Powered by Publics institutions are working to develop and scale innovative programs, practices, and policies that improve teaching practices and the learning environment for students. Doing so will help students succeed in the classroom and stay on track to graduation. As the demographics of today’s students are diversifying more rapidly than the ranks of faculty, Powered by Publics institutions seek to foster inclusive learning environments in which all students belong. Data sources include both institution-level and course-level data. In addition to Teaching and Learning, Powered by Publics are also institutions working within the thematic areas of Affordability and Holistic Student Supports.
The relationships among students and faculty are critical for student persistence and degree completion. That’s why Powered by Publics institutions are working directly with faculty on adopting evidence-based teaching practices and building inclusive learning environments that will increase students’ sense of belonging and confidence in their ability to learn. Learn more about how the Western Coalition is engaging faculty to design for student success, as well as tackle other barriers to persistence and completion throughout the student journey. For more information, contact Julia Michaels.
The pathway to a degree varies widely by program with some fields, particularly those in STEM, exceptionally difficult to navigate for first-generation students. Even minor delays toward a degree can extend time in college, add costs, and drive students to drop out or change majors. Powered by Publics institutions are working to review and optimize degree programs to give students the best chance possible to succeed. Learn more about the Western Land-grant Cluster’s work on tackling curricular complexity via this learning memo and video. For more information, contact Julia Michaels.
Introductory, or “gateway,” courses are students’ first deep dive into the college experience, and their success or failure in these courses can have a profound effect on persistence and completion. That’s why a cluster of Big 10 institutions are undertaking an in-depth analysis of student data in these high-enrollment, entry-level courses to address the root causes of students receiving low grades or withdrawing from the courses, ultimately seeking to close the equity gap. Learn more, or contact Tia Freelove Kirk.