North Carolina has robust systems of higher education, including 16 four-year public universities and 58 community colleges, supporting over 10,000 students as they pursue a bachelor’s degree through transfer each year (UNC System Interactive Data Dashboard). The Association of Public and Land Grant Universities (APLU) partnered with five institutions in the University of North Carolina System - North Carolina A&T State University, North Carolina State University,  University of North Carolina Charlotte, University of North Carolina Greensboro, University of North Carolina Wilmington - and an evaluation team to examine credit applicability and student outcomes.

The purpose of this multi-institution study was to better understand the relationship between credit alignment based on Baccalaureate Degree Plans, and success outcomes for transfer students, particularly those who earned an Associate in Arts (AA) or Associate in Science (AS) degree before transferring to the 4-year institution.

The structure of this report offers an introduction to transfer articulation within the context of North Carolina, describes the project and key points of the study, offers details about the findings and their implications on practice and policy, then provides a set of recommendations.

The data used in this report was developed by a task force of professionals representing the five university participants, including:

• Dr. Samantha Raynor, (Chair) Assistant Vice Provost for Strategic Student Success Initiatives at UNC-Greensboro
• Dr. Jess Boersma, Associate Dean for Student Success & Applied Learning at UNC-Wilmington
• Dr. Charles Clift, Assistant Vice Provost and University Registrar, NC State University
• Amanda Fleming, University Registrar, UNC-Wilmington
• Dr. John Smail, Dean of University College, UNC-Charlotte
• Dr. Regina Williams Davis, Provost and Vice Chancellor for Academic Affairs, NC A&T State University
• Dr. Carrie Zelna, Associate Vice Chancellor, NC State University

The report is attached to this blog, but can also be found here.

UW’s Multidisciplinary Student Success Institutional Transformation Taskforce

In this ongoing series, we explore the University of Wyoming’s transformation journey, highlighting the challenges, strategies, and their vision for future innovation in student success. This second installment delves deeper into their experiences under the Intermediaries for Scale (IFS) initiative, emphasizing their successes in fostering institutional change. In this conversation, we hear from a broader group of stakeholders from the multidisciplinary Student Success Institutional Transformation Taskforce (SSITT):

• Anne Alexander, Vice Provost, Strategic Planning and Initiatives for Academic Affairs
• Aaron Courtney, Associate Vice President, Budget & Institutional Planning; Director, Student Financial Services
• Nycole Courtney, Dean, Student Success and Graduation; Associate Vice President, Student Affairs
• Angela Davis, Program Coordinator, Student Success and Graduation
• Sue Koller, Manager, Institutional Analysis
• Hailey Sanderson, Assistant to the AVP, Student Success and Graduation
• Steve Scott, Institutional Computer Reporting Analyst
• Alec Wallen, Graduate Student Employee, Student Success and Graduation

What programs or initiatives has UW implemented as part of its participation in the IFS initiative, and how have these initiatives impacted student success?

The SSITT has significantly enhanced cross-departmental collaboration at the University of Wyoming. This initiative has effectively dismantled silos, paving the way for a holistic approach to student success. Sue noted, “It has expanded who is talking about retention. It’s made us more mindful and really start thinking about what small things can we even do to make a difference in a student’s life and wanting to stay at UW.” The emphasis on collaboration ensures a consistent approach to student success. Nycole added, “Because of SSITT, I think everyone’s thinking a little bit deeper, more meaningful around how we manage some of the work around retention.” This collaborative approach has led to a more comprehensive understanding of the challenges faced by students and a more effective strategy for addressing these challenges. Angela, a University of Wyoming alum, appreciated the integration and elevation of the student perspective in these discussions, calling it, “amazing and really informative for the group.”

Additional initiatives have emerged from the SSITT’s comprehensive and evolving approach to student success and retention. Hailey and Nycole highlighted a program that offers extra support for students on academic probation, giving them the option to engage with an academic ‘life coach’ for personalized guidance. Nycole emphasized the significance of this self-selected support, stating, “The life coaching is really about how are we going to realistically ensure you achieve your goals within your individual circumstances.” Additionally, the Cowboy Coach peer mentoring program was expanded to connect all first-year students with a peer mentor. Data-driven insights have led the university to mandate meetings between first-year students and their Cowboy Coach at least once per semester.

Can you share any success stories or examples of how students have benefited from UW’s participation in the IFS project?

Aaron highlighted the creation of a micro-grant opportunity, a proactive, data-driven initiative aimed at helping students nearing degree completion. These funds helped students overcome lingering financial barriers and cross the finish line of their academic journey. Nycole shared the success of the callback campaign, a student-led initiative that reached out to students who had not yet registered for classes. The initiative not only helped students overcome barriers to registration but also made students feel seen and cared for by the university. “Students [said], I didn’t think the university actually cared. When we called them, it actually made a difference in whether or not they registered.” Nycole also spoke about their ‘Saddle Up’ orientation program, which was in its infancy when the IFS engagement begun but has since grown into a comprehensive program that teaches students “real-time time management, study skills, resiliency, and grit.” Nycole noted that the success of the program is evident in the fact that “students from the first year of ‘Saddle Up’ are now returning as what we call our ‘Poke Packs.’ They’re the mentors that help [new students] get through the program.” These initiatives have directly helped students overcome barriers to success and created a culture of care and support.

How do you see the IFS initiative helping to shape strategic development going forward, and what are your goals for the future?

The SSITT team sees IFS participation as a catalyst for strategic development, providing tools and resources that have been instrumental in shaping their approach to student success. Anne championed the use of the Institutional Transformation Assessment (ITA) tool, stating, “[The ITA] and all the sensemaking after that we did together—which evolved into SSITT—I think we can continue to use that as kind of a temperature check to see how we’re evolving.” She envisions its regular use for ongoing assessment. Nycole shared, “One of the outcomes was that we actually built a strategic plan for student success from this APLU IFS process. But it’s also advised and has input from our SSITT team.” The team also emphasized the value of interdisciplinary collaboration in realizing their strategic goals.

Can you speak to any unexpected successes or surprises from UW’s IFS involvement?

The IFS initiative has brought about unexpected successes, particularly in fostering collaboration and enhancing data literacy. Sue highlighted the AIR Data Literacy Institute service: “I think that we’ve known for a while that we probably needed some help with data literacy in general. But I’m not sure we would have reached out to get that opportunity without having this as a catalyst.” Nycole celebrated the sense of community within the SSITT team, adding, “I think what was exciting for me to see is that people are interested in coming. They look forward to having a conversation. And it is a nice way to learn more about what’s going on in our spaces, particularly when it comes to retention.” She valued the depth of discussions the initiative sparked. Sue felt the initiative was a platform for addressing concerns, leading to meaningful discussions and solutions. Hailey emphasized the efficiency gained by having all stakeholders discuss issues together: “When they’re all in the same room, and they can talk about it in real-time, it happens a lot faster,” eliminating the need for extended meetings and projects.

Finally, do you have any advice or insights you would like to share with other universities seeking to improve student success and drive institutional transformation?

Their primary advice for universities is to adopt a collaborative, solutions-focused approach. Anne emphasized the value of a community-oriented approach, stating, “I think this so far is the one that has been most successful because of the community aspect. We have everybody in the room, and everybody comes to solve problems.” She stressed the importance of student participation in these dialogues. Nycole urged institutions to remain open-minded, stating, “I think we sometimes get into this space where we think we know all the answers. As an institution, we think we’ve got this. We’re going to solve all the problems.” Highlighting the value of different perspectives and teamwork, she stated, “I do think having interdisciplinary ideas and cross-functional components from your colleagues only helps you be better.” She encourages embracing pivotal opportunities for change, such as the IFS initiative and Powered by Publics, and concludes, “Learning from a national partner and national peers has been incredibly helpful.”

As we conclude the second installment of our series, many thanks to the University of Wyoming’s SSITT for their unwavering commitment to student success. Their cross-functional collaboration and integration of the student voice should certainly serve as a beacon for other institutions navigating their own transformation journey. Stay tuned as we further explore the IFS network's impact and delve into its subprojects. We invite you to share your thoughts, experiences, or questions in the comments below or via social media. Let's continue the conversation on student success and institutional transformation!

While studying for a chemistry exam in 2017, University of Kentucky freshman Hayden Free had a chance encounter with a graduate research assistant helping then-Associate Provost for Student and Academic Life Dr. Greg Heileman. At the time, Dr. Heileman was undertaking research related to the foundations of Curricular Analytics, a free online tool showing how classes interact with each other and rates each major with a complexity value. It also creates an interactive data visualization so users can examine each potential pathway through the major in isolation.

The encounter led Free to a years-long partnership with Dr. Heileman as the then-nascent Curricular Analytics effort unveiled a series of new resources to help more institutions, including several Powered by Publics institutions, see how the complexity of degree programs can either facilitate or hamper student’s progress toward a degree. Free, a first-generation student pursuing a degree in computer science, was tapped as a research assistant focused on data collection, research, and programming.

Since graduating from the University of Kentucky last year, Free has been working full time on the Curricular Analytics project updating and expanding the toolkit. Playing a role in the research has helped shaped his career ambitions, with a master’s degree on the horizon and the potential to pursue a Ph.D. His experience as a first-generation student has also informed the lessons he’s gleaned working on the project. For financially constrained students, for example, an extra semester to finish a degree might not just lead to a student to take on extra debt, but lead them to stop out of college altogether if student aid dries up.

Cutting down on curricular complexity can have a significant impact on student success. Thanks in part to actions taken as a result of insights from Curricular Analytics insights, the University of New Mexico, where Dr. Heileman previously held appointments, has tripled its four-year graduation rate over the past eight years. Other institutions have used the software to see the complexity of the programs and make adjustments. One computer engineering program, for example, realized that complex degree requirements made difficult if not impossible to complete a degree in four years. They’ve made changes that now allow students to complete a degree in 120 credit hours.

Since the online platform is open source, any institution can enter its degree programs and benchmark them against peers as well as some of the most competitive programs in the field. Looking at this wide landscape of programs, it becomes clear that for some programs such as electrical engineering and computer science, degree complexity is inversely correlated with the competitiveness of the program nationally. The software has also helped institutions spot what for some is unexpected complexity in programs such as music.

Other takeaways are more nuanced, says Free. Among advisors, it’s well known that students are sometimes best served by not taking two courses, such as Calculus 1 and Physics, at the same time because concepts learned in one course help students thrive in the other. Alternatively, courses taken concurrently can be synergistic for student learning. But students’ needs vary and there may be other important data points to inform course selection. A math ACT below a certain threshold, for example, can inform an optimal degree plan for that student while also helping them graduate in a timely manner.

Yet the tool’s greatest value, says Free, isn’t helping administrators identify barriers to progression and eliminating them but instead sparking a dialogue with faculty about whether their program is appropriately complex. Complexity isn’t inherently bad; needless complexity is. Curricular Analytics helps faculty and administrators to see the complexity of a program, benchmarked against programs at other institutions, and take action based on what they’ve found.

The possibility for greater institutional uptake of the tool would open additional doors to impact student success. In a world where the degree programs were widely inputted into the Curricular Analytics platform, students looking to transfer could easily see how their courses would translate at their new institution regardless of whether the two institutions have an existing articulation agreement, cutting down on credits that are transferred as electives, credits lost altogether, and students stopping out of their degree progression.

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.

Here, we'll collect posts about the different ways you can use the PxP Learning Exchange to share your experience and knowledge and learn from your colleagues.

• PxP Learning Exchange Community Guidelines
• Explore and Engage on the Learning Exchange
• Learning Exchange Preview Video (from PxP Annual Meeting)

As the field of higher education continues responding to the catalytic events of 2020, higher education organizations like APLU have gained momentum as critical change agents in the work of institutional transformation at scale.

National collaborations, such as APLU’s Intermediary for Scale (IFS) initiative funded by the Bill & Melinda Gates Foundation (BMGF), have yielded critical lessons learned about how organizations can directly contribute to accelerating equitable outcomes for postsecondary student success.  

For many colleges, universities, and state systems, the challenge is not what to do but how to do it.  As an Intermediary, APLU is well-positioned to liaise with critical funders, partners in the field, and content experts to streamline support and disseminate promising practices to membership networks that are contributing to better outcomes for our nation’s most vulnerable student populations.

Intermediary Role

APLU has served in an Intermediary role since 2017. In 2020, APLU partnered with a select group of 16 universities from across the Powered by Publics network of clusters to implement evidence-based practices designed to increase equitable student success outcomes and degree completion.  Organizing discourse and creating conditions for learning, APLU leveraged a facilitated approach to conduct rigorous institutional needs assessments, collect disaggregated student data, cultivate a peer learning agenda, and broker technical assistance in advising, digital learning, data literacy, strategic finance, equity, and integrating the student voice.  

Lessons Learned

Each intermediary has a unique role to play to meet the needs of its distinct network. However, the following observations are necessary considerations to optimize a structure of support that leads to sustainable change, both for APLU IFS and more universally to any institutional engagement strategy:

• Transformation begins with equity.
• • Operationalizing equity as an explicit priority focused on the voice of faculty, staff, and students is critical to defining the institutional experience.
• Transformation takes time.
• • Understanding the unique DNA of network institutions, and the students they serve, to structure a comprehensive and integrated engagement model is critical to meeting them where they are, aligning with their priorities, and building a meaningful institutional experience.
• Transformation is an adaptive challenge.
• • Providing clear and articulated expectations for engaging cross-functional campus stakeholders is critical to a cohesive institutional experience.  
• Transformation requires capacity.
• • Building institutional capacity for data literacy and strategic finance is critical to a sustainable institutional experience.
• Transformation isn’t a destination, it’s a journey.
• • Establishing trusted relationships across campus that catalyze interpersonal connections is critical to the success of the institutional experience.

Participating Institutions

1. University of Arkansas at Pine Bluff
2. Clemson University
3. Illinois State University
4. Middle Tennessee State University
5. Montana State University
6. New Mexico State University
7. University of New Orleans
8. New Jersey Institute of Technology
9. Ohio University
10. Rutgers University-Newark
11. University of South Alabama
12. Texas Tech University
13. Tuskegee University
14. Virginia Commonwealth University
15. Western Michigan University
16. University of Wyoming

Welcome to the Powered by Publics Learning Exchange! We're here to create a space for participants in APLU's Powered by Publics initiative to find solutions to challenges, share successes, and learn and apply new strategies and tactics for student success and closing equity gaps.

Have a burning student success question that another Powered by Publics member might be able to answer? Want to share a pioneering program others might be interested in learning about? Want to connect with colleagues in other clusters? The Learning Exchange is the place to do it. Sign up to become a member here.

We want your experience here to be all that you imagined, so we created some guidelines to ensure that together we're creating a place that’s welcoming, inclusive, and valuable for everyone.

These guidelines are subject to change based on the needs and dynamics of the community but will always be meant to foster a positive experience while you're here.

And now, the fine print...

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How are faculty on your campus continuing to adapt to demands for online and blended courses?

APLU has heard from many of our member institutions that across the country, faculty and instructional staff, among many other administrators and staff, are exhausted. Even as face to face courses and other on-campus activities resume, faculty must continue to redesign their courses and think of how to engage their students beyond the classroom.

Our colleagues within the Personalized Learning Consortium at APLU are partnering with the Online Learning Consortium, Achieving the Dream, and the Every Learner Everywhere network to provide a free, virtual professional development opportunity for your faculty and instructional staff in disciplines of writing, math, biology, and chemistry to identify, share, and develop discipline-specific teaching and learning strategies, with a focus on effective and equitable digital learning and teaching with technology.  

The Spring 2022 Disciplinary Communities of Practice will consist of three 2-hour synchronous sessions for each discipline, and the sessions will center on the theme of Developing Critical Engagement in and across our Disciplines. In addition to the synchronous sessions, the Communities of Practice host a structured asynchronous platform where participants can continue discussions, share resources, and advance the field’s understanding of how to best implement digital learning in their respective disciplines.

If this is of interest to your campus community, we ask you to please share out the registration link or use the attached PDF to invite your faculty and instructional staff in the disciplines of writing, math, biology, and chemistry who are invested in enhancing their teaching.

More information and registration are available at this link: https://bit.ly/Spring22CoP

The Powered by Publics team is pleased to announce the release of Talking Transformation, our limited podcast series that explores some of the innovative, collaborative, and transformative work done by our cluster members! Each episode features a conversation with a different cluster manager, providing a unique window into topics, challenges, discoveries, victories, lessons, and recommendations.

All episodes are available on Soundcloud and here on the Learning Exchange. Individual episode details are listed below. Please take a listen, and let us know your thoughts!

Talking Transfer Student Success with Gregory Thornton & Bao Le (24:51)

In this episode, guest host Bao Le, Assistant Vice President for Data and Policy Analysis at the Association of Public and Land-grant Universities, delves into the significant work of the Powered by Publics initiative. Joined by Gregory Thornton, Associate Director, in the Center for Public University Transformation, and cluster manager for the institutions focusing on transfer student success, they discuss the challenges and solutions surrounding transfer student success in higher education. Gregory emphasizes the importance of creating a transfer-receptive culture, improving communication, advocating for policy changes, and establishing dedicated transfer student centers. The episode underscores the need for institutions to prioritize transfer students, ensuring they receive the same attention and resources as first-time students. Dive in to explore the insights, best practices, and collaborative efforts that are paving the way for transfer student success.

Talking Optimizing Degree Programs with Curricular Analytics with Julia Michaels & Julia Chadwick (16:00)

In this episode, guest host Julia Chadwick delves into the transformative work of the Powered by Publics initiative, which has been driving innovative solutions in higher education since 2018. Joined by Julia Michaels, Executive Director for Powered by Publics, they discuss the pivotal role of Curricular Analytics in optimizing degree pathways. Michaels highlights the tool's ability to visualize academic challenges and its potential to enhance student outcomes by identifying and addressing problematic degree programs. The conversation underscores the importance of faculty engagement, the need for regular curriculum reviews, and the broader vision of ensuring a student-centric approach in higher education.

Talking DFW Rates with Tia Freelove Kirk & Jimmy McClellan (15:22)

In this episode of "Talking Transformation," guest host Jimmy McClellan, Assistant Director for Urban Initiatives at the Association for Public and Land-grant Universities (APLU), delves into the work of the Powered by Publics initiative. Launched in 2018, this initiative collaborates with 127 institutions across 14 clusters to address challenges in higher education. The spotlight of the conversation is on DFW rates (grades D, F, and withdrawals) in gateway courses. Tia Freelove Kirk, Assistant Director in the Center for Public University Transformation, shares insights from her work with the Big Ten cluster, emphasizing the importance of collaboration, data-sharing, and a systemic approach to reducing DFW rates. The duo discusses the significance of addressing equity gaps, the challenges faced during the initiative, and the importance of collective responsibility in achieving equitable outcomes for students.

Talking Data Literacy and Integration with Denise Nadasen & Milan Ephraim (16:46)

In the final episode of the "Talking Transformation" series, guest host Milan Ephraim, Program Manager for International Economic and Community Engagement at APLU, delves into the significance of Data Literacy and Integration with Denise Nadasen, Assistant Vice President for Institutional Data and Analytics. They discuss the "Powered by Publics" initiative's journey since 2018, emphasizing the importance of data in higher education and the challenges and solutions institutions face in integrating data literacy. Denise highlights the value of community collaboration, the need for senior leadership buy-in, and the significance of assessing data culture. This episode offers valuable insights and recommendations for institutions aiming to enhance their data literacy initiatives. Join us for this enlightening conversation as we wrap up the series.

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)

Introduction to the Blog Series

APLU is deeply interested in how higher education institutions transform to meet the evolving needs of students and communities. That’s why we’re thrilled to explore the University of Wyoming’s involvement in the Bill & Melinda Gates Foundation’s Intermediaries for Scale (IFS) initiative and its impact on campus culture and student success. The University joined the IFS initiative to scale student success solutions, increase its collective capacity in key areas, and create lasting change on campus.

Through its IFS involvement, the University of Wyoming has assembled a dedicated team of decision-makers and influencers to identify opportunities and implement strategies to help more students succeed. This team has been instrumental in driving cultural change and guiding the University’s strategic development.

As we enter another graduation season, we’re excited to follow the University of Wyoming’s journey toward transformation and equitable student success. In this bi-monthly blog series, we’ll explore the impact of the IFS initiative and discuss broader implications for other universities. We’ll examine the challenges and opportunities in scaling student success initiatives and creating meaningful change on campuses.

This series is the first in-depth profile of an IFS cohort member and its progress toward transformation. APLU intends to highlight the work of other IFS-cohort members in the coming months. We hope this series provides an opportunity to understand the story of a transforming institution and how it has overcome challenges to achieve meaningful results.

We also hope this blog series will be a valuable resource for the student success community and anyone seeking positive change on their campuses. We believe the University of Wyoming’s experiences and insights can inspire other institutions to improve student success and drive transformation. Stay tuned for more about their journey and impact on student success in the coming months!

Blog 1: University of Wyoming's Catalyst for Change
Blog 2: UW’s Multidisciplinary Student Success Institutional Transformation Taskforce

Powered by Public’s (PxP) Cluster 13, the Data Integration Cluster, developed a Data Maturity Index (DMI) to assess institutions’ data culture and readiness for strategic data use by identifying both strengths and areas in need of improvement.

Data Maturity Definition

The DMI is an assessment tool for users to evaluate their institution’s data capacity and support a learning community for improving the use of data across campus. The DMI defines Data Maturity as:

“The ability of an institution to improve the organizational, procedural, and technical levels of its data ecosystem to leverage institutional data to produce insights that inform strategic initiatives that meet institutional goals and support student success.”[1]

The DMI assesses stakeholder perceptions of institutional data capacity on 31 items across a number of dimensions, including data governance, collection, quality, dissemination, analysis, culture, and evaluation.

DMI Implementation

Cluster 13 members distributed the DMI to stakeholders at their institutions, and Cluster 14 teams that participated in the Data Literacy Institute (DLI) also took the assessment. The five institutions participating in Cohort 1 of the DLI completed the DMI both before and after participation, and 5 institutions in Cohort 2 took the DMI before participating. Taken together, a total of 200 individuals have completed the DMI.

DMI Findings

Strengths. Across all respondents from 15 institutions, the highest rated item was about the extent to which the institution has identified key stakeholders who will transform the data culture. This item, within the Data Governance topic, received an average of 4.1 out of 5.

Areas of Need. Specific areas of need that emerged based on relatively low average scores include:

1. A central repository for data storage;
2. Staff data training; and
3. Access to reports from a central platform for individual departments.

The two questions about overall data maturity were among the lowest scores, pointing to a need for initiatives such as DLI to improve data usage across institutions. These scores could be indicative of all the different aspects of data maturity – governance, collection, analysis, etc. – being considered together, and reflective of overall data culture.

Pre/Post-DLI 1 Findings

With the first Cohort of DLI institutions, the DMI had the opportunity to track progress on data maturity indicators before and after participation, reflecting increased knowledge and awareness from the program. Of the 91 Cohort 1 participants who responded to the DMI before participating, 37 responded to the post-survey. Across the 29 topic-specific items on the DMI questionnaire (excluding overall questions), participants indicated an average of a one-point increase on a scale of one to five, from 2.7 to 3.9.

Future DMI Use

Cohort 1 institutions are planning to build their own data literacy programs, which may include the use of DMI. The DMI results will inform action plans to build on strengths identified and address the primary areas of need.

The DMI is available to all institutions in the PxP network and APLU will offer support for any institution wanting to implement the DMI on their campus. Please reach out to CDM@aplu.org or dnadasen@aplu.org to learn more.

Cluster 13 Institutions

• George Mason University
• Ohio University
• Tennessee State University
• Texas Tech University
• University of New Hampshire

Cluster 14 – DLI Cohort 1

• Kent State University
• Montclair University
• Oakland University
• University of Minnesota-Duluth
• Wright State University

Cluster 14 – DLI Cohort 2

• Bowling Green State University
• Illinois State University
• Miami University - Ohio
• Tennessee State University
• University of Maine

[1] Powered by Publics. The Data Maturity Index. November 2021. Association of Public and Land-grant Universities (APLU). https://www.aplu.org/news-and-...-integration-cluster

In an ideal world, every full-time student can navigate the curriculum in 4 years and find course content accessible, meaningful, and relevant to their educational goals. In practice, however, there are delays, false starts, and roadblocks along the student’s pathway to a degree. These bottlenecks are not always clearly visible to the faculty responsible for the curriculum. To address this challenge, many universities have begun using Curricular Analytics, a free tool that allows universities to visualize a student’s progress through a degree program, simulate alternatives, and optimize the pathway to success. Curricular Analytics can also be cross-referenced with student performance and demographic data to identify whether barriers disproportionately affect students from minoritized and low-income backgrounds. In this webinar, leaders from several Powered by Publics clusters will share how they use Curricular Analytics to assess equity gaps, engage faculty around the results, and catalyze changes to the curriculum. Attendees learned about the tool and its application in program review, as well as strategies for improving student success and obtaining buy-in from faculty.

Please find the link below for a recording of the event!

Optimizing Degree Programs for Equity and Timely Completion

Hi everyone, I’m passing the pen this month to my colleague Greg Thornton, Associate Director in APLU’s Center for Public University Transformation, to reflect on PxP’s progress in the context of Black History Month. Enjoy! – Julia Michaels, Executive Director and Associate Vice President, Center for Public University Transformation.

By Gregory Thornton

At the Center for Public University Transformation, we see the pursuit of equity at the heart of our work. Despite challenges presented by the COVID-19 pandemic, our members have made progress in promoting equitable outcomes for students from historically underrepresented groups. Preliminary data presented at the PxP Annual Meeting showed that 6-year graduation outcomes are steadily increasing with the gap between Black students and all undergraduates decreasing. The data have been published to our interactive VSA Analytics platform and are accessible to subscribers. While the data are encouraging and demonstrate our members’ diligence and dedication, we recognize that much work remains to be done to ensure all students have an equal chance at success.

A sampling of our collective 2022 accomplishments includes:

• Held four regional Equity Roundtable events that engaged students, alumni, and administrators from multiple universities in candid discussions of barriers to equitable student success.
• Launched the second cohort of the pilot Data Literacy Institute with five institutions.
• Published multiple reports summarizing the results of the clusters’ activities and lessons learned on the PxP Learning Exchange.
• Connected the 16 Intermediaries for Scale institutions with expert technical assistance to build their capacity for holistic advising, digital learning, data literacy, equitable design, integrating the student voice, and strategic finance.

As we reflect on our accomplishments, it is particularly important to recognize the challenges and oppression faced by Black people in academia during this Black History Month. Despite systemic barriers and discrimination, Black people have made significant contributions to research, teaching, and scholarship. We all must continue to work towards creating a more inclusive and equitable higher education system that recognizes and values the diversity of our students and faculty. The national theme for Black History Month 2023 is “Black Resistance,” which speaks to the ongoing struggle for racial justice and equality in our society. So, let us not forget the resilience, courage, and strength of Black people in the face of adversity.

In honor of Black History Month, APLU will host our annual Black History Month Celebration Webinar, Black Resistance: Leadership in Academe, on February 28, 3-4 PM EST. This is an excellent opportunity to come together as a community to celebrate and learn from the unique experiences and perspectives of our Black colleagues and peers. We encourage everyone to participate in this event and join the conversation about how we can work towards creating a more inclusive and equitable higher education system that recognizes and values diversity in our student bodies, faculty, and administration.