John N. Gardner Institute for Excellence in Undergraduate Education

Everybody Gets It: The Completion Agenda

John N. Gardner
President

This posting is inspired by something I have started doing in the autumn of my career—going to an annual meeting for Presidents. After all, I am a president of a non-profit organization that serves American higher education and this means that many of the people my Institute staff colleagues and I are serving are presidents and chancellors.

The meeting in particular is higher education’s oldest gathering for its senior leaders, the annual meeting of The American Council on Education. This is the academy’s most senior policy advocacy stakeholder group.

And this year’s annual meeting was all about The Completion Agenda: the intense focus on increasing graduation and completion rates. Everybody seemed to get the importance of this, all except I suppose the elites for whom this has never been a problem. The idea of this being  the preoccupying focus of any meeting when I started my work on “the freshman year experience” back in the 1970’s would have been unthinkable. So I tell myself that even though my country is retreating from most components of the social justice agenda, that it least it is focused on the completion agenda. And I am thankful for that.

But does everybody get it? Well, of course not. The senior leaders get it. But there are many in the academy that are not invested in this issue. And who might they be?

Well, they are the faculty and staff in institutions that are experiencing very rapid growth rates seemingly no matter what the state of student success practices. When the students keep coming no matter what we do, it is understandable that some of us educators don’t really have to buy into the completion agenda.

And then there is the professoriate. Many of us still think in these ways, understandably I could argue:

  1. What is all this fuss about? Many of today’s students do not belong in college. They lack the requisite levels of maturity and academic preparation, and focus, too.
  2. I don’t really understand why retention/completion is any of my responsibility. Instead, it’s the responsibility of parents, families, and the admissions officers who should be recruiting me better students. And it definitely is the responsibility of the students themselves.
  3.  All this talk about retention is really the substitution of a business model for an educational paradigm for what we should be doing in higher education. This counting of students for revenue purposes is just one more insidious example of the corporatization of the academy and I am not having any of it.
  4. This talk about retention and completion: completion for what? The discussion totally misses the purposes of higher education to which I have dedicated my whole professional life.
  5. This focus on retention/completion is just one further example of the dumbing down of the academy. And I am not having any part of it.
  6. Retention is an absolute minimum standard for students. It says nothing about what they are learning; what they can do; what value we have added. Surely we can have a more substantive conversation and resulting set of goals for higher education than this minimalist approach.
  7. The question shouldn’t be “what can/should we do to retain more students?” It should be: “What can we do to increase student learning?” Or “What would we have to do to create an excellent first year of college? If we did that, we could greatly increase our retention!”

Please do not misunderstand me. I am not blaming my faculty colleagues for not getting on the completion agenda bandwagon. They have thoughtful objections concerns about this focus and must be heard. If we don’t address these ways of looking at our completion agenda challenges we can never be more successful. I understand why many of my colleagues view this student success work in these lights. This is a challenge I embrace. Long live academic freedom so that all of us are more explicit, honest and purposeful about the purposes of higher education. We must constructively address these skeptics about the merits of the completion agenda.

Gardner Institute Announces New Effort to Mobilize Institutions to Improve Gateway Course Success

Gardner Institute Announces Gateways to Completion™ – New Effort Mobilizes Institutions Seeking to Improve Performance in High Failure Rate Courses

February 9, 2013

Point Clear, Alabama – The John N. Gardner Institute for Excellence in Undergraduate Education today publically unveiled Gateways to Completion (G2C™), a new effort to help institutions address high failure rates in gateway courses. Speaking with a group of chief academic officers at the American Association of State Colleges and Universities’ (AASCU) 2013 Academic Affairs Winter Meeting, the Institute’s President, John Gardner, and Executive Vice President, Drew Koch, shared how and why the time is right for higher education institutions and systems to create and implement a comprehensive strategy to improve institutional performance and student success in gateway courses.

“Gateway courses, such as introductory-level math, English, chemistry, biology, and psychology, typically enroll, and present challenges to, large numbers of first- and second-year students” said Koch. “These failure rates negatively impact student academic performance and retention, and in many cases degree completion. In an era where heightened institutional accountability, performance-based funding, and the needs of the Completion Agenda are paramount, higher education institutions simply cannot tolerate these kinds of outcomes,” Koch continued.

“The Gateways to Completion effort draws on the Gardner Institute’s proven expertise with helping institutions create and implement action plans for student success,” added Gardner. “Specifically, we are drawing on the experience the Institute has derived working with nearly 250 institutions to create and implement action plans for first-year and/or transfer student success via Foundations of Excellence.”

Independent research correlates the high implementation of a Foundations of Excellence-generated action plan with substantial increases in IPEDS first-to-second year retention rates and retention-related tuition revenue. “We are confident that these kinds of outcomes can be carried over to our new, focused work with G2C,” Gardner stated.

“Gateways to Completion will link the Gardner Institute’s seasoned student success expertise to dashboards and predictive analytics tools. This combination will allow institutions to create, implement, and continuously improve a strategic, multi-year effort focused on improving gateway course success. As with Foundations of Excellence, faculty will be at the heart of the effort. In short, G2C links strategic action planning with intervention tactics and tools – with the goal being making the whole greater than the sum of the pieces” shared Koch.

The Gardner Institute is currently accepting applications from all higher education institution and system types – two-year, four-year, public, private, etc. The applications will be considered for inclusion in the Gardner Institute’s pilot group of Gateways to Completion institutions. The pilot institutions will be selected this spring and summer and will begin their three-year involvement with G2C in Fall 2013.

For more information on the G2C project, visit the Gateways to Completion website or contact:

Drew Koch
Executive Vice President
koch@jngi.org