1. Serious education. Serious value University of MissouriSt. Louis SELECTING A CLIENT-BASED PROBLEM OF PRACTICE FOR A DISSERTATION IN PRACTICE Higher Education Student Services Learning Community

2. Serious education. Serious value DIRECTION FOR THE PRESENTATION Introduction of Community Members and Thematic Learning Community Development of RFP Decision-Making Process Future Goals OVERVIEW 3. Serious education. Serious value 4. Serious education. Serious value COMMUNITY MEMBERS TEN COHORT MEMBERS AND THREE MENTORS Sean Chism, M.Ed. Joseph Grailer, M.F.A. Tyson Holder, Ed.S. Theresa Keuss, M.Ed. Earl Macam, M.S.Ed. Felicita Myers, M.Ed. Brittany Neunuebel, M.Ed. Natissia Small, M.Ed. Antoinette Sterling, M.A. Brian Tiemeier, M.A. Mentor Team Shawn Woodhouse, Ph,D. Kimberly Allen, Ph.D. Kathleen Haywood, Ph.D. 5. Serious education. Serious value THEMATIC LEARNING COMMUNITIES Community is organized around a theme Members take the same courses together Build a knowledge base relevant to the theme Identify and address a high leverage problem of practice that becomes the Dissertation in Practice THE SIGNATURE PEDAGOGY OF THE Ed.D. IN EDUCATIONAL PRACTICE 6. Serious education. Serious value COMMUNITY MEETS CONTINUOUSLY Year Fall Spring Summer 1 LC Seminar LC Seminar LC Seminar 2 LC Seminar LC Seminar Lab of Practice 3 DiP DiP DiP FROM THE START OF THE PROGRAM TO THE FINISH 7. Serious education. Serious value COMMON COURSES Building Socially Just Educational Communities Ethical and Legal Issues in Educational Practice Evaluation of Educational Programs Scholarship of Teaching and Learning in Educational Practice COMMON COURSES TAKEN WITH OTHER THEMATIC LEARNING COMMUNITIES 8. Serious education. Serious value COURSES TAKEN Learning Community (LC) in Practice Focus on specific skills and topics related to LC emphasis Used to develop Request for Problem in Practice and review presentations Developed writing, communication, and research skills Explore HESS positions and responsibilities LEARNING COMMUNITY (LC) IN PRACTICE 9. Serious education. Serious value COURSES TAKEN Inquiry Courses for Educational Practitioners Survey Design Interviewing Designing Research Project Management Chosen by LCs to provide foundational skills We plan to take Data Analysis, Grant Writing, Budgeting and Financial Issues HESS-LC COHORT CLASSES 10. Serious education. Serious value WHATS IN OUR SHOPPING CART? COHORT COLLABORATION Thinking outside the box Entertaining and Innovative Chaotic but fun! Ingenuity at its best No one particular person is an expert Everyone has a valid opinion Messy, creative, daring, unafraid to try something unconventional, professional Not being afraid of failure Value of thinking outside the box 11. Serious education. Serious value BUILDING ON OUR STRENGTHS AND PERSONALITY RESPONSIBILITY, CONNECTEDNESS, POSITIVITY, INTELLECTION, ARRANGER 12. Serious education. Serious value DEVELOPMENT OF THE REQUEST FOR PROPOSAL High Leverage Problem of Practice Significant Value Challenge the status quo Influence Several Facets of the Institution Require the Cooperation of Key Stakeholders Analysis and Evaluation Process Advocate for Change Support System Change Receptive to Implementation Strategies (RFP) SELECTION PROCESS 13. Serious education. Serious value DESIRED CHARACTERISTICS Educational Allow for Numerous Options Analyze Variables on Several Levels Opportunity to Apply Concepts Learned Assessment Experience More than Research and Recommend In-Depth Analysis Evaluate Outcomes 14. Serious education. Serious value DESIRED CHARACTERISTICS Leadership Multi-layered Chance for Each of Us to Manage and Lead Collaboration Opportunities Within Cohort and Partnering Institution More than Supplying Information Invested in the Partnership and Proposed Interventions 15. Serious education. Serious value DESIRED CHARACTERISTICS Positive Impact for Students and Educators Scenarios Hoping to Avoid Regulatory Athletics Greek Life Residential Life Scenarios Desired High Impact for Significant Number of Students 16. Serious education. Serious value PROBLEM AND SOLUTION RFP Unique Requesting a Problem AND Proposing a Partnership in Identifying Solutions Active on Both Sides of the Equation (RFP) SELECTION PROCESS 17. Serious education. Serious value COMPONENTS Division of Duties Timeline 12-18 Month Engagement Period Initial Inquiry to Initial Implementation Budget Benefits Derived Outweigh the Investments Partner and Problem Characteristics Group Dynamics Reveal Previous Partnerships or Recommendations Result: Scenario that Fits the Bill of our Desired Goal (RFP) SELECTION PROCESS 18. Serious education. Serious value DEVELOPMENT OF THE REQUEST FOR PROPOSAL Short Biographies for Each Cohort Member Our Background and Breadth of Experience Sought Professional Critique Versed in Formatting Proposals Gain Feedback and Guidance Assist with Effective Communication Exercise in Teamwork Multiple Discussions Final Document (RFP) SELECTION PROCESS 19. Serious education. Serious value (RFP) AREA RFP sent to colleges and universities in the region Cohort members identified potential collaborators Within a 200 mile radius 20. Serious education. Serious value PROPOSALS! 3 Proposals were received 2 institutions were invited to make a presentation In-person Skype RECEIPT OF PROPOSALS 21. Serious education. Serious value UNIVERSITY OF MISSOURI - ST. LOUIS COLLEGE OF ARTS AND SCIENCES AND COLLEGE OF FINE ARTS & COMMUNICATION Office of Advising and Student Retention 19 Departments and offer 30+ undergraduate degree programs Committed to supporting the Strategic Plan of UMSL To increase the number of degrees conferred by 20% by 2018 Seeking solutions to the large list of Super Seniors Students with 120+ credit hours o Have not completed a degree CAS/CoFAC 22. Serious education. Serious value CAS/CoFAC SUPER SENIORS Student population for both colleges is 2,498 1,981 in College of Arts and Sciences 46% (915) CAS enrolled in Fall 2014 517 in College of Fine Arts and Communication 88% (455) CoFAC enrolled in Fall 2014 Students with 120+ attempted hours (1,370) Financial Aid Cannot graduate SPRING 2014 23. Serious education. Serious value CAS/CoFAC SUPER SENIORS Advising loads of 600+ students Create graduation plans for each super senior Reach out to students to come in for academic planning Limited to a few weeks where they have schedules to address this initiative Convert 10% of Super Seniors into Graduates within two semesters Result in an additional 286 graduates between the 2 Colleges 20% increase in degrees awarded for CAS/CoFAC in one year ADVISOR ROLES 24. Serious education. Serious value CAS/CoFAC SUPER SENIORS Role of HESS Cohort for this Problem of Practice: Identify creative strategies for reducing the number of super seniors STATED GOAL FOR HESS-LC 25. Serious education. Serious value CROWDER COLLEGE CROWDER COLLEGE Skype Interview Vice President of Academic Affairs Statistics about Crowder Neosho, Mo 5,500 6,000 students 20 30% earn a degree *1,000 students drop out between fall and spring every year! 26. Serious education. Serious value In 2011, it was named as one of the Great Colleges to Work For by the Chronicle of Higher Education. Offers Associate of Arts, Associate of Science, Associate of Applied Science degrees in addition to many Certificates. Approximately 200 students live on campus. 45% are fulltime students. Minority enrollment is 10% of the student body (majority Hispanic and African American), which is less than the state average of 20%. Crowder College is the only community college within Newton County, MO. CROWDER COLLEGE 27. Serious education. Serious value CROWDER COLLEGE Low Completion and Withdrawal Rates Job Opportunities Transfer to 4-year institution Experiment with a Major Unprepared/Underprepared for College Level Work D, F, and W grades in General Education Courses Multiple Developmental Classes Result Student Finances are depleted! POSSIBLE REASONS 28. Serious education. Serious value THE PROBLEM What is the problem? What are they asking us to help them with? Support Strategies for high school students Increase student success in general education courseworkWithdrawal Rate! 29. Serious education. Serious value WHICH PROPOSAL? CAS/CoFAC CROWDER COLLEGE DECISIONS! Super Seniors Identify and Prioritize Super Seniors in need of Intervention Study progression patterns in degrees with chronically high percentage of Super Seniors Prevention strategies Advocate for academic policies and processes High Withdrawal Rates Identify general education classes that have the most D, F, and W grades over the most recent three years Identify students who have D, F, and W grades in these classes Determine if there is a correlation between performance in general education classes and a number of variables related to high school experience and performance. 30. Serious education. Serious value CAS/COFAC CONCEPT MAP CAS/COFAC (UMSL) 31. Serious education. Serious value PROPOSAL COMPARISON CROWDER COLLEGE 32. Serious education. Serious value DESCRIPTIONS PROPOSAL EVALUATION RUBRIC Quality Indicator Description Very Good 9-10 points The response is specific and comprehensive. There is complete, detailed, and clearly articulated information as to how the criteria are met. The ideas presented are innovative, well-conceived and thoroughly developed. Good 6-8 points The response is reasonably comprehensive and includes sufficient detail. It contains many of the characteristics of a response that is very good even though it may require additional specificity, support or elaboration in places. Fair 3-5 points The response is non-specific and lacks focus and detail. The response addresses some of the selection criteria, but not all. Some ideas presented are sound, but others are not responsive to the purpose of the RFP. Additional information is needed in order to be reasonably comprehensive and meet the criteria of a response that is good. Poor 1-2 Points The response does not meet many criteria; provides inaccurate information or provides information that requires substantial clarification as to how the criteria are met; lacks meaningful detail; demonstrates lack of preparation; or otherwise raises substantial concerns about the applicants understanding of the issue in concept and/or ability to meet the requirement in practice. No Evidence 0 points The response does not address the criteria or simply re-states the criteria. 33. Serious education. Serious value SCORING GUIDE Proposal Component Evaluation Factor Score Evaluator Comments Organizational Information Proposer provides background information about the institution and its current program(s), uniqueness, etc. The institution has the capacity to undertake the partnership. Problem Description The problem has potential for high leverage impact. The problem is suitable for engagement within a 12-18n month timeline. Collective Stakeholder Buy- in Stakeholders are defined. Change will be supported by the collective stakeholders. There is a clear understanding of allotted resources. 34. Serious education. Serious value ADDITIONAL PROPOSAL COMPONENTS Collaborative Inquiry Inputs and Outcomes Evaluation Previous Solution Attempts Sustainability Value and Cost 35. Serious education. Serious value WHICH PROBLEM IN PRACTICE (PIP) DID WE CHOOSE? CROWDER COLLEGE! 36. Serious education. Serious value WHY CROWDER COLLEGE? The difference between the two proposed problems Proactive rather than reactive The focus is on causes rather than symptoms 37. Serious education. Serious value Crowder Welcomed Us! 38. Serious education. Serious value With such a diverse and experienced cohort, we feel confident of combating this Problem in Practice (PIP)! COHORT STRONG! 39. Serious education. Serious value THE PROJECT Ten General Education classes with the highest percentage of students earning a D, F, or W over the most recent 3 year period of time Students receiving the D, F, or Ws will be identified High School transcripts of all enrollees will be reviewed along with ACT and Compass scores Determine if there is a correlation between the performance in General Education classes and a number of variables related to high school experiences and performance Is there a correlation between the lack of enrollment during the senior year of high school in a specified content class and subsequent lack of success in the same content general education class? IDENTIFY FACTORS OF THE PROBLEM 40. Serious education. Serious value LAYING THE GROUNDWORK Fall Activities Skype with Crowder College Visit Crowder College Tour On-site data collection and research Meet with key stakeholders Job Shadow FIELD WORK ON CROWDER CAMPUS 41. Serious education. Serious value LAYING THE GROUNDWORK Problem in Practice Literature Review Concept Mapping Spring Activities Laboratory of Practice Two LC project managers appointed each semester FIELD WORK ON CROWDER CAMPUS 42. Serious education. Serious value WHAT IS THE END PRODUCT? INTENT OF PROJECT CROWDER COLLEGE Determine if there is a correlation between the performance in General Education classes and a number of variables related to high school experiences and performance Design student support interventions Implement new strategies to improve retention of students Continued Collaborative relationship with UMSL Learning Communities HESS-LC COHORT Coordinate a systemic set of proposed interventions o High School preparation o Faculty work with students in critical areas o Tutoring programs Group Dissertation Technical Report Multiple Reports Design and assess initial interventions before graduation Opportunity to make a larger impact because we have more Human Capital Reflective Student Affairs Practitioners Transition into Leadership roles 43. Serious education. Serious value GRADUATION! CELEBRATION!