Western Kentucky University has a lot in common with the California State Universities that have employed me for around ten years. It’s an access-oriented, regional comprehensive university, it’s proud of its continuing academic quality in the face of unpredictable challenges, and it would like to improve its graduation rates.
To that end, the university leaders are looking at educational practices that engage their students personally in their learning, making them less likely to drop out.
On Friday I paid WKU a visit to learn more, and share what we’re doing in California. Our discussions focused on high-impact practices, and making them work for a greater share of WKU students by identifying a handful that can be offered consistently, equitably, and campus-wide.
For example, like some CSU campuses, WKU may decide to focus on service learning, undergraduate research, and internships in particular. Those few would then be systematically offered, coded into student records, and regularly assessed for impact.
For my part, these are points I want to remember from Friday’s meetings:
- Everyone is an educator. Although faculty are authors of WKU’s educational programs, I was struck that our meetings were attended in equal parts by advisers, staff, student leaders, administrators – pretty much everyone who interacts with students. I think one value of high-impact practices is that they take advantage of all the ways humans learn; to that end, this full-spectrum participation seems especially important.
- Intentional work requires ongoing professional development. WKU’s efforts in this area are led by Jerry Daday, Executive Director of its Center for Faculty Development. His involvement will be crucial: during a closing discussion of the resources needed for scale-up, people said they needed dedicated training for staff and faculty even more than they needed money.
- Colleges will want a role. This was the biggest surprise of my visit, that deans and associate deans need to see themselves in the emerging approach, and will be unhappy if they can’t. Because high-impact practices are often connected to the student’s choice of major, departments won’t feel their identities threatened. And at the large scale of the whole university, picking a handful of signature high-impact practices for everyone will strengthen the institution’s identity. But what about the layer in between the campus and its departments – say, the College of Arts and Letters, or the College of Nursing?
I’m not sure what to do about that. A good answer may lie in integrated approaches to curriculum, like the AAC&U GEMs project, or in “meta-majors,” broad clusters of related subjects that students pursue before they know exactly what to major in. Such integrated pathways may reside in a single college, and lend themselves to a distinct set of high-impact practices.
(References to meta-majors are getting more common, but the field doesn’t have a single authority I can link you to. One example I like is from Complete College America, which describes meta-majors in its “Guided Pathways to Success” toolkit. See the PowerPoint here, and especially slide 22.)
Or maybe, as some in the meetings believed, bringing along the colleges just isn’t a problem: we need those administrative units behind the scenes, and not because our students should know where they are on the org chart.
I get it, but I’m not so sure. We may find that more should be done at the college level with high-impact practices, and how they bring students in, and support their decision to stay.