Addressing President Ob ’ Ed ti I iti tiObama’s Education Initiative: Intersection of Academic & Student Affairs Administration to Support ppNative American College Success At Cal Poly PomonaSuccess At Cal Poly Pomona
An Academic Affairs and Student Affairs Partnership at California pState Polytechnic University, Pomona
Presented by• Dr. Monique Allard, Executive Director
Student Support and Equity Programspp q y g
• Deborah L. Brandon, Executive Director,Deborah L. Brandon, Executive Director, Admissions & Outreach
• Irvin Harrison (Navajo), Coordinator, Native American Student CenterAmerican Student Center
• Dr. Sandy Kewanhaptewa-Dixon (Hopi), Associate Professor Ethnic & Women’sAssociate Professor, Ethnic & Women s Studies
Overview
• History and DemographicsK ll L G t Mi it St di P j t• Kellogg Legacy Grant Minority Studies Project
• Composition of the Committee• Charges of the Committee• Grant Budget Allocation• Best Practices• Data Collection• What We Know So Far• Lessons Learned from the Working Committee• Lessons Learned from the Working Committee• Discussion
History and DemographicsCalifornia State Polytechnic University, Pomona
(Cal Poly Pomona)( y )
▫ Part of the 23 California State University SystemPart of the 23 California State University System▫ One of six comprehensive Polytechnic
Universities' nationallyUniversities nationally▫ 62 Undergraduate Majors▫ 25 Graduate Majors25 Graduate Majors▫ Credential Programs▫ EdD in Educational LeadershipEdD in Educational Leadership
History and Demographics• Campus narrative/demographics
• Demographics of AA students• Demographics of AA students
• Need and Disparity on Campus re: AA and NA p y pstudents
Retention and graduation rates are poor• Retention and graduation rates are poor• Not as inclusive
• No formal research done on campus on AA identity needs and success factorsidentity, needs, and success factors
History and Demographics• Fall 2011 Newly Enrolling Undergraduates
African American, 182
Asian American, 1385
Not
White, 1157
L ti /
Specified, 397
Latino/a, 1539
Native
Native Hawaiian/Other
Pacific Islander, 26
American, 22
History and Demographics▫ Student Population
21,107 Total Students19,387 Undergraduate Students1,720 Postbaccularate Students
American Indian0%
African American3%Two or More
Races3% Unknown
7%
Asian American26%White
26%
7%
Latino35%Native
Hawaiian0%
History and Demographics
College DistributionCollege DistributionAll University
Agriculture7%
Business Adm%
Science15%
2%
19%Letters Arts & Social
Sciences15%
Engineering24%
Environmental Design
7%
Collins College Education &
Integrative Studies6%
Collins College Hospitality
Management5%
History and Demographics
6-Year Graduation Rates6-Year Graduation Rates6 Year
Graduation Underrepresented White Male, 51.9 Graduation Rate, 52.9
Underrepresented Minority Female, 49.1
White Female, 59.1
White Male, 51.9
Underrepresented Minority Male, 42.5
African American
Asian American Male, 49.7
African American Female, 48.1
Asian American Female, 68.3
African American Male, 32.9
Latino Female, 49.5
Latino Male, 44.7
Native American Female, 0
History and DemographicsHistory and Demographics6-Year Graduation Rates
White Female, 59.1
White Male, 51.9
White Female
White Male
Asian American Female, 68.3
Asian American Male, 49.7
W te e a e, 59.
Asian American Female
Asian American Male
Latino Male, 44.7
Native American Female, 0
Latino Male
Native American Female
Native American Male
African American F l 48 1
African American Male, 32.9
Latino Female, 49.5
African American Female
African American Male
Latino Female
6 Year Graduation
Underrepresented Minority Female, 49.1
Underrepresented Minority Male, 42.5
Female, 48.1
d i
Underrepresented Minority Female
Underrepresented Minority Male
6 Year Graduation Rate, 52.9
6 Year Graduation Rate
0 10 20 30 40 50 60 70 80
Kellogg Legacy Grant MinorityKellogg Legacy Grant Minority Studies Project• In 2010 W.K. Kellogg Foundation gifted
$40 million to Cal Poly Pomona$40 million to Cal Poly Pomona
• Gift created endowment and annual campusGift created endowment and annual campus grant application opportunity
• Particular focus on reaching and serving historically underrepresented students
• Multiple campus grant proposals targeted African American and Native AmericanAfrican American and Native American populations
Composition of the Committee• Academic Affairs▫ Dr. Barbara Burke, Chemistry▫ Dr Erika Dejonghe Psychology and Sociology▫ Dr. Erika Dejonghe, Psychology and Sociology▫ Dr. Sandy Dixon, Ethnic and Women’s Studies▫ Dr. Teshia Roby, Education
D F W h P h l d S i l▫ Dr. Faye Wachs, Psychology and Sociology
• Student Affairs• Student Affairs▫ Dr. Monique Allard, Student Support and Equity Programs▫ Deborah Brandon, Admissions and Outreach
Y l d Cl l d F id Ad i i d O t h▫ Yolanda Cleveland Friday, Admissions and Outreach▫ Irvin Harrison, Native American Student Center▫ Dr. Byron Howlett, Student Life and Cultural CentersDr. Byron Howlett, Student Life and Cultural Centers▫ LaKeisha Gilford-Beard, African American Student Center
Committee Charge 1• Select two principal co-investigators, one
from each division, to be the formal liaisons with respective offices, and manage the allocated budget. g g
Committee Charge 2• Research and identify best practices for
the academic recruitment and retention for African American and Native American students.
Committee Charges 3 & 4• Establish a relationship with various professional
organizations and associations that best serve th t d t l tithese student populations
Review the demographics admissions• Review the demographics, admissions data, engagement, and academic major trends and performance success currently available for Calperformance success currently available for Cal Poly Pomona’s African American and Native American students.
Committee Charge 5 • Review the current campus culture and
seek to understand the principal academic p pprograms that service these populations, available campus support p p p ppservices, as well as student peer networks, clubs, and organizations. g
Committee Charges 6 & 7• Submit a year-one timeline to the Provost/Vice
President for Student Affairs no later than October 15, 2011.
• Written progress reports of the team will be discussed.
Committee Charge 8• Submit a final committee report of a shared view of
prioritized recommendations for campus id ti t i th it t dconsideration to improve the recruitment and
persistence of African American and Native American studentsAmerican students.
• It is understood that these are unique communitiesIt is understood that these are unique communities and while some recommendations may be effective for both groups, many may be more applicable to one group than another.
Grant Budget Allocation• One-year committee budget - $60K
• Travel• Supplies• Software and Equipmentq p• TAs/GAs• Release time• Focus group food and incentives
• AA and NA summer programs - $20K for each programeach program
Best Practice ModelsRecruiting, retaining, and persisting AA and NA students▫ Models and Programs
NIEACollege HorizonsCollege HorizonsInter-Tribal Educational Consortium
▫ Campus VisitsCampus VisitsArizona State University Florida State UniversityGeorgia State UniversityHoward UniversityN th A i U i itNorthern Arizona University
Best Practices ResearchUniversities and the university instructors MUST be• Universities and the university instructors MUST be agents for change (Quaye, 2007).
Th f MUST hift d f h t th t d t d t• The focus MUST shifted from what the students does to become engaged to what the educators do to engage the student (Quaye, 2007 & Bauman, Bustillos, Bensimon & et al., 2005).
• Narrowing the education gap and achieving equitable educational outcomes for underrepresented students is an issue of institutional responsibility and performancean issue of institutional responsibility and performance rather than a problem that is exclusively related to student accountability, motivation, and academic preparation (Bauman Bustillos Bensimon & et al 2005)preparation (Bauman, Bustillos, Bensimon & et al., 2005).
• The achievement gap will continue to widen unless campus leaders recognize that diversity and equity arecampus leaders recognize that diversity and equity are different goals requiring different strategies (Massey, 2003).
Data Collection• Data Collection ▫ Instructional Data
DemographicsAdmissions dataEngagement and academic trends
▫ Online SurveysAfrican American StudentsNative American Students
▫ Focus GroupsCurrent StudentsCommunity Constituents
What We Know So Far• Recommendations we offer at CPP will be
informed by best practices from other y pcampuses, but will be shaped by our own students and communities
• Solutions must be institutionalizedSolutions must be institutionalized
• Constituents must be included in solution• Constituents must be included in solution
Important to keep stakeholders in the loop• Important to keep stakeholders in the loop
Lessons Learned from theLessons Learned from the Working Committee
• Core group commitment
• Work assignment and responsibilities
• Release time is necessary for faculty
• Learning about each other and the communities we• Learning about each other and the communities we serve is important
Th F lt Aff i d St d t Aff i t hi• The Faculty Affairs and Student Affairs partnership is important
• University-wide support and leadership is important
Discussion• What are your challenges with recruitment
and persistence of Native American pstudents?
• What are your institutional barriers?
• What has worked on your campus?
Thank you for attending and sharing!y g gDeborah, Monique, Sandy, and Irvin
Challenges• Current Use of Self-Identity• Limited number of NA Faculty & Staffy• “Invisibility” of Students • Supportive SystemsSupportive Systems• Need for competitive scholarships • Lack of Cultural Outreach & Recruitment• Lack of Cultural Outreach & Recruitment• Affordable Housing