What Works at Historically Black Colleges and Universities (HBCUs): Nine Strategies for Increasing Retention and Graduation Rates

by Tiffany Beth Mfume

Overview

What Works at Historically Black Colleges and Universities (HBCUs): Nine Strategies for Increasing Retention and Graduation Rates will have broad appeal within the field of education and beyond. While the primary audience for this book is the faculty, staff, administrators, students, alumni, and campus community of the current 105 HBCUs in the United States, this book is written to appeal to all professionals in the field of higher education, guidance counselors and administrators in P-12 education, sociologists and social scientists, and scholars who study change management, outcomes assessment, and success in any organized structure or system.

Product Details

ISBN-13:	9781475818963
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	12/08/2015
Edition description:	New Edition
Pages:	160
Product dimensions:	5.90(w) x 8.90(h) x 0.60(d)

About the Author

Tiffany Beth Mfume is Director, Office of Student Success and Retention, Morgan State University.

Table of Contents

Acknowledgments
Preface
Introduction: HBCUs: Legacy and Historical Context
HBCUs: Historical Context
Morgan State University: A Brief History
Morgan’s Office of Student Success and Retention
Who is This Book For?
What is This Book About?
Chapter 1: Leadership: You Are Only As Good As Your College President
The College Presidency in America: A Profile
HBCU Presidents: The Best of the "Old Guard"
HBCU Presidents: The Best of the "New School"
Morgan State University: A Tale of Two Presidents
“Old Guard” vs. “New School”
Navigating Changes in Senior Leadership
New Leadership = New Opportunities
The Future of the HBCU Presidency
Chapter 1: Questions & Next Steps
References
Chapter 2: Branding: Understanding What Makes Your University Great & Putting it Out There
Branding by Mass Media
What is Your Brand?
Development of a Brand
Perception: The HBCU Renaissance
To Be an HBCU, or Not To Be an HBCU – That Is the Question
Let Data Inform the Brand
Re-branding New Student Orientation
Brand Cohesion: Alignment with Strategic Goals of the Institution
“Putting it Out There”: Communicating the Brand
“We Are the Bears!”
Chapter 2: Questions & Next Steps
References
Chapter 3: Data Mining: Who are your students and what do they need?
Who are the students at Morgan State University?
Trust the Data, Don’t “Second-Guess” the Data
Where’s the Data?
What is the Collegiate Learning Assessment (CLA)?
What Data Comes from Accuplacer?
Use Data to Answer Questions
Data and Strategic Retention Goals
Data Driven Decision Making
So What Do Your Students Need?
Write the Data Narrative for Your Own Institution
Chapter 3: Questions & Next Steps
References
Chapter 4: Frontloading: Freshmen, First Impressions, and Foundations
Foundations
Frontloading
Summer Orientation – Begin at the Beginning
HBCU Orientation: A Cultural Transition Model
Goals & Objectives of Summer Orientation
Measuring Success: Student Orientation Outcomes Benchmark Study
CASA Academy – A Model Program
The Quest for StrengthsQuest
Six Weeks of “Math Boot Camp”
Foundations of Excellence® in the First College Year
First-Year Advising
Tutoring and Collaborations
Don’t Forget the Parents
College GPS: the Freshman Orientation Course
What Follows the First Year
The Final Impression of First Impressions
Chapter 4: Questions & Next Steps
References
Chapter 5: Case Management: Systematic Tracking and Monitoring of Students by Cohort
Predictive Analytics
Why Cohorts?
Predicting Success at Morgan
Navigating the Bill Payment Process
The Origins of Case Management at Morgan
To Drop or not to Drop – That is the Question
Education on “HOLD”
Tracking & Monitoring
Transparent Record Keeping
“Fishing” for Students
Case Management: A Proven Strategy
A Winning Combination
Chapter 5: Questions & Next Steps
References
Chapter 6: Strategic Initiatives: Programs Designed Specifically to “Move the Data”
Embrace the System
Common Academic Support Programs
Are They Working?
The Genesis of Strategic Programming at MSU
A Bright Idea is Born
The Reclamation Initiative
The Results Are In...
A Model Program
One Step Away
An Exit Strategy
Degree Auditing Software
Other Strategic Initiatives
The Genesis of a Philosophy
Moving the Data
Becoming and Remaining Strategic
Chapter 6: Questions & Next Steps
References
Chapter 7: Leveraging External Resources: Getting the Most Out of Grants
Grants Are Worth Much More than Money
Public Grants: Funding That’s A Strong Foundation
AmeriCorps*VISTA: A Non-Traditional Grant for an HBCU
A Game-Changer: The Bill & Melinda Gates Foundation IPAS Grant
Lumina Foundation
Bill & Melinda Gates Foundation
United Negro College Fund (UNCF)
Thurgood Marshall College Fund (TMCF)
The Kresge Foundation
Southern Education Foundation (SEF)
USA Funds
Institute for Higher Education Policy (IHEP)
Promote Student Success with Grants
Chapter 7: Questions & Next Steps
References
Chapter 8: Technology: Tools and Systems Help Us Work Smarter Not Harder
The Foundation: A Student Information System (SIS)
A Smooth Switch to Google
IPAS: A New Acronym
IPAS Benefits and Outcomes
Transition and Buy-In
Change Management
A User-Friendly Tool
The Results Are In....
Manual Degree Auditing
Why Degree Auditing Software?
Google Apps
Starfish Retention Solutions
Degree Works™ by Ellucian
Blackboard
Oracle
Campus Labs
SmarThinking
Civitas Learning™
Hobsons
GradesFirst
Chapter 8: Questions & Next Steps
References
Chapter 9: Networking: Documenting and Sharing Your Successes and Failures
Being the Only HBCU to Attend…
No Need to “Reinvent the Wheel”
Getting the “Real Deal” from Colleagues
Why Attend Conferences?
The White House Initiative on Historically Black Colleges and Universities
Annual Regional HBCU Summit on Retention
National Association of Student Affairs Administrators in Higher Education (NASPA)
National Orientation, Transition, and Retention Association (NODA)
Ruffalo Noel Levitz
American Association of State Colleges and Universities (AASCU)
Association of Public and Land‑Grant Universities (APLU)
The College Board
Complete College America
The Education Policy Institute (EPI)
NACADA: The Global Community for Academic Advising (NACADA)
Chapter 9: Questions & Next Steps
References
Chapter 10: The HBCU Success Recipe
HBCUs and the College Completion Agenda
Should HBCUs Just Admit “Better” Students?
Blaming the Students
Overcoming the Impact of Students’ Financial Hardships
Georgia State University: the “Success Recipe” at Work
What Will Work: the Future of Retention, Persistence & Completion at HBCUs
Chapter 10: Questions & Next Steps
References

Editorial Reviews

Dr. Tiffany Mfume is leading the way in advancing college access and success for underrepresented students.  Her groundbreaking analysis will change the way we look at college advising and institutional approaches to improving college retention, progression and completion.

Greg Ratliff

Dr. Mfume's book is a true treasure chest of wonderful ideas, innovative practices, and golden nuggets of critical pieces that are essential to transforming a campus to address and "practice/live" student success. I am glad to see a practical book that shares lessons learned, discusses the benefits of leveraging technology in “plain language,” and emphasizes the "change management" aspect of the transformation that is required to impact graduation numbers.

Ana B. Borray

Dr. Mfume has masterfully articulated what can be done to help improve retention and graduation rates at HBCUs. But more importantly, she has captured how to develop and sustain a campus culture that facilitates student success.

Danette Gerald Howard

Dr. Tiffany Mfume addresses many critical issues confronting HBCU retention and graduation. In addition to dispelling popular myths about African American students, this brilliant academic leader has amassed a significant collection of proven strategies and interventions that can positively increase HBCU graduation rates. HBCUs have a rich legacy of providing opportunities for African-Americans to obtain a college education and thereby make tremendous contributions to their families, communities, and the nation as a whole. Currently fewer than 10 of the 105 HBCUs graduate as many as 50% of their entering freshmen. This work will change that. It is must-read for those interested in the restoration of the prominent role of HBCUs in African American education. Bravo, Dr. Mfume, for a job well done!

John Hudgins