Creating a “No-combat Zone”: Maneuvering Institutional Change, Sustaining Program Relevance Dr. Dorothy Ward, Director, Entering Student Program, UTEP Dr. Maggy Smith, Chair, Department of English, UTEP Presentation Overview • • • • • • The University of Texas at El Paso The Entering Student Program (ESP) Creating for Sustainability Maneuvering Institutional Change Sustaining Relevance Recommendations © The University of Texas at El Paso The University of Texas at El Paso • Public, RU/H Research University (high research activity) • 70 bachelor’s degrees • 76 master’s degrees • 20 doctoral degrees • Emerging Tier One University © The University of Texas at El Paso The University of Texas at El Paso Student Profile Fall 1999 • 14,696 students Fall 2014 • 23,079 students • 12,471 undergraduates • • • • 68% Hispanic 83% from El Paso County 99% commuter 54% receive financial aid • 19,817 undergraduate • • • • • • 80% Hispanic 84% from El Paso County 97% commuter 75% receive financial aid 78% employed 53% first generation © The University of Texas at El Paso UTEP Entering Student Program Program Design/Components • UNIV 1301: Seminar in Critical Inquiry • Peer Leader Program • Learning Communities • Global Learning Communities • UNIV 2350: Interdisciplinary Technology and Society © The University of Texas at El Paso Entering Student Program (ESP) Fall 1999 • Administrative Staff Fall 2014 • Administrative Staff • Director • Administrative Assistant • • • • 2 ESP Employees 18 Peer Leaders 18 Sections of UNIV 1301 13 Learning Communities (190 students) • • • • Director Associate Director Peer Leader Manager Office Supervisor • • • • 20 ESP Employees 94 Peer Leaders 87 Sections of UNIV 1301 14 Learning Communities (317 students) • 2 Global LCs • 5 UNIV 2350 © The University of Texas at El Paso Entering Student Program Recognitions • 2003 Texas Higher Education Coordinating Board Star Award • 2006 Finalist for Examples of Excelencia • 2011 Educational Policy Institute Outstanding Retention Program Award • Highlighted in several publications • Student Success in College: Creating Conditions That Matter • Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College © The University of Texas at El Paso Creating for Sustainability and Relevance How do you create a program that will have long-term sustainability while continuing to have relevance? © The University of Texas at El Paso Creating for Sustainability • • • Review the national landscape (what works in what context)/critically examine local needs (based on student demographics, fiscal strengths, and staff/ faculty availability) Build on institutional disciplinary strengths Work for campus buy-in • • • • Form a university-wide committee to strategize program needs & structure Include all who need to be there, all who want to be, and the nay-sayers Locate program strategically in campus organizational structure (academic vs. student affairs) Review potential funding streams © The University of Texas at El Paso Creating for Sustainability (con’t) • Assess on an ongoing basis • Part of the design • Part of the program • • • For programmatic improvement For programmatic defense And for garnering programmatic support • Predict institutional responses to program changes © The University of Texas at El Paso UNIV 1301: Seminar in Critical Inquiry • 3-Hour Core Curriculum Course • Discipline-Based, Theme-Driven • Small Class Size = Hands-on Work with Students • Instructional Team ― Instructor ― Peer Leader ― Librarian ― Advisor © The University of Texas at El Paso UNIV 1301 Goals Students will • examine the roles and responsibilities crucial for success in college. • practice essential academic success skills. • build a network of faculty, staff, and peers. • assess and understand their interests, abilities, and values. • become involved in UTEP activities and utilize campus resources. © The University of Texas at El Paso Peer Leaders Support • Serve as role models for the students ― Model ideal classroom behavior ― Attend all class sessions ― Arrive to class on time • Make department referrals when appropriate • Meet with the students outside of class during the semester • Maintain 2-5 office hours per week • Serve as an intermediary between the student and the instructor © The University of Texas at El Paso Librarian Support • Partnership – Librarian & Instructor are assigned by area of expertise (theme is matched to reference area) • Contact information on syllabus • Planning meetings (guided) • Library Trainings – Online tutorials and quizzes – Library tour or scavenger hunt – Activity (or activities) in library computer lab – Follow-up assignment(s) • Lib Guides • Follow up visits © The University of Texas at El Paso Advisor Support • Assigned to course based on discipline • Contact information on syllabus • Visits class at least once to present: – Requirements of the core curriculum – Academic standing/probation/reinstatement – How to calculate GPA – Degree plan(s) – How to navigate “What If” degree plan • Available for group advising for majors © The University of Texas at El Paso Borders Textbook • • • • • Low cost Greeting from UTEP President and ESP Director History of UTEP Testimonials/success tips from UTEP students Authors from AA and SA (who teach or work with ESP) address: — academic skills, study strategies — transitional issues (family, work, time management) — financial aid — career opportunities — healthy lifestyle — campus safety • Library and other campus unit information • Locations for computer labs, study areas © The University of Texas at El Paso Maneuvering Institutional Change What happens when a change in institutional leadership is accompanied by a significant shift in philosophical assumptions about what is important? © The University of Texas at El Paso Maneuvering Institutional Change • Maintain agility and flexibility in the face of change (is that opposition?) • Accept criticism and put it to work to your advantage • Don’t be defensive; don’t go on the offensive • Look critically at your program all the time: don’t ever say “all is going well” © The University of Texas at El Paso Retention and GPA for UNIV 1301 One Year Retention (2003-13)* Two Year Retention (2003-12)* 1st Term GPA (2003-13)** n = 13,873 n = 1,558 n = 13,581 n = 1,467 n = 12,784 n = 1,315 n = 12,907 1st Year GPA (2003-13)** 2nd Year GPA (2003-2012)** n = 1,332 n = 12,665 n = 1,254 *First-time, full-time, freshmen with fall semester entry term; ** Adjusted to exclude UNIV 1301 Grade UNIV 1301 Never enrolled in UNIV 1301 UTEP Risk-Level Determinants • High School Rank • Math Placement • Anticipated Hours Spent Working • Direct Matriculation from High School © The University of Texas at El Paso 2003 - 2013 One Year 2003 – 2012 Two Year n= 3,835 UNIV 1301 and Retention* * n= 3,613 n= 399 n= 6,633 n= 733 n= 329 n= n= 3,627 329 n= n= n= n= 5,4805,480 328 328 n=n= n=n= 2,386 2,386 125 125 n= 426 n= 3,541 n= 375 n= 6,534 n= 702 n= 3,506 n= 390 UNIV 1301 Never enrolled in UNIV 1301 *First-time, full-time, freshmen with fall semester entryofterm. © The University Texas at El Paso GPA for UNIV 1301, First-Term and First-Year (2003-13) and Second-Year (2003-12)* High Medium Low Risk Risk Risk st 1 Term GPA** High Medium Low Risk Risk Risk st 1 Year GPA** n= 342 n= 376 n= n= 3,582 3,448 n= n= 610 578 n= 6,169 n= 6,460 n= 268 295 n= 3,048 n= 3,324 n= 5,198 n= 3,564 n= 534 n= 410 Never Enrolled in UNIV 1301 n= n= 732 639 n= 7,642 6,244 283 n= 425 n= 3,099 n= 4,260 n= 3,551 n= 530 n= 407 n= 723 n= 633 n= 5,181 n= n= 7,572 6,189 410 n= 275 n= 4,174 3,044 UNIV 1301 High Medium Low Risk Risk Risk nd 2 Year GPA** *First-time, full-time, freshmen with fall semester entryofterm; **ElAdjusted to exclude UNIV 1301 Grade © The University Texas at Paso UNIV 1301 End-of-Semester Feedback, 2010-2012 As a result of taking UNIV 1301, I believe that I feel an increased sense of belonging to UTEP. % Agree + Strongly Agree As a result of your UNIV 1301 experience, to what degree did your skills improve in managing time? % Some + Very Much n= 1,482 n= 976 Low Risk n= 733 n= 1,439 n= 950 Medium Risk n= 719 n= 1,447 n= 972 n= 710 High Risk UNIV 1301 helped me learn how to succeed at UTEP. % Agree + Strongly Agree Honors and Top 15% Learning Communities Created 7 learning communities designed to academically challenge and engage low risk students • Included strong research component • Provided opportunity for students to earn honors credit • Established expectation that students would work toward having a research project accepted for the Showcase © The University of Texas at El Paso Learning Community Themes • Inventing America: UNIV and RWS • Thinking Historically, Research and Writing Academically: UNIV and HIST • Social Justice and Activism: UNIV and RWS • Imagining Nations, Imagining Regions: UNIV and RWS Global Learning Community © The University of Texas at El Paso Student Comments • Research is to be willing to make connections and try something new, to take on a new perspective. • This project required my work to be at a much higher level than in high school. I had to learn how to collect and analyze information independently. Your evidence doesn’t always give you the answer you’re looking for. © The University of Texas at El Paso Sustaining Relevance How do you sustain first-year program integrity AND relevance while responding to changing institutional demands and changing student demographics? © The University of Texas at El Paso Sustaining Relevance • Critical nature of leadership: big picture/ little picture • Importance of maintaining a dynamic program • Respond to changes in institutional focus • Focus on student need • Consider programming for un(der)served student populations such as veterans, transfers, international, online, honors © The University of Texas at El Paso Global Learning Community • GLCs link UNIV 1301 with comparablythemed first-year course at another institution • Students participate in a collaborative learning experience • Interactions include shared readings and lectures, discussion forums, video conferences, and videos © The University of Texas at El Paso Global Learning Community Themes • Imagining Nations, Imagining Regions: The Making of Cultural Diversity in Australia and on the U.S.-Mexico Border: UTEP and Victoria University • Stories Across Cultures: Mobile Worlds and the Politics of Belonging Amongst Communities in Australia and the United States: UTEP and Victoria University • Exploring Racial and Ethnic Borders in American Colleges: UTEP and John Jay College of Criminal Justice • Society Through Graphic Novels: UTEP and John Jay College of Criminal Justice © The University of Texas at El Paso Why GLCs? Students gain • a deeper understanding of different regions and cultures • a more global perspective • expanded social and academic networks • a collaborative learning experience • an interest in study abroad and travel © The University of Texas at El Paso Entering Student Research and Creative Projects Showcase • Videos, Poster Sessions, Creative Projects • Instructor Nominated; Committee Selected • Intended Purpose • Challenge and engage students • Integrate students into university community • Inform El Paso and university community • Unforeseen Effect • Inspire and reinvigorate faculty © The University of Texas at El Paso Research and Creative Projects © The University of Texas at El Paso Recommendations • Engage in comprehensive, ongoing assessment (databased changes & decision making) • Create a flexible structure for serving students • Collaborate across campus for entering student success • Engage in holistic support for learning • Engage with the undergraduate curriculum in a dynamic way • Manage resources strategically (both campus-based and external resources) (based on Evenbeck, S. E., et al. (2010). Organizing for Student Success. Columbia, SC: University of South Carolina.) © The University of Texas at El Paso Recommendations • Carefully review student needs • Establish institutional support at all levels • Create solid core components that can be responsive to changing needs and change • Be responsive to criticism • Assess, assess, assess and use the assessment data to make changes • Maintain engagement with relevant professional communities © The University of Texas at El Paso Questions ? Contact information: Dr. Dorothy Ward: [email protected] Dr. Maggy Smith: [email protected] © The University of Texas at El Paso
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