By
Dr. Carolyn D. W. Princes, Director
The African American Cultural
Center/Project ROCS
Indiana University of Pennsylvania
Tuesday, July 10, 2007
A Presentation at the
20th International Conference
On the First Year Experience
Hawaii’s Big Island, Hawaii
Hilton Waikoloa Village Hotel
July 9-12 2007
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Project ROCS – Retaining Our College Students
A Model for Facilitating College Students’ Persistence
Outline
1.
Introduction
2.
Background Information
3.
The University
4.
The American Cultural Center (AACC)
a.
Components of the AACC
b.
Mission, Goals, Objectives, Outcomes
c.
Philosophies
5.
The Birth of Project ROCS
6.
Project ROCS
a.
Some Important ROCS Data
b.
Unique Features
c.
Project Design
d.
Methodology
e.
Evaluations
f.
Outcomes
7.
Concluding Remarks
8.
Questions, Answers, Discussions
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Project ROCS – Retaining Our College Students
A Model for Facilitating Student’s Success
Introduction
Issues of diversity and retaining and graduating students have been longstanding
concerns in higher education. However, understanding the overall importance and impact
of the “first year experience” (FYE) along with exploring ways of how to improve on the
FYE for students have perhaps received greater attention in the past several decades. This
appears to be rightly so, given the rapid advancements in technologies that seem to be
making our world smaller along with the rampant demographic changes that are affecting
not only how we operate, but also how we look at things. Thus, Higher education is now
placed in a more egregious position. Post Secondary Education Opportunity in their
February 2007 issue warned, that “in a ‘Global Human Capital Economy’ where success
is built on higher education, “there is a clear and compelling cause for profound
concern,” (p.2) for the future is affected by “the creativity and productivity of its
workforce, and the workforce is created through higher education” (p. 9).
While this presentation will discuss components, dynamics, and outcomes of a
first year experience program at Indiana University of Pennsylvania (IUP), it must be
noted that the focus is driven primarily by certain social or political phenomena that is
happening or has been happening in the United States. However, with its
accomplishments, successes, concern for human development and design, the program
may have a wider impact than originally conceived.
Background Information
On looking at certain social and political phenomena across the world, ones find
that in the United States along, there is an expectation that in less than two decades,
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minorities or people of color will represent nearly 41 percent of the U.S. population and
some 50 percent of those entering the workforce (Cornerstone of Excellence, PASSHE).
Scholarly research further suggests that about “40% of the undergraduate population is
from low-income backgrounds and that “half of these students are [minorities] or people
of color (ACE: The Presidency, fall 2005, p.35). Additionally, local and national
statistical data still present a dismal picture regarding the persistence and graduation rates
of African American and other minority or students or color (handout – national/IUP
persistence data).
To effectively deal with these issues, I propose that, first and foremost, we must
more rigorously acknowledge that, for the most part, while there may be similarities with
the predominant population, minorities and people of color often possess different or
unique values, learning styles, cultural backgrounds, and in many cases, educational and
life experiences then the predominant population. Therefore, if success of a nation is built
on higher education, higher education’s success rests on the adequate education of its
entire student population. Moreover, perhaps we can learn to help all students with
greater or more focused attention on educating those students that are not only making up
a larger percentage of the college population today, but also, are more reflective of the
future. As Postsecondary Education Opportunity (2007) stated, “the large and growing
problems of the low-income population in education are a clear warning about our
future” (p.2).
Like research also suggests, the first year of college is critical to both students’
persistence and their overall college success and graduation; attending to their unique
needs during this time should have an overall positive impact for higher education in
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general. Programs as Project ROCS that help first-year students and various
subpopulations as African American or other minority or students of color may well be
models that will help higher education deal with larger issues that confront them,
including issues like diversity of populations, workforce and staff development, course
offerings and so on. Project ROCS- Retaining Our College Student at Indiana University
of Pennsylvania appears to be reflective of this assertion and has experienced relative
success since its implementation in fall 2001.
The University
Indiana University of Indiana (IUP) was founded in 1875 and is one of 14, public,
4-year, comprehensive universities in the Pennsylvania State System of Higher
Education. It is located about one and one – half hours east pf Pittsburgh, PA in a
mountainous region of Western, PA called Indiana, Pennsylvania, which has a population
of approximately “14,900.” The university itself has about 14,248 students, 761 full and
part-time staff members, 200 administrators, 93 undergraduate and 45 graduate degree
programs, several institutes, satellite sites, and two branch campuses. Minority students,
coming from a U.S. population that reached a 300 million mark in October 2006 and is
made up of approximately 74.7% White Americans; 17% African Americans, Asian
Americans, American Indians, and Native Americans, and 7.9% multi-racial or persons of
unknown/undeclared backgrounds, now reflect about 10% of IUP student population.
African American students are currently the largest group of students of color on campus
followed by Latino and Asians students, Non-Resident Aliens, and American Indians (see
handouts).
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The University has a number of support programs to assist students throughout
their college experiences. Besides the traditional Student Affairs Offices as advising and
testing, career services, financial aid, a learning center that is now part of a larger
department - Developmental Studies, and over 200 student organizations, including a
number of which that reflect the growing diversity of the university. The university also
has an African American Cultural Center whose role has evolved since its inception in the
mid-70s, but remains an entity that assist the university in meetings its diversity mission.
The African American Cultural Center (AACC)
Originally designed to facilitate the success, achievement and satisfaction of
African American students, the center has maintained this focus but has grown to be a
major educational facility at the university. It currently provides a Mecca of cultural,
educational, social and recreational programs and services relating especially to the
history and culture of African Americans and people of African descent. While it is also
dedicated to enhancing multicultural awareness and racial/cultural sensitivity and
differences and the fostering, preserving, and promoting of African American history and
culture, achievements, contributions and development, the Center’s primary goal is to
help enrich African American and ethnic awareness for members of the university at
large; foster racial consciousness; promote an appreciation for a diverse population as
well as a positive campus climate and sensitivity to differences; and help foster minority
student development and success. Through educational, cultural and social activities and
the provision of a facility for informal exchanges, the center thus strives to promote
growth, development and interaction among students, faculty, staff and the larger
community while also demonstrating cultural differences and the promoting of their
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understanding and appreciation. Its goals and objectives attempt to reflect its mission
(handouts) and its major components range from academic support areas to educational
and cultural enrichment programming, minority student development and general
operational areas (handout). It routinely invites co-sponsorships, collaborations, and
community involvement and participation.
Theoretically, the Center rests on the assumption that there are several stages to
multicultural development and that it is lack of contact that promotes stereotypes and
prejudice. To this ends, the Center attempts to create a “home away from home”
environment for students and utilizes a definition of multiculturalism that it believes can
better help in guiding its offering and programs and services.
The Center has undergone several names changes and physical locations, and
during summer 2007, it will finally move into a more permanent and viable location and
will co-habitats with several offices that reflect the major diversity areas of the university
– the office of Social Diversity and Civic Engagement and the office of International
Affairs (handout - AACC brochure). Throughout its existence, the Center has also
experienced relatively success (handout – AACC student learning outcomes), offering an
average of 100 – 124 programs annually that reaches approximately 11,734 persons
(duplicated). In a March 2006 evaluation survey, 100% of the respondents indicated that
“it is important for IUP to have an AACC,” and on a 5-point, likert-type scale, where 1 is
the lowest possible score and 5 is the highest possible score, respondents reported a mean
satisfaction level with the Center of 4.22. In addition to personal characteristics of the
staff and a number of other variables, it is believed that part of Project ROCS’ success is
due to its tie to the African American Cultural Center (AACC).
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The Birth of Project ROCS
After being at IUP for nearly 10 years as director of the AACC and several latter
years of discussions and informal rap sessions with various students and student leaders
associated with IUP African American Cultural Center about a slew of social, educational
and political issues, particularly those involving the achievement, retention and
graduation rates and satisfaction levels of African American students as well as those of
all students in general and at IUP, it became clear that African American students needed
something more than what was being offered, and perhaps needed something from a
different perspective to help the students realize success and satisfaction. This seemed
especially warranted since the university already had a number of support programs that
were available to assist the students.
In addition to a number of dismals problems regarding the retention, persistence
and graduation rates of students of color and their overall needs (review Student
Problems/Needs); further consideration was given to how crucial the freshman year is to
students. Together with the realization of what related research says about student’s
persistence rates, - for example, that “more than one fourth (25%) of students who enter
4-year colleges and nearly one-half of all who enter 2-year colleges do not return for their
second year,” and about minority students’ graduation rates - that only “18% of African
Americans and 9% of Hispanic students actually persist to earn a bachelor’s degree,” my
assertions assumed greater importance. More importantly, my assertion takes on even
more meaning when some other related social statistics are considered. This includes
prevailing research that indicates that “only 19% of low-income students complete a
bachelor degree as opposed to 40% of students from middle income backgrounds;”
9
reveals depressing statistics about who comprises the greatest number of low income
students; and indicates a positive correlation between the relationship between
educational attainment, life earnings, and an educated workforce to societal development.
Thus, during fall and spring 2000-01, I wrote and was granted a State Social Equity Grant
to implement Project ROCS.
Project ROCS-Retaining Our College Students
Project ROCS was first implemented at IUP in fall 2001. Since then, the grant has
been re-awarded annually and, in 2004-05, the Project received a $90,000 grant from the
University Performance Enhancement Funds, whose funds were distributed over a 3years period – from 2004-2007. For the current upcoming year, 2007-08, the university
has also allocated funds to hire a full-time professional assistant of the African American
Cultural Center (AACC), whose primary responsibilities will be toward Project ROCS.
Last Friday, July 6, 2007, several of us met with the Urban League of Greater
Pittsburgh to discuss a linkage program with them. On defining Project ROCS to the
representatives of the Urban League, they emphatically stated that, as part of the
proposed linkage, they would like for their students to be required to participate in
Project ROCS should they decide to attend IUP. Additionally, beginning with fall 2007,
portion of Project ROCS will be extended to one of the university’s branch campuses.
Project ROCS’ success or importance was further validated openly by the University
President in fall 2006 at his annual Opening Address to the university community.
At this time, the President reported that the second year persistence rates for
African American students as of fall 2006 was approximately 82%, which he attributed
most of which to Project ROCS. The president further noted that this rate that was up
10
from a previous level of approximately 60%. However it must be noted that, the rate of
82% was up considerably from the fall 2000 level, that is, the fall semester prior to the
start of Project ROCS, of approximately 58.4%. I propose that part of Project ROCS’
success is due to the uniqueness of its design. It is culturally driven, theoretically based,
tied to the AACC, focuses on the unique cultural backgrounds and learning styles of its
participants, and utilizes a holistic, collaborative and comprehensive approach..
In sum, Project ROCS is a comprehensive retention initiative of the African
American Cultural Center at Indiana University of Pennsylvania that focuses more on the
participants own unique cultural backgrounds and learning styles. Being theoretically
based, culturally driven and utilizing a holistic, collaborative approach, it provides
entering, first-time students, primarily African American, Hispanic, and minority scholars
(Board of Governor or BOG students) with a wide array of educational, cultural, social,
and academic services that are designed to help facilitate participants’ college adjustment,
integration, and involvement, persistence to the second year, and ultimately, college
graduation.
Collaborating with several university offices (e.g., Advising and Testing,
Developmental Studies, Career Services, etc.), among others, the project’s students are
paired with academically successful upperclassmen that serve as peer outreach assistants
(peer mentors) who have some very specific and concrete responsibilities and duties.
Through varied and deliberate efforts, including one-on-one, individual, personal
attention and culturally enriching activities, the Project helps to achieve several
precursors that are known to be documented necessities to students’ success, particularly
for African American and other minority or students of color regardless of their socio-
11
economic and educational backgrounds. As well, the Project’s programs and activities
aim to help reduce “cultural dissonance” and to make learning “real and immediate” so
that the students will have a greater chance of integrating into the college environment
and experience college success.
Some Important Project ROCS Data (handouts)
1. Began Fall 2001; originally, primarily State funded, now State and university
funded
2. Student Problems/Needs (overhead-copy attached)
3. ROCS Goals and Objectives (see brochure)
4. Students Targeted: entering African American and Hispanic freshmen and
minority scholars (BOG students).
5. Students’ Educational Background: Majors/SAT scores - ROCS vs. Non-ROCS
(handouts/overheads)
6. Outcomes (handouts/overheads)
a.
Student GPA’s Higher
b.
Persistence to Second Year Higher
c.
Positive Student Satisfaction Levels
d.
Positive Student Learning Outcomes
e.
What Students Say
ROCS Unique Features (handout)
1.
Holistic Approach/Culturally Driven
2.
Individual, Personal, One-to-One Attention
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3.
Interactive Interventions
4.
Regular Office Contacts
5.
Formal/Informal Environment
6.
Personal Caseload Advisor
7.
Students Assigned Mentors – Only Successful Upperclassmen
8.
Opportunity to Participate in an Early Arrival Program - CUSP (handout)
9.
Opportunity to receive 1-graduation credit in only one week.
10.
Receive unconditional mid-term progress reports.
11.
Component of and tied closely to IUP African American Cultural Center.
12.
Offers an array of cultural enrichment activities at little or no cost.
13.
Opportunities to interact with faculty inside and outside of the classroom.
14.
Large number of faculty volunteers.
15.
AACC Association Boosters Club Membership.
16.
Opportunities for members in program’s Circle of Scholars and Hall of Fame.
17.
Outcomes of students who fully participate have been found to be very
favorable.
Project Design – How Are We Set Up (handouts)
1.
Who Do We Serve?
2.
Targets entering African American and Hispanic freshmen and minority scholars
(BOG students).
a.
Attempts to exclude students in other university support programs
(e.g., Honors College, Developmental Studies, etc.)
b.
Some overlap does exists
13
c.
Minority Scholars (BOG students) required to enroll
d.
Number of Students Varies – 89 in 2005-06; 97 in 2006-07.
e.
Demographic Profile of Students
3.
Goals and Objectives (see brochure)
4.
Staffing
5.
a.
Caseload Advisors: Graduate Students
b.
Peer Outreach Assistants (Undergraduate Peer Mentors)
c.
Volunteer Peer Mentors (minority scholars)
d.
Faculty/Administrator Volunteers
e.
Staff Requirements
Program Components (see handout/brochure)
a.
Required courses: (DVST 150) Introduction to Higher Education,
(DVST 160), Learning Strategies, (DVST 170) Career Exploration
b.
Early Arrival Opportunity – CUSP Course (see brochure)
c.
Limited Sponsorships to CUSP
d.
Curriculum Databank
e.
Study Groups
f.
Needs Assessments
g.
Bi-Weekly Contacts/Academic Monitoring
h.
Mid-term Progress Reviews
i.
Cultural Enrichment Activities
j.
College Empowerment/Personal Development Workshops
k.
Faculty/Student Interactions/Receptions
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l.
Priority Consideration for AACC Programs and Services
m.
Training/Evaluations
n.
Reward/Recognition Program
6.
Program/Staff Pledges/Confidentiality
7.
Project Brochure
Methodology – How Do We Achieve What We Do
1.
University Collaborations
-Advising and Testing
-Developmental Studies
-Career Services
-Frederick Douglass Institute
-Other
2.
Participants’ Enrollment, Identification, Selection
3.
Fall/Summer Orientations Participation
4.
Application/Intake (handouts)
5.
Students Receive Fall Welcome Packages
6.
Participants’ Requirements (see handout/brochure)
a.
Needs Assessments
b.
Study Groups
c.
Educational/College Empowerment Workshops
d.
Cultural Enrichment/Personal Development Activities
e.
Volunteer Community Service
f.
Mandatory Meetings
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7.
Staff Selection, Requirements, Training
9.
Weekly Staff Meetings
10.
Reward/Recognition Activities
a.
Certificate of Participation
b.
Circle of Scholars
c.
Hall of Fame
d.
Special Awards
11.
Project Reports
12.
Evaluations
a. Qualitative and Quantitative
b. Program Evaluations
c. Participant Evaluations
d. Mentor/Staff Evaluations
Outcomes
1.
Enrollment (handout – Demographic Profiles of Participants 2001 – 2007)
Participants currently represent most major ethnicities with the largest and
average ethnicity being African American and Hispanic students. Enrollment
is voluntary except minority scholars who represent about 30% of the
population are required to be in the program. Further, all eligible participants
are assumed to be in the program until they tell us otherwise or do not
complete the application and an intake interview.
In addition to presentations by the program about the Project to all
entering freshmen at Orientation seminars, all eligible students receive letter
16
and packet of information from me during summer and are asked to complete
the application and return by a given date. Those who chose not to enroll are
considered limited participation or Non-ROCS students. In 2006-2007, the
Project served 97 students, of which 79 were considered ROCS students and
18 were considered Non-ROCS students or Limited Participation students.
Enrolled participants continue to receive notices about program activity and
services throughout their college career; thus they remain on the Project’s
books until they graduate unless they say otherwise.
2.
Participants’ Educational Background 2001-2006 (handout)
In reviewing the SAT data of program participants, 2001-2006, it has been
found the scores of ROCS and Non-ROCS students are very similar. The
average combined scores for ROCS students has been found to be about 922
and ranged from 822 in 2001-02 to 897 in 2006-07. For non-ROCS students,
the averaged combined score is approximately 910 and ranged from 782 in
2001-02 to 907 in 2006-07, the latter of which being slightly higher for the
non-ROCS student the ROCS students.
3.
Overall Event Data/Student Contacts 2001-2007 (handout – Overall
Event Data 2001 – 2007)
Most programs and events of the African American Cultural Center
(AACC) are made available to Project participants. In total, approximately
28,759 contacts (duplicated) have been provided participants 2001- 2007,
yielding an average of 4,793 contacts annually. This data represent an
averaged of about 43 program-specific events yearly that yielded an averaged
attendance of approximately 615 persons and about 13 students per event.
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Further, the program averaged about 91 participants (duplicated) at events, for
an average of 698 contacts (duplicated) that reflect approximately 52 contacts
(averaged) per student. In 2006 -2007, the program offered 28 events that
were attended by 719 persons (duplicated) for an average of 26 participants
per event. In total, 192 participants (duplicated) received 10,985 contacts, for
an average of 1,569 contacts at approximately 57 contacts per student in 200608.
4.
Summary of Participants’ GPAs 2001-2007 (handout)
The overall GPAs of participants have been almost consistently higher
than that of a comparable group of non-ROCS students. While the overall
GPAs have ranged from 1.98 in spring 2002 to 2.45 in spring 2007, the
average GPA of participants has been about 2.33. This compared most
favorably to similar non-ROCS participants who GPA’s ranged from 1.86 in
spring 2002 to 1.76 in spring 2007, but represents an average of only 2.06.
This data reflects statistics for an average of approximately 65 students
annually during the spring of each year since 2001 – 2007.
5.
Summary of Participants’ Academic Status 2001 – 2007 (handout)
Almost consistently, significantly more Project participants have
concluded the year in good academic standing than that of non-project
participants. In fact, approximately 69% of the ROCS students ended the year
in good academic standing as opposed to approximately 35% for similar nonROCS participants. Similar statistics exist in regards to the students who
ended the year on academic probation, who withdrew or were dismissed from
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the university. For example, since inception, an average of approximately 8%
of the ROCS student concluded the year on academic probation as compared
to about 6% of the non-ROCS students; approximately 5% withdraw from the
university in comparison to 7% for Non-ROCS students; and about 19% of the
ROCS students were dismissed for academic reasons as compared to 24% for
non-ROCS students.
In 2006 – 2007, the academic status data was as follows for ROCS
students: 70% in good standing, 10% on probation, 3% who withdrew, and
18% who were dismissed. For the non-ROCS students, these statistics were:
33% in good standing, none on probation, 17% who withdrew from the
university and 50% who were dismissed.
6.
Summary of Participants’ Retention Rates Fall 2001 – Spring 2007
(handout)
The second year persistence rate of Project ROCS participants has
averaged approximately 79% since inception, having ranged from 65% in
2001-02 to 95% in 2006-07. For a similar group of non-ROCS participants,
the second year persistence rate has averaged about 65% and ranged from
63% in 2001-2002 to approximately 83% in 2006-2007. It must be noted
however, that since 2004-2005, the project provided services to all eligible
students but the services were limited due primarily to the fact that the
students choose not to enroll the program. Furthermore, most of the students
who enrolled in the program were enrolled by mid-term of the fall semester,
and final data for 2006-2007 is not yet available.
7.
Participants’ Graduation Rates
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Preliminary outcome data on the participants’ overall graduation rates also
appear to be better for Project ROCS students than comparable non-Project
ROCS students. For example, the 5-year graduation rates for students from
2001 – 2002 and 2002 -2003 have shown to be approximately 27% and 41%,
respectively for ROCS students and 28% and 31%, respectively for nonROCS students. For 2003-04, the 4-year graduation rates for ROCS students
have been found to be 35% as compared to 21% for non-ROCS students; that
is, for similar students who chose not to enroll in the program (review
overhead)
8.
Program Evaluation Data
a. Students’ Learning Outcomes (see handout)
Reported student learning outcome data has been relatively positive as
well. Of eleven factors evaluated on an evaluation survey, in descending
order, the results showed that students feel that the Project provides them
with a warm, welcoming and caring environment; helps with their
integration to college life and in establishing a network of learners, with
focusing on academic excellence and their adjustment to college life, with
meeting with or on contacting a faculty member; inspires them to meet
with faculty members; assists them with establishing a sense of
community at IUP, and helps to enhance their self-concept. With 5 being
the highest possible score and 1 being the lowest, the mean scores on a
five-point likert type scale for these variables, respectively ranged from
4.5 (high) to 3.67.
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b. Students’ Satisfaction Levels with Project (handout)
Student satisfaction data includes participants’ evaluation of the Project
Staff; whether they would like to see the project continue; whether they
view the Project as beneficial and helpful to students; their overall
satisfaction with the program and its services; and their overall feel about
the program. On a five-point likert type scale, (1 being the lowest possible
score and 5 the highest), the mean scores have revealed average scores of
over 4.0.
c. What the Students Say About the Project (handout)
While students have reported things they dislike about the program, such
as requiring them to participant in weekly study groups, volunteering,
mandatory meetings, there were few if any consistencies across the
respondents. On the other hand, several common open-ended comments
are received from the students as to what they like most about the program
and as expected, they have been very positive. For example, students
report that “the faculty and staff are very comforting and helpful when it
came to their grades;” Project ROCS exposed them to many places and
people they could utilize to help them during their college career;” “A
large part of the staff is students; as incoming freshmen, it is a better
experience for them rather than from faculty;” there many activities that
are given and how helpful the mentors are;” they like the “cultural
enrichment activities and workshops,” “the mid-term progress reports –
they help to keep you on focus,” and “the trips and …receptions with
21
food; “the staff is very friendly and always willing to help;” and “ROCS
faculty is always there to give assistance and they never treat us like
children – but instead, they encourage us to perform like mature adults.”
d. Testimonials – Sample Input from Faculty/Parents
Unsolicited feedback from faculty and parents are also received. For
example, in responding to the request for mid-term progress reports on
students, one faculty wrote as a side note: “As a group, your students are
doing better than the rest in class! Yea!” (See handout). In another
instance involving an unsolicited letter from a parent (see handout), the
parent stated that:
“After reviewing the materials you sent to us, we concluded that
this would be a great program for our child’s college success. If
this type of program had been available to me as a first generation,
minority college student, I believe strongly that I would have
graduated from the University of Maryland College Park where I
was accepted with a Senatorial Scholarship. Had I been enrolled in
such a program as Project ROCS, I believe strongly that my
college career would have taken a different turn and my career
choices would have been much different.”
Concluding Remarks
In the United States as of 1973, “individuals with the most education are
prospering while those with the least education are suffering” (Postsecondary Education
22
Opportunity, February, 2007, p. 7). As T. Friedman offered, “the earth became flat for all
American workers as of 2000; not just those in blue collar jobs began competing with
well-educated workers from around the world for the best paying jobs” (Ibid.).
Moreover, it has been documented that “students from lower income families tend
to perform relatively poorer than students from more affluent families on measures of
educational performance (e.g., high school graduation rates, college continuation rates,
bachelor degree completion rates, and bachelor degree attainment” (Ibid.). Not only do
“the students tend to perform relatively poorly on college admission tests like the ACT
and SAT” (Ibid.), as indicated at the outset of this presentation, we must also agree that,
“the future of the United States in this globally competitive Human Capital Economy is
determined [both] by the creativity and productivity of its workforce” (Ibid., p. 9) and a
higher educated populous.
Rationally, in a society of increasing globally changes and technological
advances, this assertion would have to hold true for the world over. Learning styles,
educational and cultural backgrounds, and a number of issues for students entering
colleges and university play an important role as to whether folks persist and for that
matter, enter higher education and perform at a satisfactory level.
The first year is a most critical year and the retention, persistence and graduation
of the students are crucial factors and we must do whatever we can to assist students to
overcome the obstacles of the first year and beyond. However, perhaps what’s more
importance is the quality of assistance students received during that first year and
afterwards while maintaining a focus on such important variables.
23
The Project ROCS – Retaining Our College Students program at Indiana
University of Pennsylvania attempts to encompass these assertions, focusing more on the
unique cultural and educational backgrounds and learning styles of a growing population
of students who not only seem to require more culturally specific assistance to help them
witness higher education success, but also reflect our future. With this focus, the program
appears to be successful with the students who participate and therefore, this presentation
offers it as a model to assist similar students worldwide.
As one consider the program or characteristics of it for implementation in his/her
own unique situation, one must be reminded of several points regarding cross cultural
differences (see handout) and note seven principles of good practice in undergraduate
education (see handout). Project ROCS is a one of many models that intentional aim to
assist students in the first year, with some follow-up services throughout their college
career, especially with having incorporation into a major, closely related university
facility – IUP African American Cultural Center . The significant key to all of this is to
establish a new paradigm for assisting students, looking more perhaps to characteristics
of the growing population that encompass higher education and noting their unique
needs, desired along with a slew of contemporary issues.
Questions, Answers, Discussions
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Minority Student Problems/Needs
1.
Minority students, particularly African American students’ retention and
graduation rates as well as their college experience and satisfaction levels are still
relatively dismal (handouts –IUP/ national persistence graduation data).
2.
Many factors, including socio-economic and educational achievements or
underachievement of African American and other minority students could account
for disparities in their college achievements (e.g., see Brown, 1986, 1993,
Braxton, 2000, Bankole 2000, Stage and Manning, 1992, Woolbright 1989),
3.
Educational systems based basically on a dominant culture that runs counter to the
culture, history, socio-economic and learning, cognitive ad lifestyles of most
African American and minority students.
4.
Issues of separation, transition and incorporation (Tinto handout).
5.
Feelings of alienation, loneliness, helplessness, disconnect to the past, confusion,
discomfort, lack of a sense of belonging and establishment of a positive, trusting
relationships with faculty and administrators (Flemings, 1984).
6.
Such factors negatively affect students’ motivation and interest in learning, selfesteem, self-confidence, institutional ownership, and ability o successfully
negotiate the institutional environments so that they can be successful.
7.
Affected by certain non-cognitive variables (handout Sedlacek, 1984).
8.
“An African American us at once an individual and a member of a unique racial
and cultural group. No other ethnic groups’ experiences precisely parallel those
of Black Americans and indeed, to focus on color without reference to history and
culture is a scientific error” (Cheatham, 1995).
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9.
But like all students, African American and other minority students need:
a.
Academic and support services that are coherently linked across curricula,
departments, and organizations.
b.
Those that provide them with “clear and consistent information about
institutional requirements”(Fleming, 1984, p.5)
c.
Deliberate efforts like tutoring, advising and counseling, financial aid,
career development, and meaningful relationships with faculty members
d.
To understand the road map to completion and to know how to use it to
decide upon and achieve personal goals” (Tinto, 1999).
10.
Need opportunities for experiences that promote qualitative as well as quantitative
learning.
11.
Need opportunities for developing cultural and ethnic identity in a comprehensive
and cohesive fashion while having more one-to one contacts with university
officials to help them:
a. Acquire the appropriate study and social skills.
b. Become better integrated into the campus environment.
12.
Need the fostering of culturally specific and more sensitive, active learningcritical to students’ success.
13.
Need support systems that focus more on their own particular cultural/historical,
social, and educational needs.
14.
Need comprehensive and intensive systems that provide more intense, individual
attention and efforts of helping them to better negotiate the systems and integrate
into the college environment across disciplines.
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National Persistence/Graduation Data 1981 – 2004*
1981
2004
86.4%
6.5%
2.3%
2.0%
0.4%
73.3%
9.4%
6.8%
6.6%
0.8%
Natives
Non Resident Aliens
7.5%
13.4%
Masters’ Degrees
White
Black
Hispanic
Asians
American Indian
Non-Resident Aliens
82%
5.8%
2.2%
2.1%
0.4%
7.5%
66.2%
9.1%
5.3%
5.5%
0.6%
13.4%
Bachelor Degrees
White, Non-Hispanics
Blacks
Hispanics
Asians or Pacific Islanders
American Indians/Alaskan
Doctoral Degrees
White
78.9%
58.3%
Black
3.9%
6.0%
Hispanic
1.4%
3.4%
Asians
2.7%
5.4%
Am. Indians
0.4%
0.4%
Non-Resident Aliens
12.6%
25.4%
*Source: U.S. National Center for Education Statistics, Digest of Education Statistics, annual, (7/3/07).
Seven Principles for Good Practice in
Undergraduate Education*
1.
Encourage student-faculty contact.
2.
Encourage cooperation among students.
3.
Encourage active learning.
4.
Give prompt feedback.
5.
Emphasize time on task.
6.
Communicate high expectations.
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7.
Respect diverse talents and ways of learning.
*Source: Postsecondary Education Opportunity: Public Policy Analysis of
Opportunity for Postsecondary Education. February 2007, number 176. pp. 12-13.
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