The 2017 HBCU Summit
Learn more about the 2017 HBCU Summit here.
The 2016 HBCU Summit
I3 Matters: (De)coding Student Success using Noncognitive Factors in Institutional, Inter-relational, and Individual Affairs
As part of its ongoing effort to increase degree completion rates, the Association of Public and Land-grant Universities (APLU) Office for Access and Success (OAS) and the APLU Council of 1890 Universities held the 3rd Annual HBCU Summit. The 2016 HBCU Summit was held in Atlanta, Georgia on June 15-17, 2016 at the Sheraton Atlanta Hotel. The theme for the summit was "I3 Matters: (De)coding Student Success using Noncognitive Factors in Institutional, Inter-relational, and Individual Affairs." This summit convened HBCU senior level administrators, faculty, students and other stakeholders to understand how noncognitive factors influence student success.
Today’s growing demands for student success at America's colleges and universities require deliberate attention on the seeming nuances of noncognitive factors and their implications for institutional, inter-relational, and individual affairs. Noncognitive factors are a “set of behaviors, attitudes, and strategies crucial to academic performance but may not be reflected in the scores on cognitive test” (University of Chicago, 2012). While noncognitive factors are interdependent and serve to support the development of cognitive skills, it is difficult to isolate the focus on cognitive skills from noncognitive factors. Consideration is warranted toward understanding more clearly the impact of noncognitive factors for student success and subsequent leadership and pedagogical approaches.
Institutional policies and practices must be examined closely to determine how they are positioned to establish and/or enhance the individual capacity of students. The span of these particular policies and practices must extend beyond the respective academic discipline and cognitive matters. Inter-relational affairs must be directed toward the relationships cultivated between the institutions, individuals, and diverse communities of stakeholders (i.e. businesses, families, civic and philanthropic organizations). The caliber of relationships among these entities creates opportunities for advocacy or adversarial engagement for this living and learning ecosystem. Individual affairs encompass the unique ability to demonstrate understanding of internal attributes of students. Such recognition shows a necessity of valuing the student both as an individual and as a student.