African American Male Student Persistence Initiative: Leadership .

Open Pathway Quality Initiative Report for Higher Learning CommissionAccomplishments (Intellectual Thinking Skills Goal) Monthly seminars from Fall 2014 – Spring 2016 – guest speakers were CaptainJason Smedley, Chancellor Laurence Alexander, and Pastor John Proctor.6. To provide an opportunity for students Networking for Success (i.e. Career Services,Professional Mentoring)Measurable Objective: Attend professional conferences; be present in classes, clubs andorganizations; and attend sessions from Career Services and SCAD.Accomplishments (Networking for Success Goal) Fall and Spring Semesters: Career Services provides programs for careerexploration, perfection of soft skills and demonstration of professional workethics; it also holds Career Fair and Youth Motivation Task Force Program led byKevin Blakely.7. To assist each student in developing Goal Setting plans for personal and degree/careergoalsObjective: Identify each student’s academic and professional goals.Accomplishments (Responsibility) In November 2014, AA male students received journals for their personal andprofessional goals. Students participated in SCAD session on test preparation for current degreeprograms and post-graduation requirements. Students participated in Career Service programs for career exploration, resume'preparation, and internships.May 31, 20165

Open Pathway Quality Initiative Report for Higher Learning CommissionImpact of Initiative on Processes, Policies, Technology, Curricula, Programs, Student Learningand SuccessThe university's commitment to student success and the Quality Initiative was evident in itsselection of the African -American Male Student Persistence Initiative: Leadership Developmentintervention as its major request to the Foundation for the Mid-South for funding. ChancellorAlexander and others. (2014) submitted a grant that resulted in a 100,000 award to theuniversity to support the QI.The grant award from this foundation is for 100,000 over a five-year period. Year One (20142015), the QI was funded 10,000; Year Two through Year Four (2015-2017), 25,000; and thefinal allocation for Year Five (2018), 15,000.The initiative has fostered involvement by other student support services, including BasicAcademic Services; the Office of UAPB Assessment; the Office of the Dean of Students; theDean of Student Life; Student Counseling, Assessment and Development (SCAD); the Office ofCareer Services, and the Office of Enrollment Management and Student Success. Studentparticipants from campus clubs and organizations are recruiting other members by telling themabout the activities from their peers and professionals. The QI has also been presented to alumni,and other campus organizations: The STEM, The Annual Educational Access ConferenceSteering Committee, Youth Motivational Task Force (YMTF), Higher Learning SteeringCommittee, and the four academic schools. The Robert Wood Johnson Foundation collaborateswith the QI by providing professional development for educators. The Student GovernmentAssociation (SGA) has embraced the QI and assists with informing students of the initiative.Another seminal impact of the QI for the university is the establishment of an interdisciplinarycampus-wide program that is guided by evidence-based assessment data and targeted to thepersistence and graduation of AA males with knowledge and skills for progression to careersuccess.Impact of Tools, Data and Information Resulting from the InitiativeA quasi-experimental design was used to test the effectiveness of the proposed interventions.The 2013 freshman cohort of African-American males were compared to the 2014 freshmancohort of African-American males who did not participate in the interventions and wereconsidered the control groups. The 2014 freshman cohort of African-American males, whoparticipated in the interventions, were considered the treatment group.Group 1 2014 Non-ParticipatingGroup 2 2014 Participating Group 3 2013 CohortUnbalanced ANOVAs (Proc GLM, SAS, Inc., Cary, North Carolina) with Fisher’s LSD post hoctests were used to compare GPAs among the control and treatment groups at the end of the first(T1), second (T2), and third (T3) academic terms.Ho₁ There is no significant difference between control and treatment groups, in terms ofGPA, at the end of any academic term (T1, T2, and T3).May 31, 20166

Open Pathway Quality Initiative Report for Higher Learning Commission1. At T1, Group 3 (2013 cohort) had an average GPA 0.26 points less than Group 1 (2014non-participating cohort). This was significant at the α 0.05 level.2. At T2, Group 2 (2014 participating cohort) had an average GPA 0.59 points higher thanGroup 3. This was significant at the α 0.05 level.A Post Hoc comparison was used when the overall F ratio was statistically significant. Fisher’sLSD was used not for the purpose of testing hypotheses formulated on the basis of theoreticalconsideration, but to further examine differences among groups.Ho₂ There is no significant difference in persistence (proportion of group remaining inschool) to T2 or T3, among control and treatment groups.1. The persistence to T2 was 0.82 for both Group 3 (2013 cohort) and Group 1 (2014 nonparticipating cohort). Persistence was 1.00 for Group 2 (2014 participating cohort). Therewere no significant differences among control and treatment groups.2. The persistence to T3 was 1.00 for Group 2 (2014 participating cohort). This wassignificantly higher than the persistence for Group 3 (2013 cohort) and Group 1 [2014non-participating cohort (see Table 2)].Table 2. Summary of Persistence to T3 (i.e. third academic term; N 530 students).Group3 (2013 cohort)1 (2014 cohort, non-part)2 (2014 cohort, part)****** p 0.01, α 0.05 levelN29122613Persistence0.580.611.00Std Dev(0.49)(0.49)(0.00)In Table 2 (above) Groups 3 and 1 had similar persistence values. However, for Group 2 (2014cohort of students who participated in the Quality Initiative) all students were retained throughthe third academic term (T3). Participating students earned higher GPAs at the end of theirsecond academic terms (T2) and exhibited 100% persistence over the summer and to the end oftheir third academic term (T3). However, the fact that only 13 students participated during the2014-2015 academic year was a challenge. We note that for the Fall Semester 2015 freshmancohort, the number of participants has risen to 302 out of the 684 first-time freshmen.Logistic Regression, using 2014 cohort only data, indicated that T1 GPA, with Fall and Springparticipation did not increase the probability of persisting to the end of the second academicterm.May 31, 20167

Open Pathway Quality Initiative Report for Higher Learning CommissionLogistic Regression, using 2014 cohort data, indicated that T2 GPA had a positive influence onthe probability of persisting to the end of the third academic term. All other explanatory variableswere not significant.During Fall 2014, the first cohort group of 239 first-time entering African-American malesenrolled at UAPB and participated in the AA males project. Upon comparing the first-yearretention rates of the first cohort group to all first-time freshmen, 231 of the 239 enrolled in Fall2014 with full time course load, it was noted that 151 AA male students were retained in Fall2015, yielding a freshman to sophomore retention rate of 65% which is the highest rateexperienced for the targeted group in the past six year history (See Figure 1: First YearRetention Rates).FIGURE 1-- First Year Retention Rates: First-Time Full Time Degree Seeking StudentsFigure 1. UAPB Six-Year HistoryFirst-Year Retention Rates for First-Time Full-TimeDegree Seeking 2%20112012AA Males65%59%201359%55%20145-Yr. Avg.All First-Time Full-TimeGoal for2015The second cohort enrolled at UAPB in fall 2015. A total of 291 first time entering AA malesparticipated in the project (See Table 3: Project Enrollment Summary).TABLE 3—Project Enrollment Summary Fall 2014 and Fall 2015ParticipationInitialExits/DropsNew IntakeTotalParticipantsPercentage of/total CohortsTotalNumber ofParticipants23989291441291/441 66.9%May 31, 20168

Open Pathway Quality Initiative Report for Higher Learning CommissionA major goal of the Quality Initiative is to increase the academic proficiency of at least 80% ofthe targeted group. The fall semester’s grade point average (GPA) for the AA male cohorts is2.297 (baseline year 2013), 2.558 (cohort I 2014), and 2.417(cohort II 2015). An increase of.386 in the cumulative GPA is realized from baseline year (2.142) to cohort II (2.528). (SeeTable 4: Baseline, Cohort I, and Cohort II Term and Cumulative GPA)TABLE 4—Baseline, Cohort I, and Cohort II Term and Cumulative GPACohortBaselineN 291Cohort IN 239Cohort IIN 291Fall 2013Term GPAFall 2014Term GPAFall 2015Term GPACumulativeGPA As ofFall 28Survey ResultsCohort I AA Males were asked to complete a survey during the Spring 2015 semester. Thesurvey was designed to capture AA males’ level of participation in co-curricular organizations,self-reported knowledge of requirements for their chosen field of study, their interaction withadvisors and their intent to persist. The results of the survey are shown in figures 1 – 5. Therespondents completing the survey were 42 out of 200. See Attachment 1. UAPB QI AASurvey.Figure 2. Survey response rate. This pie graph shows that 21% of the AA Males enrolled Spring2015 completed the survey.Respondents4221%Nonrespondents15879%May 31, 20169

Open Pathway Quality Initiative Report for Higher Learning CommissionFigure 3. Organizational membership. Out of the 42 AA Males who took the survey, 52% joinedan organization.Number/%Not Joining2048%Number/%Joining2252%Figure 4. Persistence (retention). Ninety-eight percent of AA male respondents would return toUAPB in Fall 2015.Plan to Re-Enroll at UAPB Fall 2015No12%Yes4198%May 31, 201610

Open Pathway Quality Initiative Report for Higher Learning CommissionFigure 5. Knowledge of degree requirementsKnowledge of Requirements forGraduation in Major8No34Yes010203040Figure 5. When asked if AA Male students were knowledgeable of requirements for graduation,34 out of 42 responded yes. These results indicate that 81% indicate that they are aware of theirdegree plan requirements.Figure 6. Contact with advisor.Meets with Advisor Each Month171718161412108642071Two or MoreTimesLess Than TwoTimesDoes Not MeetWith AdvisorDid Not RespondFigure 6. This chart shows 17 (40.5%) of the AA Male students meet with an advisor two ormore times each month and 17 (40.5%) of the AA Male students meet with an advisor less thantwo times per month. The remaining 7 (17%) do not meet with an advisor and 1 (2%) did notrespond.May 31, 201611

Open Pathway Quality Initiative Report for Higher Learning CommissionChallenges and Opportunities Encountered During ImplementationFinding the best communication strategies to inform QI participants of upcoming events waschallenging. Initially, contacts were made using the University’s official email system, class andlab announcements, and with flyers. Next, social media tools such as Facebook, Twitter andInstagram were used. Yet, the desired participation level was not met for either the Fall 2014 orSpring 2015 semesters. Fall 2015 saw the use of the first year experience class, Personal andSocial Development Lab, which meets monthly as the site for the meetings and seminars. Threewell-attended seminars were presented in Fall 2015: Robert Wood Johnson Leadership InstituteProgram, The Importance of the AA Males Initiative, and Travel Abroad: Experiences fromChina. Additionally, incentives and rewards such as flash drives and other donated items wereavailable for students who answered questions from the presenters. Participants in Fall 2014seminars heard the following: presentations from the Black Male Achievers, the NAACP, theNational Association of Black Men United, and Viking Bi Fidelity Society. The 2015 SeminarsSeries included: “Shadowing a Professional,” ”Empowering Males of Color to Graduate FromCollege,” and “Students Engaged in and Committed to Academic Excellence.”PART 3--Commitment to and Engagement in the Quality InitiativeCampus-wide participation in the University’s QI has created and renewed many student supportareas and positions (See Attachment 2. UAPB Campus Engagement in the QI). Notable arethe new personnel that emerged to support the QI in the School of Arts and Sciences and Schoolof Education and new campus positions in Assessment; Enrollment Management and StudentSuccess; Retention; Research, Innovation and Economic Development; and Nursing. All of theparticipants on the QIC can attest to the value of the summer HLC workshops. It was there thatthe idea for the QI was shaped.QIC members who serve as liaisons to their units spoke of the history of their involvement withthe QI and its worth and impact to the University. One QIC member who has been with the QIsince its conception spoke of the value students placed on the information from peer andprofessional mentors. Others spoke of the alignment of the QI with the University’s mission andstrategic plan, the ability of Black male graduates to participate in the “advancement of theArkansas Delta to a more high tech economic base,” how the QI “contributed to an increase inthe University’s freshman-to-sophomore retention rate (from 62.1% to 70.5%), and the types ofout-of-classroom experiences that assist students in reaching their greatest potential socially andacademically.” Yet another spoke of the energy and excitement on the campus that came fromthe QI’s “focus on leadership development and academic proficiency that is at the heart of theUniversity . . . and how the best practices of this project can be disseminated to other campuses.”New members to the initiative have been equally as supportive. One said he “was attracted tothe mission of the QI, that is, to help African-American males develop the leadership skills toempower their self-being.” Another said the initiative could create “meaningful mentorrelationships with black male faculty and staff.” One mentor said the QI “helped create positiveexpectations for their [AA males] social and academic progress.”May 31, 201612

Open Pathway Quality Initiative Report for Higher Learning CommissionPART IV--Resource ProvisionHuman resource support. The University has shown its full support for the QI with thefollowing efforts: formation of a campus-wide committee, the QIC, that works as a team and as adisseminator of information to colleagues within their individual units; office space and releasetime for the project director; funds to hire assistants as needed; delivery of QI-basedworkshops/seminars campus-wide; and campus and conference workshops to supportprofessional development for the implementation of QI activities.As a part of its human resource support, the university provides 25% release time to the projectdirector to work on the QI. UAPB has provided funding for three teams of three-to-fivemembers to attend the summer institutes (assessment and persistence and completion) from July2013 – July 2015. The University has provided funding for teams of 6-to-10 administrators,faculty and staff to attend the HLC annual conference for the past decade. Also, office space isprovided for the director and other QIC members to work on the initiative and conduct theirmeetings.The project director and team provide quarterly and annual reports to the Foundation for theMid-South, a funding source. The Foundation also provides professional developmentspecifically toward the purpose and goals of the university’s QI. Another external partner, theRobert Woods Johnson Foundation, provides professional development training for the QI.Financial resource support. The Quality Initiative Proposal was the impetus for a grant writtento the Foundation for the Mid-South for the university’s quality initiative. The goal of thisfoundation is to promote AA males’ efforts to graduate from college and to pursue careersleading to effective productivity in their communities. The Foundation for the Mid-South is amajor external partner and funding resource of the AA males’ initiative. The grant award fromthis foundation is for 100,000 over a five-year period. Year One (2014-2015), the QI wasfunded 10,000; Year Two through Year Four (2015-2017), 25,000; and the final allocation forYear Five (2018), 15,000. During 2014-2015, the University expended 7,604.00 in programcosts from funds received from the Foundation for expenses for workshops, seminars, studenttravel, and supplies. Specific expenditures were for journals for AA student participants’ selfactualization activities, seminar/workshop refreshments, a faculty development seminar, andfunds for one student to participate in a travel-to-study opportunity in China. (See Attachment 3.UAPB QI AA Males Budget 2014-2018)Physical resource support. In support of the QI, the University allocates auditorium andclassroom space for QI activities. Initially, the AA male seminars were held after hours either at5:00 or 6:00 p.m. in the Adair Home Economics Auditorium. After integrating the seminars in adaytime freshman lab that is held at 11:00 a.m. on Tuesdays and Thursday during the fallsemester and Thursdays during the spring semester, the seminars were moved to HathawayHoward Auditorium where they are currently held. The John Brown Watson Memorial Library isanother physical resource support. It comprises the main library on campus, and five satellitesthat compose the library system (Addiction Studies Resource Center, Aquaculture FisheriesResearch and Educational Library, James R. Bell Learning Resource Center, The RosemarieMay 31, 201613

Open Pathway Quality Initiative Report for Higher Learning CommissionWord Instructional Resource Center and The North Little Rock Library satellites). The librarysystem provides an exciting real time and virtual experience with access to over 75 researchdatabases, information Literacy classes, Instructional tutorials, and programs that promoteacademic and career success, personal enrichment, and lifelong learning. The main library isopened 87 hours each week.Technical resource support. The AA male students, as well as all students, have access tocomputer labs in all academic buildings on campus. Each student has access to MY UAPB foraccess to Blackboard for online courses and course support, and Web Advisor for their studentaccounts, transcripts, and financial aid information, the University catalog, and course textbookinformation, email, Twitter, and Instagram. A new feature for all of UAPB is our technologicalassessment system, Live Text, where students can store course information and find courserubrics.PART V--Plans for the FuturePlans for ongoing work. Future plans for the QI include generalizing the QI procedures that arestatistically significant from the target population, AA males, to the entire student populationincluding female and more mature students. The ultimate goal is for all entering freshmen topersist to graduation and secure the desired post-baccalaureate placements. To be

named the African-American Male Student Persistence Initiative: Leadership Development with two major components: co-curricular activities and curricular activities. Co-curricular activities address student social pursuits, leadership abilities, and positive self-concepts. Curricular activities address students' persistence to degree completion.