Overview

Lack of access to a proper education is one of the root causes of income inequity in the United States. Education is a key driver of social mobility and holds the potential for closing income and wealth disparities.

According to a blog post by the Federal Reserve on Economic Data, college graduates received weekly wages 80 percent higher than high school graduates. Currently, many students need help with affordability, causing a large amount of stress in achieving an education. High school students who pursue a college education may be willing to take on debt, but many need a full understanding of the implications of their debt or how much they really need to borrow. Furthermore, in a recent survey done by the Pew Charitable Trust, certain underrepresented demographics have a higher experience of default.

Implications for Students

According to an article in CNBC written in 2018, “More than 30% of student loan borrowers are in default, are late, or have stopped making payments six years after graduation.” They continue to face ongoing financial crises without means of discharging their debt. The debt also has an enormous impact on the United States economy. There is a new record high for student debt, surpassing $1.68 trillion for the first time, according to (the Federal Reserve as of the end of the third quarter in 2021). Student loan debt has increased nearly 130 percent in the last decade, when it was at $600 billion (Federal Reserve), surpassing the total credit card debt. (Federal Reserve third quarter 2021)

Importance of Financial Literacy

The lack of financial wellness education contributes to this debt by not allowing the consumer to understand the immense financial obligation that they are taking on. A study done in 2019 by the ACT Center for Equity in Learning found that a dismal 70% of people had no idea of the various student repayment options available to them, and an even higher number of students weren’t aware that the government subsidizes the money and pays the interest on the loans while the student is in school.

Best Practices for Universities According to Financial Industry Regulatory Authority, FINRA, students who have had financial literacy classes make better financial decisions. FINRA found that students with higher financial literacy were less likely to have late fees and default on loans.  In 2022, “Inside Higher Ed and College Pulse conducted a survey and, based on these results, concluded that the best strategies for financial wellness for students included six areas.   Financial aid officers should work with students each semester to build their knowledge, Student Financial Services Counselors must reach out to the students, the financial aid offices should be close and convenient to all students, reinforce spending and borrowing habits, and institutions should offer credit for classes. The Federal Financial Literacy and Education Commission (FLEC)Federal Financial Literacy and Education Commission (FLEC) set forth best practices for institutions of higher education which will have the overall goal of educating students as to their financial loans, the impact of their investments, and what their borrowing obligations are. FLEC set forth five categories to provide financial wellness to students in higher education, which include providing concise, customized information to inform student borrowing, effective engagement with students in financial literacy, using data to target various student populations, clear communication regarding the importance of repayment of student loans, and communicating the importance of graduating and the impact that has on repayment.

Examples of Financial Literacy Initiatives

APLU members have demonstrated an understanding of the necessity of financial wellness education and have worked collaboratively to solve this issue. For example, Mississippi State University requires “Maroon U,” a course comprising six modules that provide resources for financial wellness, and “Maroon Money Mentors,” peer mentors trained in financial health. Additionally, the University of Texas San Antonio Financial Aid and Scholarship Office teamed up with the Academic Inquiry Scholarship Program to conduct budget presentations for first-year students. This provides good financial well-being and learning along with a site created for financial wellness resources and information, allowing students and staff to request coaching sessions and one on one located on their website. These are just a couple of examples of APLU members who are working to ensure a better financial future for their students.

On May 15, APLU hosted the second virtual Data Literacy Institute (DLI) convening. This event was co-sponsored by APLU and the Association for Institutional Research, with generous support from Ascendium Education Group. At this event, teams from four institutions in the second cohort shared the results of their capstone projects, in which they used data to explore solutions to a critical student success problem on campus. Presenters included the University of Maine, Bowling Green State University, Illinois State University, and Miami University of Ohio.

During the second half of the convening, five teams from the first cohort – Kent State University, Montclair State University, Oakland University, Wright State University, and the University of Minnesota Duluth shared how they are developing a data literacy program on their campuses to continue the work they started in the DLI.

Click here to view the video of the convening:

Bowling Green State University Slides: Bowling Green State University — Data Literacy Institute 2023 Convening Presentation | Powered by Publics Learning Exchange (crowdstack.io)

University of Maine Slides: University of Maine — Data Literacy Institute 2023 Convening Presentation | Powered by Publics Learning Exchange (crowdstack.io)

Miami University of Ohio Slides: Miami University (Ohio) — Data Literacy Institute 2023 Convening Presentation | Powered by Publics Learning Exchange (crowdstack.io)

Oakland University Slides : Oakland University — Data Literacy Institute 2023 Convening Presentation | Powered by Publics Learning Exchange (crowdstack.io)

University of Minnesota Duluth Slides: University of Minnesota Duluth — Data Literacy Institute 2023 Convening Presentation | Powered by Publics Learning Exchange (crowdstack.io)

Wright State University Slides: Wright State University — Data Literacy Institute 2023 Convening Presentation | Powered by Publics Learning Exchange (crowdstack.io)

This brief highlights the lessons learned from an Equity Meets Design (eXd) workshop , including implications for institutions tackling equity challenges on their campuses, and recommendations for further support. Ten APLU member institutions – from both Powered by Publics (PxP) Cluster 6 (Urban Cluster) and Intermediaries for Scale – participated in the workshop, facilitated by an equity design coaching firm created by Dr. Christine Marie Ortiz Guzman.

This brief highlights Summer Bridge programs at four Western Land-Grant institutions, including a comparison of program characteristics, content, target populations, and success factors. Summer Bridge programs show promise for increasing students’ academic preparation and social adjustment to college life through a mix of academic support, peer mentoring, and social activities.  It is important to help students acclimate to campus life and promote a sense of belonging and comfort among peers and faculty – particularly for students whose families lack college exposure.

Institutions in the Western Land Grant cluster held a symposium in Fall 2019 on teaching and learning, to prioritize areas for future inquiry and action. One of the prioritized areas was general education reform, including incorporating diversity, equity, and inclusion (DEI) across the general education curriculum. Over the course of 2020, the Western Land-grant cluster explored the current state of general education, identified opportunities for improvement, and shared examples that illustrate progress.

DEI competencies are important skills to help students navigate increasingly diverse campuses and society. As one member stated, DEI courses “…provide opportunities to expand self-awareness, examine perspectives, and engage in dialogue in order to analyze personal and social responsibility, domestic or global systems, and contemporary contexts.”

Some institutions are revisiting their historically white Euro-American pedagogy to increase the representation of other cultures’ histories. Some are also examining their own role in systemic racism and identifying ways to incorporate anti-racism into their campuses or coursework. Many students are looking to their institutions to take the lead in anti-racism education.

Despite challenges imposed by conservative legislatures in a growing number of states, institutions and systems are finding ways to push forward with providing curricula that promote representation and inclusiveness, to help prepare students for a diverse workforce and global society.

Approaches

Institutions in the cluster shared various models for how they have incorporated DEI into the general education curriculum, including two broad categories: 1) Making DEI an additional requirement, or 2) “Writing [DEI] in” across the curriculum. Several institutions require diversity-designated courses that appear in various disciplines. 

Institutional examples

Below are specific examples of how individual institutions have incorporated DEI into general education requirements.

• One institution has two general education categories related to diversity: (1) Cultural Diversity and (2) Global Perspectives, each requiring 3 credits. Cultural Diversity “focuses on the social, personal, and interpersonal effects of variety and differences among cultures.” Global Perspectives “focuses on analysis of worldwide issues illustrating the interdependence of the world and its people.”
• Another institution added a new DEI general education category as of 2020. Courses in this category “engage students in the study of cultural identities, explore the interactions among these identities, and reflect upon patterns of interaction related to the larger contexts in which they take place.” In addition, diversity student learning outcomes in other general education categories ensure that course content meets DEI objectives in at least five courses in the required common curriculum. This institution hired an equity educator into their Teaching and Learning Institute to support faculty development in inclusive pedagogy. A diverse group of faculty and staff develop course templates using common learning outcomes.
• An institution requires one American Diversity course and one international course, “…to prepare students to understand, communicate and collaborate with those from diverse communities.” The American Diversity courses “…seek to increase awareness of contemporary and historical issues surrounding the social and cultural diversity in the U.S.” The institution’s diversity definition includes not only race and ethnicity but also ability, age, gender, religion, sexual orientation, and socioeconomic status.
• At another institution, each program is required to include DEI as a cross-curricular skill. The undergraduate cross-curricular skill requirements are reflected in student learning outcomes for the program and must be assessed as outlined in policy.
• Students at California State Universities are now required to take one of four ethnic studies classes: African American, Latina/o, Native American, or Asian American. Governor Gavin Newsom passed this state bill in 2021.

In addition to general education coursework, institutions are incorporating DEI into individual courses more informally. At one campus, faculty incorporate discussions about race into courses including History, American Studies, Dance, Music and Theatre. Another institution is exploring the feasibility of incorporating assignments related to Black Lives Matter (BLM) into its coursework.

State example

A state governing board recently provided guidelines for general education at its university systems, which were previously set at the university level. The individual institutions maintain flexibility in designating individual courses but now follow this state-level framework, which includes objectives around civics and democracy and requires content such as United States social history, international diversity, and cultures. This new framework shifts the role of institutions to emphasize the preparation of engaged citizens and readiness for improved level of discourse. Individual institutions may interpret the new components as DEI, although it is not stated in those terms by the governing board. Each university appointed a faculty-led committee to develop and adapt courses and curricula to fit within the new framework, for approval by the board. This shift constituted a major overhaul that took two years for the first university to test and implement.

Ongoing efforts

Two institutions shared that they are currently working to expand DEI offerings.

• One institution has held discussions with students and faculty for the past five years. Currently the Director of the Core Board and the University and Inclusion Officer are determining how to expand DEI offerings in each program beyond the single required designated course.
• At another institution, a Faculty Senate task force is currently exploring the feasibility of adding a DEI requirement into the general education curriculum. This institution is currently searching for a newly created Vice President for Diversity, Equity and Inclusion position.

Extracurricular DEI initiatives

In addition to diversity requirements in coursework as cited above, institutions have ongoing initiatives related to DEI. One institution recently launched a Race, Bias, and Equity Initiative. As a part of that initiative, students are engaging in a cross-campus common readings focused on issues of race.

Challenges

Several challenges prevent institutions from moving forward with these approaches:

• One challenge to creating new requirements is ensuring sufficient seats and teaching support to accommodate every student.
• There are also barriers to changing requirements at the institution level within a system, as institutions must ensure transferability across campuses.
• Members also want to ensure that DEI content is not simply added symbolically but delivers substantive knowledge and skill to students. Some have encountered resistance to making DEI content-specific and find it is added too broadly.
• Members also pointed out that faculty will need inclusive pedagogy training in many cases to develop the skills to lead difficult conversations, as many faculty are experts in their disciplines but not necessarily in cultural curriculum: “We can't change the curriculum without changing the faculty.”

One potential solution offered is to have faculty lead this work rather than a diversity committee dictating changes to faculty; rather, faculty can take the lead in suggesting what DEI content would look like in their discipline, for example, how DEI is relevant to engineering or architecture. It is also important to present this change not as adding on to existing faculty responsibilities, but as highlighting DEI concepts in existing materials.

Western Land Grant Cluster Members

• Colorado State University
• Langston University
• Montana State University
• New Mexico State University
• North Dakota State University
• Oklahoma State University
• South Dakota State University
• University of Arizona
• University of Idaho
• University of Nevada-Reno
• Utah State University
• University of Wyoming

A colleague recently shared an insightful article by Patrick Methvin, Director of Postsecondary Success at the Bill and Melinda Gates Foundation, discussing key lessons learned regarding institutional transformation in higher education. These lessons emphasize the importance of a unifying framework for change, centering on race and income, aligned multi-level leadership, and a learning mindset. These themes align with our internal discussions about the crucial elements necessary for transformative change in higher education.

In our work with the Intermediaries for Scale (IFS) initiative and in Powered by Publics, we aim to help institutions create cross-functional collaborations that change culture, structures, and shared ownership of equitable student success. The article resonates with our focus, as it emphasizes realigning institutional structures, culture, and business models to create a student-centered, inclusive learning environment.

Methvin's working definition of institutional transformation highlights the significance of leveraging strategic data use, catalytic leadership, and continuous improvement to achieve dramatic, equitable outcomes and educational value. These insights reinforce the notion that the challenges we face in higher education transformation are shared across the field, providing valuable guidance on effectively addressing these challenges.

We encourage all higher education professionals, policymakers, and institutional leaders to explore this article and consider how to apply these strategies to their institutions or initiatives. By learning from one another, we can collectively drive transformative change in higher education and achieve more equitable student outcomes.

Direct link to the article: https://usprogram.gatesfoundat...s/10-lessons-learned

University of Wyoming's Catalyst for Change

As part of an ongoing series, join us as we delve into the University of Wyoming’s transformation process, the challenges faced, strategies employed, and future plans for continued innovation in student success. Dr. Nycole Courtney’s leadership and vision have catalyzed the University of Wyoming's approach to student success and institutional change through the Intermediaries for Scale (IFS) initiative. APLU interviewed @Nycole Courtney to learn more about the University of Wyoming’s journey and what she’s learned along the way.

What is Nycole’s role at the University of Wyoming, and how has she been involved in the institutional transformation process?

She currently serves as the Dean of Student Success and Graduation and Associate Vice President for Student Affairs at the University of Wyoming, her alma mater. Throughout her time at the university, Nycole has been a driving force behind the institution's transformation process. She has played a crucial role in redefining the university's approach to student success and fostering a culture of continuous improvement.

"My position was created to focus on retention efforts and create strategies for closing equity gaps. I work collaboratively with faculty and staff to develop and implement programs that support our students." From the beginning, Nycole emphasized a comprehensive approach to student success. The university’s leadership, including the Provost, has emphasized that “student success is everyone’s job. So, we’re going to name it as a priority.”

To get started, the University assembled a 'transformation team' to assess various aspects of the university's readiness, including Diversity, Equity, and Inclusion (DEI); four-year degree pathways; advising; and other priority areas. Recognizing the importance of culture shifting and change management, the university established the multidisciplinary Student Success Institutional Transformation Task Force (SSIT), which has had a significant impact on institutional culture by addressing barriers faced by students of all backgrounds and working to improve academic experiences, climate, policies, and procedures, plus college navigation. This commitment has profoundly influenced the culture and approach at the University of Wyoming, ensuring that students feel supported, valued, and heard.

What was the main challenge the University of Wyoming faced in student success, and how did Nycole and her team decide to tackle it?

The main challenge the University of Wyoming faced in student success was improving retention rates, particularly from freshman to sophomore year. Nycole acknowledged that they were ‘average’ in this area but had room to grow. To her, “Retention itself is an outcome. It's not the actual process. So, the challenge for us was building the process to get to higher retention."

To address this challenge, Nycole and her team built a strategic plan for student success, focusing on reducing student success barriers both through institutional causes and national known barriers. They started with the eight Barriers to Student Success identified by the EAB and other areas requiring the most focus.  Collaboration was crucial in addressing these barriers. Nycole emphasized the importance of working closely with faculty and staff across campus to create a unified approach to student success, breaking down silos. By establishing the Student Success Institutional Transformation Task Force, the team was able to grasp culture change and start rowing in the same direction towards higher retention as the outcome. The team also considered the role of DEI in building better retention. They started to unpack the reasons behind their work and how DEI could contribute to their ultimate goal of achieving higher retention by reducing student success barriers.

How did the team gather the necessary data to make informed decisions about student success?

Initially, the UW team brought in their Office of Institutional Analysis to participate in the Postsecondary Data Partnership (PDP) project, a National Student Clearinghouse-led initiative that simplifies data collection and reporting for higher education institutions. Participation provides access to key student success metrics, helping institutions identify areas for improvement and evaluate program effectiveness. However, as their involvement was not sustainable long-term, they focused on gathering the necessary data internally to create their own student success dashboards. Nycole explained, "Now we have these live dashboards, and we’re going in and looking [at the data] on the regular as opposed to having to reinvent the wheel every time, and it just stays updated out of our student information system."

They analyzed various priorities and barriers that students faced and crafted a strategic plan for student success, emphasizing actions, assessments, and outcomes to enhance retention rates. By examining the barriers to success, the team could develop their plan. Nycole further emphasized the value of data-driven decision-making, adding, "Having access to accurate, real-time data has been instrumental in helping us identify areas where we can improve and measure the impact of our programs. We're now able to make informed decisions and adapt our strategies based on what the data is telling us."

The dashboard has proven to be a tremendous success, enabling the team to present an annual retention report to the Board of Trustees, focusing on different student populations, and holding them accountable for their work. Nycole elaborated, "We were able to take this dashboard, really focus in on the last three years and talk about retention." She also noted, "Now we're accountable to that work, which is great." By utilizing this data-driven approach and implementing a strategic plan for student success, the University of Wyoming team can analyze retention and probation rates, address various barriers and priorities in student retention, and work towards achieving higher retention rates.

Are there any specific initiatives or programs that the University has implemented that Nycole and her team are particularly proud of and why?

Nycole is particularly proud of the Saddle Up onboarding program implemented at the University of Wyoming. This initiative, inspired by the success of institutions like the University of Nevada-Reno, aims to ensure a smooth transition for incoming first-time, full-time students and improve overall retention rates. Highlighting its impact, “We put 1500 students through this program…We went from 90% retention for fall to spring, full-time, first-time students to 93% this year.” Additionally, they hope the program will lead to “a significant reduction in the equity gap between underrepresented students and their peers.” Since the program only started in Fall 2022, more data will be evaluated over time. The team is continuously building on this initiative, focusing on students on probation and capturing these students before they go on suspension. Their work with students on probation received a boost through the Data Literacy Institute project offered by APLU and the Association of Institutional Research (AIR) in Spring 2023. Nycole explained, "The AIR project is focusing solely on probation, and we're building out a proposal for funding from potential donors that says, 'Every student on probation can opt into either a course or self-guided recovery.’” These students would receive support from a ‘Cowboy Coach’ peer mentor and an academic coach providing more intrusive advising to help them stay on track. She expressed enthusiasm for the project's outcomes and is excited to see continued progress in student success.

How has the University's involvement in the Intermediaries for Scale initiative impacted the University of Wyoming's culture and approach to student success?

Nycole expressed, “The University of Wyoming is very humble and very appreciative of this opportunity.” The IFS initiative has enabled the university to manage a larger scope of work within a shorter period and facilitated the collection and analysis of data more effectively, helping to build the Student Success dashboard. IFS provided access to valuable resources, insights, and connections, fostering a culture of continuous improvement and accountability. Further, “There's now a greater sense of urgency and shared responsibility when it comes to student success,” she said.

Each IFS cohort institution completed an Institutional Transformation Assessment (ITA), which is a web-based tool that helps universities understand institutional strengths and areas for improvement with the goal of building capacity to better support students on campus and develop an action plan for reaching the institution’s student success goals. The ITA was the catalyst for change on campus, showing the university's readiness and the need for culture change. Participation in the IFS cohort led directly to the creation of the multidisciplinary Strategic Student Success Institutional Transformation Task Force, allowing the university to build bridges and partnerships, blending Academic and Student Affairs in a way that was desperately needed. Indirectly, it has created a more supportive and inclusive environment for all students. She emphasized the importance of conveying to students that “you belong, you matter, speak up, lean in, whatever that is, and we will support you.”

Additionally, Nycole saw the APLU community as an invaluable resource. She highlighted the rewarding journey of working with APLU and its impact on the university, saying, “It has allowed us to address critical issues and stay relevant in the higher education landscape.” Their Provost and Vice President for Student Affairs see a lot of value in the IFS initiative, and student success is now named in the larger strategic plan. Through the IFS initiative, the University of Wyoming has been able to foster a culture of student success that will continue to grow and thrive.

What are the future plans for continued innovation in student success at the University of Wyoming?

Nycole envisions ongoing growth and development in the area of student success at the University of Wyoming, stating, “We're always looking for new ways to innovate and support our students. Some of our future plans include expanding our Saddle Up program to reach even more students, implementing targeted interventions for specific student populations, and leveraging technology to improve the overall student experience.” The University will embed student success into its strategic plan and seek philanthropic support for initiatives such as completion grants.

Emphasizing collaboration, shared vision, community, and belonging, Nycole indicated, “One of the most important aspects of our work is fostering a culture of collaboration and continuous improvement across campus. As we move forward, we'll continue to work closely with faculty, staff, and students to identify opportunities for growth and ensure that we're all working together to support the success of every student at the University of Wyoming.” She highlighted the importance of community and belonging: “It provided a lens that students really need community. And they really need to build that sense of belonging just as much as our institution needed it for itself.”

The IFS provided “a pivotal opportunity to scale and sustain a culture of student success. It now has been embedded and weaved into our work enough that I don’t think it’s going anywhere.” She also stressed, "There's no one-size-fits-all solution for student success. It's essential to be agile, adaptive, and open to new ideas." With Dr. Nycole Courtney’s leadership, the University is poised for even greater achievements in the future!

As we conclude this first blog on the University of Wyoming's transformative journey, we celebrate their commitment to fostering a culture of student success. Stay tuned for the second installment of our series next month, where we will continue to highlight the remarkable progress made by institutions participating in the Intermediaries for Scale initiative, shedding light on their innovative strategies, collaborative efforts, and the impact they have on higher education. Join us as we explore the inspiring stories that are shaping the future of student success.