Archives: Articles/Briefs
Differences and similarities in time use and well-being among female and male undergraduates.
Professional learning communities and culture change in higher education: Facilitators to learning ecological validation to support historically marginalized students.
In this article, we explore how three campuses implemented professional learning communities (PLCs) in order to create institutional change in support of culture change (toward ecological validation) to support at-promise student success. The study explores the process of learning within the PLCs, examines facilitators of learning ecological validation, and discusses the viability of PLCs as a vehicle to undergo such learning in support of institutional culture change. The findings identify six conditions that support learning within PLCs in higher education settings aimed at culture change and these are distinctive from findings in the K-12 literature on PLCs.
Creating a campus-wide culture of student success: An evidence-based approach to supporting low-income, racially minoritized, and first-generation college students.
Reflection tool – Sustaining the work of the coordinating group.
This tool provides a framework for evaluating the ongoing impact of ecological validation efforts on campus culture. It guides the development of reports and presentations to campus leadership, highlights accomplishments, shares challenges, and outlines next steps for sustaining work on at-promise student support through continued learning, resource alignment, and engagement with institutional leadership.
Ecological validation coordinating groups: Key processes related to campus-wide culture change.
This brief outlines key processes for Ecological Validation (EV) Coordinating Groups to drive campus-wide cultural change that improves outcomes for at-promise students. It emphasizes strategies like mapping student experiences, developing professional development initiatives, and fostering sustainable leadership networks to embed EV principles across institutional practices.
Who is an educator on your campus?
This brief redefines the role of an educator on college campuses, emphasizing that all faculty, staff, and administrators contribute to student learning and success. It advocates for a student-centered approach to interactions, policies, and practices, promoting collaboration and systemic cultural change to address students’ multifaceted needs effectively.
Cross functional professional learning communities in higher education.
This brief provides an overview of how PLCs can be used in higher education. We discuss the origin of PLCs and compare them to other improvement processes in the higher education field. We then explain what a cross functional PLC is and why postsecondary institutions may benefit from using them. We end with some guiding questions to help campus stakeholders decide if this approach would be useful for your campus.