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Subject:

Artlcles or Reports about "success" college programs FW: Significant Student Success at MSIs, Key Lessons for National Model

From:

Dan Kern <[log in to unmask]>

Reply-To:

[log in to unmask]

Date:

Fri, 14 Mar 2008 06:55:09 -0500

Content-Type:

multipart/mixed

Parts/Attachments:

Parts/Attachments

text/plain (231 lines) , BEAMS Report and Practice Briefs.zip (231 lines) , _BEAMS_ Historic Success at MSIs News Release.pdf (231 lines)

 

 

  _____  

From: IHEP Newsroom [mailto:[log in to unmask]] 
Sent: Thursday, March 13, 2008 2:39 PM
To: undisclosed-recipients:
Subject: Significant Student Success at MSIs, Key Lessons for National Model

 

NEWS RELEASE

 

CONTACT

Tia T. Gordon

Institute for Higher Education Policy

202 861 8227

[log in to unmask]

 

 

 

FIVE-YEAR, DATA-DRIVEN PROGRAM AT MINORITY-SERVING INSTITUTIONS

YIELDS SIGNIFICANT SUCCESS IN STUDENT LEARNING AND PARTICIPATION 

Findings Produce Positive Campus Change, Identify Best Practices for
National Model

 

 

WASHINGTON, D.C. March 13, 2008-As the country becomes more racially and
ethnically diverse, it is imperative that institutions of higher education
continually work to strengthen the academic success of students of color.
Data collection linked with effective campus change efforts are crucial
factors in helping institutions make informed decisions to bring about
positive student learning experiences.  This is especially true for the
nation's 350 Minority-Serving Institutions (MSIs)-including Hispanic-Serving
Institutions (HSIs), Historically Black Colleges and Universities (HBCUs),
and Tribal Colleges and Universities (TCUs)-that annually serve about one
third of all students of color.

 

To help address the issue of student engagement and success, the Building
Engagement and Attainment for Minority Students (BEAMS) initiative was
created to support the important role MSIs play in facilitating minority
students' participation in and completion of higher education.  Launched in
2003, BEAMS fostered data-based campus change initiatives at more than 100
HBCUs, HSIs, and TCUs.  Participating institutions enhanced their capacity
to collect and use data for institutional decision making and improve
student success practices, which were key forces behind the schools' campus
change.  

 

Several best practices have emerged from the participating institutions,
which are outlined in a new monograph released today titled Increasing
Student Success at Minority-Serving Institutions: Findings from the BEAMS
Project.  The publication, along with accompanying practice briefs detailing
similar institutional change initiatives, also highlights the project's key
findings and lessons learned.  This information is available for replication
by institutions nationwide that are dedicated to creating positive change
and improving their students' collegiate experience.

 

"The BEAMS project is a remarkable accomplishment providing clear evidence
that positive campus change and student success are possible when financial
and other supportive resources are made available to institutions of higher
education," said IHEP Interim President and Senior Associate Thomas D.
Parker, Ed.D.  "We've learned that institutions place themselves in a
precarious position when making campus change decisions based on assumptions
of their students' needs and concerns.  Although it may be costly to
implement and maintain, data collection help institutions make the right
decisions to improve the postsecondary experience of all students."

 

Some key findings and recommendations from the BEAMS' monograph utilized to
craft and implement effective student success initiatives include:

 

*       Align data collection methods with institutional capacity.  When
planning for data collection, institutions need to ensure that the methods
they use are consistent with their capacity to administer a survey and make
follow-up requests for survey completion.

*       Establish a strong team.  Institutions that are serious about using
data to craft change need to ensure that the persons involved in the project
are dedicated to and can influence change.

*       Link BEAMS work with a larger campus initiative.  Teams need to
consider how their project fits in with other campus or system-wide
initiatives to more easily secure buy-in from various constituencies,
increase the resources that are available for projects, and build long-term
sustainability through a process of institutionalization.

*       MSIs must make greater technology and staff investments in their
institutional research and assessment offices.  Institutional research and
assessment offices are becoming increasingly more important to institutions
that are committed to data-informed change.  These offices need the
technology and staff resources to gather and analyze institutional data and
to work with other campus stakeholders to translate these data into
information that notifies of campus practices and policies.

*       State systems must continue to support and encourage data capacity
building at their institutions.  State systems should continue to take
seriously the important role they play in helping to build data capacity at
their institutions by providing resources and setting clear expectations for
their institutions' collection and use of data.

*       The data capacity status of MSIs should be documented in a formal
report.  While the BEAMS project highlights some specific data capacity gaps
at participating institutions, a more thorough study of this issue is needed
to make claims about the status of data capacity at MSIs in general. 

 

During 2003-07, BEAMS provided institutions financial support to help them
make informed decisions based on the collection and analysis of data.  Each
BEAMS campus made a commitment to analyze the scope and character of its
students' engagement by participating in the National Survey of Student
Engagement (NSSE) and to implement well-designed action plans to improve
student engagement, learning, persistence, and success.  The Summer
Academy-an annual gathering of representatives from various colleges and
universities for collaborative work aimed at increasing access and success
in higher education-provided dedicated time for BEAMS teams to identify
solutions to increase student engagement, retention, and graduation rates at
their institutions.

 

BEAMS is a partnership between NSSE and the Alliance for Equity in Higher
Education, which is managed by the Institute for Higher Education Policy
(IHEP), and is supported by Lumina Foundation for Education.  The American
Association for Higher Education (AAHE) launched the project initially but
management responsibilities were transferred to IHEP when AAHE closed in
2005.  To join BEAMS, participating institutions were only required to be an
accredited four-year institution and Alliance member upon submitting their
application.

 

Today, IHEP kicks off a five-city national campaign to disseminate the BEAMS
monograph at various participating institutions.  Each event features a
panel of experts who will discuss the project's findings and
recommendations.  Event sites include the University of the District of
Columbia (March 13), California State University-Dominguez Hills (March 25),
Spelman College (March 28), University of Puerto Rico-Humacao (April 1), and
University of the Incarnate Word (April 4).  

 

The monograph, Increasing Student Success at Minority-Serving Institutions:
Findings from the BEAMS Project, is available on IHEP's Web site at
www.ihep.org <http://www.ihep.org/> .  Also, available online are the
project's eight practice briefs that focus on aligning multiple campus
initiatives, campus leaders' support, co-curricular activities, collecting
survey data for assessment, engagement among campus constituencies, faculty
development, first-year programs, student support services technology, and
writing across the curriculum. 

 

 

 

THE INSTITUTE FOR HIGHER EDUCATION POLICY (IHEP) IS AN INDEPENDENT,
NONPROFIT ORGANIZATION THAT IS DEDICATED TO INCREASING ACCESS AND SUCCESS IN
POSTSECONDARY EDUCATION AROUND THE WORLD.  ESTABLISHED IN 1993, THE
WASHINGTON, D.C.-BASED ORGANIZATION USES UNIQUE RESEARCH AND INNOVATIVE
PROGRAMS TO INFORM KEY DECISION MAKERS WHO SHAPE PUBLIC POLICY AND SUPPORT
ECONOMIC AND SOCIAL DEVELOPMENT.  IHEP'S WEB SITE, WWW.IHEP.ORG, FEATURES AN
EXPANSIVE COLLECTION OF HIGHER EDUCATION INFORMATION AVAILABLE FREE OF
CHARGE AND PROVIDES ACCESS TO SOME OF THE MOST RESPECTED PROFESSIONALS IN
THE FIELDS OF PUBLIC POLICY AND RESEARCH. 

 

THE ALLIANCE FOR EQUITY IN HIGHER EDUCATION WAS ESTABLISHED IN 1999 BY THE
AMERICAN INDIAN HIGHER EDUCATION CONSORTIUM (AIHEC), THE HISPANIC
ASSOCIATION OF COLLEGES AND UNIVERSITIES (HACU), AND THE NATIONAL
ASSOCIATION FOR EQUAL OPPORTUNITY IN HIGHER EDUCATION (NAFEO) TO REPRESENT
THE SHARED INTERESTS OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES,
HISPANIC SERVING INSTITUTIONS, AND TRIBAL COLLEGES AND UNIVERSITIES.
COMBINED, THESE MINORITY-SERVING INSTITUTIONS (MSIS) REPRESENTED BY AIHEC,
HACU AND NAFEO, EDUCATE MORE THAN ONE-THIRD OF ALL STUDENTS OF COLOR IN THE
UNITED STATES.  MSIS DISPROPORTIONATELY ADDRESS THE NEEDS OF LOW-INCOME,
MINORITY STUDENTS WHILE CONTRIBUTING SIGNIFICANTLY TO GENERATING A HIGHLY
SKILLED WORKFORCE, DEVELOPING CIVIC AND COMMUNITY RESPONSIBILITY, AND
PRODUCING CITIZENS WHO ARE EXCEPTIONALLY ATTUNED TO THE INCREASINGLY DIVERSE
COUNTRY IN WHICH WE LIVE.  THE ALLIANCE IS MANAGED BY THE INSTITUTE FOR
HIGHER EDUCATION POLICY, ONE OF THE WORLD'S PREMIER HIGHER EDUCATION GROUPS
CONCERNED WITH POLICY DEVELOPMENT.

 

# # #

 

 

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