and beyond.
Erik Wasinger, Faculty, Chemistry & Biochemistry – CSU ChicoCherie Inchinose, Associate Professor, Mathematics – CSU FullertonFrank Lamas, Vice President for Student Affairs and Enrollment Management – CSU Fresno
This workshop highlights pedagogical strategies shown to decrease the number of repeatable course grades. Curriculum redesign has emerged as a centerpiece of recent systemwide efforts to eliminate the problem of low student success in some high enrollment courses. These redesign efforts have resulted in a variety of proven models and methods for academic success. In some cases, technology has provided faculty with tools to better leverage student interaction and engagement with the course content. In other cases, pedagogical strategies such as Supplemental Instruction and the implementation of a flipped classroom has also led to increased academic student achievement.
Amelia Parnell, Vice President for Research and Policy, NASPA
Recent research suggests that completion grants and other one-time types of monetary aid can be an effective strategy for retaining students and helping them finish college. Although such efforts have often worked well for small cohorts of students, some institutions are having difficulty scaling the use of these grants and measuring the impact of their investment on student success.
This session will provide examples of strong practice in delivering small grants as well as key questions that senior leaders can ask to determine where improvements are needed. The session will also address the importance of communicating appropriately with students; safeguarding students’ information; and maintaining cross-functional and collaborative relationships across the institution.