 Different Ways of Knowing Cultural Competence with
African American Students and Families
 Series of presentations from 1 – 4:30 pm, October 24
 Wellington Event Center [Barto Hall]
 Sponsored by the Center for Teaching and Learning
 Generational Differences … Do They Impact Teaching
and Learning
 Interactive workshop by Jenna Hyatt
 November 20, 3:30 – 5:00 pm, BLACK 150
 Reception to follow at the Grupe Faculty Center
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 Stuart Boersma: Professional  Kara Gabriel: Director of
Development Coordinator,
Mathematics.
Undergraduate Research,
Psychology.
 Kandee Cleary: Director of
 Jenna Hyatt: Director of
 George Drake: English
 Vicki Sannuto: Director of
Diversity and Inclusivity,
and Sociology (chair).
(chair), Writing Across the
Curriculum Committee.
Residence Life & New
Student Programs.
Career Services.
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• Credit to degree
 D/F/W
• Career/grad sc.
placement
 (5/6 year graduation
rates)
• Student Learning
 Retention rates
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• Graduation rate? Washington state’s public institutions
produce degrees at the 3rd-lowest total cost in the nation
while having the best 6-year graduation rate (Office of
Financial Management, WA).
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UW
WWU
WSU
CWU
TESC
EWU
Nat’l
TESC
UW
WWU
CWU
WSU
Nat’l
EWU
• Each WA public campus is above the national average in
freshman retention and all but EWU bested the national
average in time-to-degree.
Introduction to Higher Education Performance Plans - 3
• “CWU projects an increase in degree production
due to two
new strategies aimed at retaining students: a dualadmissions pilot program, and an on-line course alternative”
(2012 Baccalaureate Performance Plans – Statewide Context,
Office of Financial Management, WA)
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6 Year Grad Rate
2005-2006
cohorts
5 Year Grad Rate
2005-2007
cohorts
4 Year Grad Rate
2005-2008
cohorts
Asian
41.4%
39.2%
18.0%
Black
31.6%
25.9%
10.6%
CAMP
Hispanic
67.9%
49.3%
19.1%
Non-CAMP
Hispanic
48.7%
41.4%
20.8%
MultiEthnic
51.0%
41.3%
22.2%
Native
American
72.2%
62.1%
13.2%
White
56.0%
49.9%
27.9%
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The rise in tuition has, thus far at least, allowed the system to maintain and even grow enrollment. The
public baccalaureates enrolled 98,500 student FTEs in the 2009 academic year, and 103,200 in 2011, a
figure that’s projected to grow to 104,500 in 2012. This comes after a decade of enrollment growth at
each campus. Growth at the branch campuses enabled the research universities to grow, especially
after 2007, but it is Central Washington University that has had the highest percentage increase – nearly
30%.
130
Ten Year Enrollment Change, 4-Year Public
Universities
(relative to 2001-02 = 100)
CWU
125
WSU
120
Statewide
UW
EWU
TESC
WWU
115
110
105
100
95
2001-02
2004
2006
2008
• 72.5% of full-time
CWU
undergraduates
receive some kind
of need-based
financial aid
(average amount
is $7,526)
• What can we do
to make their
students’ time at
CWU successful?
2010
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 Investing time and effort.
 Interacting with faculty and peers about substantive




matters.
Experiencing diversity.
Responding to more frequent feedback.
Reflecting and integrating learning.
Discovering relevance of learning through real-world
applications.
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 Frequent feedback to




students.
Active learning.
Increased student
engagement.
Inquiry-based approaches
to learning.
Collaborative experiences.
Single
multidimensional
experience: HIP
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 First Year Seminars and Experiences
 Common Intellectual Experiences
 Learning Communities
 Writing-Intensive Courses
 Collaborative Assignments and Projects
 Undergraduate Research
 Diversity/Global Learning
 Service Learning, Community-Based Learning
 Internships
 Capstone Courses and Projects
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 Create Engaged and Supportive Community
 Involve Students in Purposeful Learning
 Connect Learning with Larger Questions
and Real-World Settings
 Require Higher Order Inquiry, Exploration and ProblemSolving
 Engage Diversity as a Resource for Learning
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 Set appropriate expectations.
 Public Demonstration of results/accomplishments
 Allow students to synthesize and integrate their
learning.
 Reflective essay.
 Require purposeful effort
 Activities demand that students devote considerable
time and effort to purposeful tasks.
 Require daily decisions that deepen students’
investment in the activity.
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 Build Relationships
 Activities demand that students interact with faculty
and peers over a period of time.
 Provide rich and frequent feedback
 HIPs need to be continually evaluated:
 Assessment should be built into each HIP.
 What are the documented benefits?
 Who is benefiting?
 Intentionality and Connections
 Scaffold: 1st year/ middle years / capstone
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 Science Talent Expansion Program (STEP)
 Michael Braunstein
 McNair Scholars Program
 Pamela Nevar and Kristina Owens
 Internships
 Vicki Sannuto
 Academic Service Learning
 Jan Bowers
 Undergraduate Research (SOURCE)
 Kara Gabriel
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 Think outside the box!
 Form/Strengthen partnerships between units:













Librarians
University Housing and Residence Hall Coordinators
Faculty
Academic Advisors
Career Counselors
Graduate Assistants
Department Secretaries
Administrators
Student Transitions and Academic Resources (STAR)
Douglas Honors College (DHC)
Study Abroad
Disability Services
Center for Leadership and Civic Engagement
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 It is up to us!




A handful of dedicated individuals
A few dynamic teams
A couple of innovative partnerships
KUDZU!
 HIP Central Learning Community (HIP CLiCk)?
 What else can we – as active and dedicated members
of the campus community – do to support HIPs???
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