Using Evidence to Strengthen Stories

New Jersey Campus Diversity Initiative

Spring Meeting 2004

Daniel Teraguchi, Assistant Director, NJCDI, AAC&U

Flow of PresentationStorylines:

Portals of Change (Micro) & Institutional Change (Macro)

Institutional Framework of Change

Storylines

George Kuh and Associates, in their article, “Aligning Faculty Activities and Student Behavior: Realizing the Promise of Greater Expectations,” argue that increased levels of student engagement result in higher levels of achievement.

Liberal Education (Fall 2004; available at: www.aacu.org/liberaleducation/le-fa04/le-fa04feature2.cfm).

Framework for Identifying Data Sources and Documenting Progress

Drawing from Daryl G. Smith’s Work (1997)Educational Coherence

(curricular, co-curricular, & Community

Connections)

Student Access and

Success

Commitment and Capacity

Campus Climate

Student Learning

Draft of Steps in a Comprehensive Communication Plan

•Step 1: Develop communications strategies to generate support from selected constituencies for efforts that use diversity as an educational and societal resource.

•Step 2: Identify data sources to generate campus stories. •Step 3: Place campus stories within a mission-centered framework and

document progress towards the four institutional goals defined above.

•Step 4: Identify the appropriate types of communication products (i.e., brochure, newspaper article, academic article, or Web page) to present and disseminate campus stories

•Step 5: Apply the learning from the evaluation to planning next-level goals and activities.