background preloader


Facebook Twitter

"The Hard Truths of Academic Leadership" By James Martin and James E. Samels James Martin and James E. Samels look at the primary challenges met by deans, provosts, and academic leaders - and those who aspire to those positions - both early and late in their careers. Martin and Samels highlight from their recent book, The Provosts Handbook: The Role of the Chief Academic Officer and from their volume in development, The Consolidation of American Higher Education: New Reasons to Partner, Merge, or Close.

Martin, formerly a provost and now professor at Mount Ida College, and Samels, an attorney and president of The Education Alliance, a national higher education consulting firm, will also provide best practices to address these challenges. Slides of the presentation are available for download here: The webinar can be viewed by clicking the link below. $WebinarLink= Sigma Tau Delta | The Alpha Sigma Alpha chapter at YCP. Hurdle #1: Getting in the Door. Award-Winning Approaches to Retention. Our Scholars — The Posse Foundation. DSBReport. EJ877254. File49754.

Reaching out, but in which direction? – academic outreach programs – includes list of MESA USA members. PUTTING FIRST-GENERATION STUDENTS FIRST. By Dina M. Horwedel Faced with a growing population of first-generation students, many colleges are undertaking unique initiatives to recruit and retain these students. As the demographics of the United States change, it’s only natural that enrollment in the nation’s colleges and universities mirrors these shifts.

One well-reported trend is the growing Hispanic population, which is resulting in a greater number of first-generation college students. Institutions of higher education across the country are creating and revamping programs to serve these students in efforts to increase their chances of obtaining a degree. Dr. “Over the last two decades we have seen tremendous growth among Latinos in higher education,” Hurtado says, noting that her research looked at trends in access for four-year institutions from 1975-2006. Majority Minority California State University, Dominguez Hills, has a majority minority student population. Signing Up and Keeping Up Community and Connectedness Dr. College Completion Movement Helps Spur Academic Intervention Program Innovations. By Reginald Stuart BALTIMORE — When Coppin State University officials told a group of incoming freshmen they had to attend a six-week summer pre-college program before enrolling this fall, the idea of more school was the last thing on some students’ minds.

“I had no intention of going” to the mandatory orientation, says Devin McKeiver, a 21-year-old freshman. He grew up near the college, had already lined up a summer job and didn’t like the idea of having to leave home. Indeed, the Summer Academic Success Academy (SASA) was no party. “It was amazing, a good jump-start for me,” says freshman Jetta Coleman, 21, of Las Vegas.

In retrospect, says McKeiver, SASA gave him a head start on college. While Coppin State has offered summer bridge programs for years as an optional tool for students seeking a leg up, this year was the first time the administration mandated attendance for remedial students. “College is not the 13th grade,” says Dr. Investing In Success Staying the Course Related articles. A Bridge to the Community. By William J. Ford Carolina A. Hernandez arrived at Lehigh University eight years ago to help connect the school with the surrounding neighborhoods, mainly lowincome Spanish-speaking residents. As director of Lehigh’s Community Services offi ce in Bethlehem, Pa., Hernandez leads a major initiative called “Move-Out.” The 30-year-old Cuban-American says the program has generated $50,000 over the last 10 years with all the money used to support neighborhood programs sponsored by the Community Services offi ce. “We even got a 42-inch TV this year that we might sell for $25.

The Community Services offi ce does more than just donate goods to the residents of Bethlehem, which is 20 percent Latino. When Hernandez arrived at the campus about 60 miles north of Philadelphia, she immediately noticed a missing link. “When we started sending out fliers for events, they were only posted in English. “Carolina is a vital person at Lehigh,” says Dr. . © Copyright 2005 by Related articles. Multiculturalism, Universalism, and the 21st Century Academy. The following essay was adapted from the author's keynote address at for the Future of Minority Studies Summer Institute Colloquium, at Stanford University last month. Last week, Scott McLemee explored the colloquium in Intellectual Affairs. Preamble: What Keeps Chancellors Up at Night? Two years ago I attended a conference of presidents in which among the many panel discussions on American Competitiveness (“The World is Flat” ), Federal Science Funding, The Future of the Humanities, and the like, was one panel entitled: “What Keeps Presidents and Chancellors Up at Night?”

Expecting to hear a great deal about the arms race in intercollegiate athletics -- absolutely a genuine concern -- I was rather surprised to hear instead about multiculturalism and what might be called its associated “culture wars.” For not being surprised doesn’t mean we can stop talking about it. Taking Groups Seriously The Social Embedding of Individuality “Epistemic Privilege” of the Outsider. Redefining Access and Success. College and university leaders are regularly criticized for making too little information available or presenting only the data that show them in the best light. No such statement can be made about the leaders of 24 public college systems that on Thursday -- as part of a two-year-old initiative aimed at boosting college completion and closing racial and socioeconomic gaps in enrollment and graduation -- released extensive data about their performance on those fronts.

The data collected by Education Trust and the National Association of System Heads, as part of the Access to Success initiative, represent a breakthrough of sorts, in that they suggest a path to improving on the existing federal graduation rate and other data that are widely acknowledged to be inadequate (that's the polite term). The more realistic picture is not necessarily a pretty one, though. The data show that "there is a lot of work ahead for these institutions," said Haycock. Ahead of the Pack What's Next. Pipelines Into Partnerships. As we end the admissions cycle for the entering class of 2010, I have started thinking about new ways of approaching this process at the institution I lead. Several recent factors got me focused on change: the media frenzy about the increasing competition among the elite colleges for the best and brightest high school graduates; President Obama’s push for increased college/university completion rates by 2020 -- a goal that, by necessity, requires that more first generation students enter and succeed in higher education; the power of partnerships among institutions to encourage student graduation rates; the increasing contribution of non-elite institutions to college success and workforce enhancement; and a still-difficult economy that begs for us to reconsider how we spend the limited resources our higher education institutions have at their disposal.

Our primary current admissions approach -- one that is shared by many institutions -- resembles a funnel. New wine in old bottles. Unexpected First Generation Path. When it comes to enrolling, retaining and graduating first-generation college students, many people first think about community colleges and public institutions that focus on serving working-class students. While those institutions, indeed, do attract many first-generation students, some small private institutions are hoping some of these same students will consider their colleges instead.

Twenty of these small liberal arts institutions, with the help of grants from the Wal-Mart Foundation offered to members of the Council of Independent Colleges are augmenting existing programs that cater to students who either are or will be the first in their family to attend college. At grant-winning Bellarmine University in Louisville, Ky., for example, 47 percent of the students in its incoming class are first-generation college students, according to Sean Ryan, the university’s vice president for enrollment management. St. Study aims to learn why some black men succeed in college. The litany of bad news about the status of black men in higher education is by now familiar. They make up barely 4 percent of all undergraduate students, the same proportion as in 1976. They come into college less prepared than their peers for the rigors of college-level academic work. Their completion rates are the lowest of all major racial and ethnic groups in the U.S. Shaun R.

And it troubled him professionally, as well, because he believes the relentless emphasis by researchers and others on the failures of black men has helped "shape America's low expectations for black men. " Harper set out to do something about it as he built his own research agenda as a graduate student a decade ago. The answers drawn from the National Black Male College Achievement Study are anything but elemental. Beyond 'Deficit' Like so many academic research agendas, Shaun Harper's was shaped as much by personal experience as by professional curiosity and interest. 'Mr. What Follows? The Uses of January. I’m wondering if there are other productive ways of using January. Like many, my college doesn’t start the Spring semester until after Martin Luther King day. (This year, it’s actually the week after that.) And the Fall semester ends before Christmas.

The college runs a smattering of intersession classes, and the popularity of that format is growing, but it’s a small fraction of a semester’s offerings. I think there’s room for growth in intersession, and I’m happy to work on that, but I’m starting to wonder if there aren’t also other things to try. (I’ll have to stipulate here that I’m writing in the context of a community college. We don’t typically send large contingents to the MLA or AHA conferences, which I know absorb a good deal of oxygen in other places. Has anyone out there experimented with running structured (but ungraded) review sessions in January? I’m thinking particularly of courses that move in progressive sequences, like math. The devil, of course, is in the details. Learning Communities, Student Success, and Real Pizza. I spent Thursday at the “Strengthening Developmental Education” conference presented by the MDRC at Columbia University in a shockingly hot New York City. It was an odd cluster of presentations.

On the one hand, the intellectual firepower present and the quality of evidence mustered was encouraging. There was an honesty about findings, and a humility in the face of facts, that’s all too rare at academic conferences. On the other, though, that meant that many of the findings suggested that much of the student success toolkit -- learning communities, summer bridge programs, and dual enrollment, to name a few -- just won’t live up to our hopes.

A few highlights: Martha Kanter, from the Department of Higher Education, made the point that we need to align Federal funds with evidence-based reforms. Reader, I was heartened. The tone set, much of the rest of the day was about experiments at various community colleges around the country. Limiting exit points was a major theme of the day. Gaining and maintaining momentum is key to student completion (essay) Newton’s First Law of Motion states that an object at rest tends to stay at rest and an object in motion tends to stay in motion, and once in motion, that is when it develops momentum. It will tend to stay in motion unless acted upon by an external force. Elucidated by Newton in 1687, the first law of motion can also be applied to study of student completion, for like objects, students at rest tend to stay at rest and students in motion tend to stay in motion.

Once they gain momentum (that is, acquire more degree credits), they are more likely to stay in motion unless acted upon by an external force. Gaining and maintaining momentum is key to student completion. Students who progress more quickly through the curriculum are considerably more likely to complete their degrees than those who do not. This is but one reason why a number of states have begun to focus on the importance of student momentum to completion. Identifying intermediate points of attainment is one thing. More data show students unprepared for work, but what to do about it? As more students have struggled to find a place in a depressed job market and questions about the employment value of a college degree have intensified, so too has concern that new graduates are not equipped to function in the work place and are not meeting employers’ expectations.

A new survey reaffirms that quandary, but the group that commissioned it hopes the findings actually teach students something. “We’re going to go directly to students and help them understand what this gap is,” said Dan Rosensweig, president of the learning company and textbook rental giant Chegg, which runs a service connecting graduating high school students with colleges and scholarships. “We appreciate the fact that this dialogue is going on right now. We thought, however, that somebody really needed to frame what the issues really are and what is addressable, and help figure out the best way to address it.”

Even wider gaps of varying size emerge when the survey zeroes in on about a dozen different skills. Summer Bridge Helps Community College Students Pass Math and Writing. Study Suggests Summer 'Bridge' Programs Help Black and Hispanic Men Earn Better Grades. A new national study of male students who are black or Hispanic suggests that they get better grades in college if they go through college-preparatory outreach programs before their freshman year. Terrell L. Strayhorn, an assistant professor of higher education and sociology at the University of Tennessee at Knoxville, conducted the study by analyzing data on black and Hispanic males collected as part of the U.S. Education Department’s National Education Longitudinal Study.

He found that those who had gone through “bridge” programs intended to help their transition to college went on to earn higher grades than comparable students who lacked such additional college preparation. On most college campuses, the difference between the two groups was equivalent to the difference between a C+ or B- grade-point average and a solid B average, Mr. Strayhorn says. Mr.