Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM
Kezar and Holcombe worked with the CSU System from the beginning of the three-year project to study its impact, using a mixed-methods case study approach. In addition to examining student outcomes, this final report reviews findings on the value of the project for the broader campus community, the process of collaborating across departments and divisions, and implementation challenges that were unique to creating integrated programs. The authors’ main takeaway is that specific interventions matter less than the integration of multiple support programs and collaboration across the academic affairs/student affairs divide. Bridging this divide allowed campuses to create a unified community of support that incorporated knowledge from student affairs staff and STEM faculty, included multiple touch points of support for students both inside and outside the classroom, and was predicated on increased learning, strong relationships, and a sense of community. Read here.
HIPs Tool for Admins
As campuses work to integrate more High-Impact Practices (HIPs) into their curricula and programming, most efforts have focused on faculty training and support. While faculty support is certainly important for the success of these initiatives, administrative and leadership support cannot be overlooked. Administrators can help champion and create supportive infrastructure, policies, and rewards that are necessary for implementation, sustainability, and scaling of HIPs on college and university campuses. This tool can serve as a reflective guide for administrators who are interested in supporting HIPs on their campuses. It will provide actions they can take to support HIPs, as well as identify gaps in both practice and communication that could be hindering this process. Access the tool here.
Support for High-Impact Practices: A New Tool for Administrators
Certain widely tested educational practices have been shown to have a significantly beneficial impact on student learning and success in college. And while they demonstrably benefit all students, their impact is particularly high for students from historically underrepresented groups. The practices can take many different forms, depending on learner characteristics as well as institutional priorities and contexts. Read the article here