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    Evaluating Your College's Commitment to the Recruitment & Retention of Students of color: Self-Evaluation Instrument
    Evaluating Your College's Commitment to the Recruitment & Retention of Students of color: Self-Evaluation Instrument
    Evaluating Your College's Commitment to the Recruitment & Retention of Students of color: Self-Evaluation Instrument
    Ebook117 pages1 hour

    Evaluating Your College's Commitment to the Recruitment & Retention of Students of color: Self-Evaluation Instrument

    By Charles Taylor

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    About this ebook

    Use this self-evaluation booklet to determine if your campus fully supports racial diversity This booklet allows you to perform a self-evaluation of 17 program areas ranging from pre-collegiate activities to alumni activities to determine if they are meeting the needs of your students of color. Two of the greatest challenges campuses face is the recruitment and retention of students of color. After over 30 years of research, the picture is clearing on what works. This booklet provides the framework for assessing institutional commitment to non-white students. It will help your campus answer questions like: What is our biggest barrier to recruiting students of color? How can we involve the entire campus in helping to create a welcoming environment for students? How has the university prepared to receive students of color? How can we convince faculty that academic standards won't be lowered in order for retention efforts to work? Are we providing the right types of programs and experiences for non-white students? WHAT YOU'LL FIND IN THIS BOOKLET - Model activities that campuses have used to successfully recruit and retain students of color - Probing discussion questions that will help you identify your basic challenges - Links to successful programs and resources - A research-based scale that you can use to rank the effectiveness of each program area in serving students of color - A narrative providing background information on each of the 17 program areas that you're evaluating - Numerous ideas that you can put to immediate use. - A roadmap for organizing your recruitment and retention initiatives - And much more!

    LanguageEnglish
    PublisherCharles Taylor
    Release dateMay 15, 2013
    ISBN9780935483659
    Evaluating Your College's Commitment to the Recruitment & Retention of Students of color: Self-Evaluation Instrument

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      Book preview

      Evaluating Your College's Commitment to the Recruitment & Retention of Students of color - Charles Taylor

      This instrument is a direct result of a retention model we developed based on numerous discussions with campus administrators and individuals interested in evaluating their institution’s commitment to diversity and how they are serving ALANA* student s. We expanded our model to allow campuses to take a comprehensive look at seventeen critical program areas ranging from pre-collegiate activities, the freshman year, faculty involvement to overall retention efforts.

      This evaluation tool provides the framework for assessing institutional commitment to students of color. It should help you to answer questions like: How do we determine if your culture is inclusive? Where in the student services delivery system are we the strongest? The weakest? Are we providing the right types of programs and experiences for ALANA students?

      It is designed in a way so the results will tell you specifically which programs you think are effective. You’ll then have the information you need to help your institution improve its diversity initiatives. Discussion questions are provided to provoke the kind of dialogue that leads to a substantive evaluation of existing programs. You’ll also find links of successful programs and resources that you should find useful.

      This instrument does not attempt to establish one set of standards all institutions should follow, but rather provides guidelines that may assist you in defining what is adequate and proper for your school. It should be completed by a broad range of people especially those responsible for administering the various components listed, as well as by ALANA students who receive the services.

      Ideally a campus wide committee should coordinate monitoring and follow-up of the data generated from this instrument and be charged with recommending an action plan for implementation. The success of this instrument depends primarily upon institutional leadership and commitment to diversity.

      Sincerely, Charles Taylor, Ph.D., author

      *ALANA means African, Latino/a, Asian and Native American

      How to Use This Instrument

      We recommend that a campus wide committee be formed with representation from faculty, students and staff. The chair of the committee should report directly to the president or chancellor to signal the importance of the committee’s work. Membership of the committee can include representation from the various programs/offices being evaluated, but it is not absolutely necessary because it’s more important that these programs serve in a support role to the committee.

      Once the committee is formed, its primary charge is to gather information from the various program areas included in this instrument. Each program area should be given a copy of this instrument and asked to conduct an in-house self-evaluation. For example the admissions office should use the information in its section to evaluate how it is doing. It should also provide written documentation and data to address the discussion questions listed. Each program area should conduct similar self-evaluations. The campus wide committee should meet with program staff for clarification and additional information as needed.

      All of the data generated through these self-evaluations should be compiled and analyzed by the campus wide committee who should then use the data to develop the official institutional plan and complete the Evaluation Summary section of this tool. Program areas should be given a chance to respond to a draft of the committee’s report that pertains to their area before the plan is submitted to the campus administration.

      The final institutional plan should include a holistic approach to recruiting and retaining ALANA students and for assessing diversity. By involving the entire campus and recognizing the relational nature of each area included in this instrument, your institutional plan should result in a road map for your institution.

      This instrument allows you to perform a self-evaluation of programs offered by your campus. The program areas included for evaluation make up what the research cites and campus administrators of successful programs cite as necessary for effective strategies to recruit and retain ALANA students.

      Instructions

      A narrative (overview) is provided at the beginning of each program area that is being evaluated. Following the narrative you will find examples of activities and best practices that are generally found in successful programs according to the literature.

      Next to each activity listed, rank your institution’s current efforts. For those activities listed that are absent from your campus, write in O for not applicable. Likewise, if your campus offers activities that we haven’t listed, fill in the other section. At the end of each program area discuss how you would prioritize this area and why. You are also asked to evaluate each area in terms of its effectiveness in addressing the needs of ALANA students. These two rankings along with the discussion questions will assist you in assessing the strengths and weaknesses of your programs. They should also provide guidance in helping you target your future efforts.

      1. Pre-Collegiate Activities

      Narrative

      This program area includes all those activities your institution does to get ALANA youth thinking about college at an early age and involved in an actual collegiate experience while still in elementary or secondary school.

      Pre-Collegiate Issues

      It should be kept in mind that college has not been a family experience for most ALANA students (Dennis et al., 2005). Therefore, it often takes targeted efforts to

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