Empowering Parents to Empower Students: An Assessment of ODU Parent Engagement
- 1. EMPOWERING PARENTS TO EMPOWER STUDENTS: AN ASSESSMENT OF ODU PARENT ENGAGEMENT Old Dominion University, Norfolk, VA HIED 761: Higher Education Capstone Project, Student Affairs Group #1 Fall 2011 Research & Assessment Team: Brandon Brown ~Jasmine Briggs ~ Diane Hazard-Ngwanza ~ Steven Kendrick ~ Jayme Watkins 1
- 2. ď‚ž Client Profile ď‚ž Organizational ď‚ž Project Purpose Culture ď‚ž Key Questions ď‚ž Legal Implications ď‚ž Literature Review ď‚ž Data Collection & ď‚ž Aspirational Analysis Schools ď‚ž Recommendation ď‚ž Organizational ď‚ž Cost Benefit Structure Analysis 2
- 3.  Judy Luedtke, Director of New Student & Parent Programs (NSPP)  Deliverables  Literature Review to include research from client-identified aspirational and peer institutions and cost-benefit analysis to accompany recommendations 3
- 4.  We evaluated the satisfaction of ODU parents and families with the current frequency and content of university communication to inform the communication structure of Old Dominion University’s Parent Program.  We also sought to identify ways to improve partnerships with parents and families to enhance student success at ODU. 4
- 5. ď‚ž Whatare the information expectations of parents and families of ODU students? ď‚ž How can ODU establish and sustain effective and fulfilling partnerships between parents and the university? ď‚ž Whichbest practices in parent/family programs can be implemented into the current parent/family program at ODU? 5
- 6.  History  Rise and fall of in loco parentis  Recent demand for parent programs  Generational Theory  “Helicopter” Parents  No Child Left Behind Bickel, R. D., & Lake, P. F. (1999). Carney-Hall, K. C. (2008). Coburn, K. L. (2006). Henning, G. (2007). Savage, M., & Petree, C. (2009). Ward-Roof, J. A., Heaton, P. M., & Coburn, M. B. (2008). 6
- 7.  Role of Parents  Consumers  Involvement  Communication Trends  Use of technology  Frequent student-parent contact  University-parent interaction  Best Practices  Top Five  Developing parents to develop students Bridges, C., Heiman, S., Hyer, N., Radke, C., Wright, A., & Heiselt, A. (2011). Carney-Hall, K. C. (2008). Kennedy, K. (2009). Savage, M., & Petree, C. (2009). 7
- 8.  UT-Knoxville & UNC-Chapel Hill  Criteria: Research Institution Accredited by Southern Association of Colleges & Schools Mid-Sized Institutions In-state Enrollment (85%) Virginia Schools  Criteria: Mid-sized, In-state, Public 4-Year Schools that have a Parent’s Association  University of Virginia and James Madison University 8
- 9. Savage, M., & Petree, C. (2009). University Organization Chart-Old Dominion University. (2011). 9
- 10.  Applicable cultures of the academy  Developmental  For example the office employees 14 preview counselors who undergo training in group facilitation and customer service to engage the next generation of monarchs  Virtual  The office engages parents through virtual meetings at least once a semester  Judy responds to parent inquires on the Family Connection webpage Bergquist, W. H. & Pawlak, K. (2008) 10
- 11.  Applicable Laws  FERPA  HIPAA Privacy Rule  Patient Confidentiality  Court Cases and Opinions  FERPA  Falvo V. Owasso Independent School District  HIPAA  Nott V. George Washington University  Shin V. Massachusetts Institute of Technology Kennedy, K. (2009). 11
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- 13.  Monday, September 26th – Monday, October 24th  Conducted literature review and peer institution research  Composed survey  Collaborated with Charles Lowman, Assistant Director of Residence Education, Office of Housing & Residence Life to have survey constructed in StudentVoice  Tuesday, October 25th  Acquired list of 1,760 parent email addresses from the Office of Housing & Residence Life at Old Dominion University  Wednesday, November 2nd  Survey announcement and link placed on ODU Facebook page by Lisa Sinclair, PR & Marketing Specialist and New Media Coordinator  Thursday, November 3rd  Parents emailed in groups of 500 from Team Leader’s ODU student email account between 8:00-8:20AM  Friday, November 4th –Sunday, November 6th  Answered parent emails about issues with survey link and general questions regarding credibility of survey  Thursday, November 10th  Team officially closed data collection at 3PM 13
- 14. ď‚ž Social media data collecting is normally a marketing tool used by financial organizations (lenders, banks, & other non-profit companies) to help their marking goals and leading decisions. ď‚ž Any company that mines social data has access to only the information that you have made public on internet, as these companies work like search engine crawlers ď‚ž Often, data collecting companies work for clients looking forward to ability to personalize and customize their offers services to better use. Bonneau, J., Anderson, J., & Danezis, G. (2009). Hanneman, R. A., & Riddle, M. (2005). 14
- 15. ď‚ž Team emailed 1760 parents and guardians and we had 362 respondents (21% response rate) ď‚ž From our data, we sought to determine what the structure of a Parent Association and/or Council at ODU would look like. ď‚ž Finally, we made determined the general activities this organization would be involved in, to enhance the relationship between Old Dominion University and parents/families and further aid in the success of ODU students. 15
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- 17. Relationship to Student Mothers Fathers Other 2% 21% 77% 17
- 18. Classification of Students Freshmen Sophomores Juniors Seniors 8% 15% 53% 24% 18
- 19. Distance from ODU Less than 1 hour drive 1-2 hour drive 3-5 hour drive 5 or more hours drive 8% 30% 42% 20% 19
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- 21. ď‚ž Financial Aid Information ď‚ž Enrollment/registration Information ď‚ž Housing Information ď‚ž Work Study ď‚ž Career Guidance 21
- 22. E-mail Postal mailing ODU Website announcements Telephone Social media 8% 3% 10% 16% 63% 22
- 23. 1 or more 2 - 4 times Once a As needed times a a week week basis day Fathers 11% 23% 34% 28% Mothers 88% 78% 66% 72% Grandparents 1% 0% 0% 0% 1 or more 2 - 4 times Once a As needed times a a week week basis day Freshman 47% 56% 58% 56% Sophomores 26% 24% 23% 19% 23 Juniors 21% 13% 15% 17%
- 24. Information basis only Parent/family association Assisting with special campus events Informal social group 6% 5% 48% 41% Bridges, C., Heiman, S., Hyer, N., Radke, C., Wright, A., & Heiselt, A. (2011). Carney-Hall, K. C. (2008). Parent Feedback Survey (2011). 24 Savage, M., & Petree, C. (2009).
- 25. Safety/Security Academic requirements (regarding intended major) Financial Aid On/Off Campus Housing Special events Total of the 13 other responses 17% 36% 16% 8% 16% 7% Bridges, C., Heiman, S., Hyer, N., Radke, C., Wright, A., & Heiselt, A. (2011). Carney-Hall, K. C. (2008). Savage, M., & Petree, C. (2009). 25
- 26. Availability of a specific major/area of study Received financial aid or scholarships Affordable tuition Close to home Prestige/name recognition/reputation of the university All other responses • And the survey says: 32% 30%  Location  Institutional Size 12%  Affordability 10% 10%  Major 6%  Reputation 26
- 27. ď‚ž Grade Access GPA Information Semester Grade Reports ď‚ž Information on Degree Requirement Communication with Advisors Information on how to register for classes Graduation Requirements ď‚ž Safety Safety Alerts for Parents Increase Campus Security ď‚ž Increased Communication Parents Newsletters Information on ODU Events Email Communications Mailed Information Better Communication with Student Resources (Financial Aid, Admissions, Student Health, Student Organizations) 27
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- 29.  Communication Strategies  Use of Technology  Information Sharing/Distribution  Human Resources  Additional Staff  Development of a Parent Association  w/ Parents Council  Assessment Strategies  Appraisal of ODU Parent Program 29
- 30. Strategic Planning Cost-Benefit is used to identify which alternative yields a given level of benefits at the lowest cost and requires quantifying impact in monetary terms. As the work on the Initiative moves forward, the multiple check-points built into the work plan will be critical for ensuring value for key stakeholders. Key Findings 1. Are the benefits of an alternative greater than its costs? 2. What is the financial return on investment to every $1 spent on Parent Programs? Tangible Benefits: Those benefits to ODU’s Parent Program with attributable cost/ value. Intangible Benefits: Those benefits to ODU’s Parent Program that have indirect impact. Levin & McEwan, Cost-Effectiveness Analysis: Methods and Applications 2001. 30
- 31. Research Data Findings Recommendations Question Gathered What are the most Literature Review Incorporate trends Use underutilized forms of commonly used forms in communication technology to increase access of communication methodologies and participation between parents and the university? Use of technology Incorporate ODU Mobile as an Literature review/ peaks through social in-house resource How does technology Benchmarking media by way of impact information Facebook/Twitter Utilize a Blog/ Networking distribution? Survey responses from Application to disseminate parents Parents feel that security information Do parents feel that safety is an issue on safety is a concern on Survey responses from campus Intentional relay of security campus? parents information to parents Parents want to Do parents have receive timely and adequate access to accurate security security information? information 31
- 32.  Communication  Blog (information sharing)  Faculty Inclusive  Security  ODU Mobile  Facilitate networking via mobile devices  Ability to communicate with any information system  Tangible Benefit  Single entry-point system of ideas/text regarding parent programs  Editable/Institution owned repository of ideas/text regarding parent programs  Real-time and batch based message processing 32
- 33. ď‚ž Training ď‚— Assumes minimal training of IT resource(s) to implement additional functionality. ď‚— Additional Channels (Production license avoided and solution developed in-house). ď‚ž Fault Tolerant Cluster ď‚— Assumes cluster is already in place to handle additional bandwidth necessary. â—‹ $18,820.00 Figures derived from standard IT expenditure across Higher Ed departments with similar initiatives & ODU Business Gateway, Technology Applications Center (TAC) 33
- 34. Research Data Findings Recommendations Question Gathered Is Old Dominion Literature Review A typical Parent Increase Staff/Development University’s current Program has of Key Positions Parent Program staff between 5-7 staff sufficient to function members Option #1: Additional staff as it is? members, including a Information obtained from client/ Tie development Graduate Assistant position. How do we obtain and utilization of higher organizational Literature Review staff to institutional Option #2: Developing an productivity? goals at lowest Office of Parent Relations; to possible cost also include a Graduate Assistant position. 34
- 35.  Human Resources  Option #1: Additional staff members, including a Graduate Assistant position  Option #2: Office of Parent Relations, including a Graduate Assistant position  Tangible Benefit  Program champion & supporting personnel  Generates personnel with tacit knowledge of ODU’s Parent Program  Program "ownership" providing authority to spend and responsibility for spending. 35
- 36. Parent Program Director $85,470 Assistant Sophomore Office Manager Success (TBN) Student Assistants Director Coordinator (TBN) (5): $24,880 $61,270 $61,270 $24,880 Preview Graduate Counselors (14) Assistants (3) $42,900 (TBN) $34,660 Data represents estimates derived from the Bureau of Labor and Statistics, BLS.gov 36
- 37. Research Data Findings Recommendations Question Gathered Are parents Information Parents would like Development of Regional knowledgeable about obtained from more information Parent Association to obtain institutional resources? client/ regarding highest level of participation Survey responses institutional from parents resources Are parents willing to be involved in their Survey responses Parents would like to Development of a Parent student’s university be involved in their Council to assist in experience through a student’s university governance and help set the Parent/Family experience through a agenda w/administration Association? Parent Association Do parents feel that Survey responses Parents have a they are adequately disjointed informed by ODU’s connection to the Parent Program? university and note gaps in communication 37
- 38.  Parent Association w/ Council  Highest level of parental involvement for an institution  Ability to leverage institutional events to encourage participation  Intangible Benefit  Works in partnership w/ administration  Increases mentoring opportunities  Assists in fundraising  Increased visibility for ODU  Tied into current recruiting/sporting events. 38
- 39. Research Data Gathered Findings Recommendations Question Does ODU’s Information obtained Assessment Establish clear expectations Parent Program from client generates valuable of ODU Parent Program have a means information about of integrated Survey responses program outcomes Develop measurable criteria assessment for for observing and appraising improvements Assessment aids in program and new Literature Review identifying key initiatives? challenges to Development of a rubric for program success consistency Assessment can Develop an annual survey to generate a high level gauge institutional/parental delivery plan for life perceptions cycle of ODU’s Parent Program 39
- 40.  Assessment  Program Evaluation ○ Surveys to measure improvements  Institutional perceptions  Parental perceptions ○ Departmental processes  Intangible Benefit  Tracking/trending of key metrics to assess outcomes  Capturing benchmarking facilitates ease-of- implementation of future initiatives  Reinforces unified standards of Parent Program 40
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- 42. Dr. Gwendolyn Lee-Thomas Judy Luedkte Don Stansberry Charles Lowman Lisa Sinclair OSAL Office Walter P. Parrish, III 42
- 43.  Bergquist, W. H. & Pawlak, K. (2008). Engaging the six cultures of the academy: Revised and expanded edition of The four cultures of the academy. John Wiley and Sons.  Bickel, R. D., & Lake, P. F. (1999). The rights and responsibilities of the modern university: Who assumes the risks of college life. Durham, NC: Carolina Academic Press.  Bonneau, J., Anderson, J., & Danezis, G. (2009). Prying data out of a social network. 249- 254. doi: 10.1109/ASONAM.2009.45  Bridges, C., Heiman, S., Hyer, N., Radke, C., Wright, A., & Heiselt, A. (2011). Guiding future practices: A review of parent and family services. CSPA-NYS Journal of Student Affairs, 11(1), 84-102.  Carney-Hall, K. C. (2008). Understanding current trends in family involvement. New Directions for Student Services, (122), 3-14.  Coburn, K. L. (2006). Organizing a ground crew for today’s helicopter parents. About Campus , July-August 2006, 9-16.  Donovan, J. A., & McKelfresh, D. A. (2008). In community with students’ parents and families. NASPA Journal, 45(3), 384-405. 43
- 44. ď‚ž Hanneman, R. A., & Riddle, M. (2005). Introduction to social network methods. Riverside,CA: University of California, Riverside. Retrieved from http://faculty.ucr.edu/~hanneman/nettext/C1_Social_Network_Data.html ď‚ž Henning, G. (2007). Is in consortio cum prentibus the new in loco parentis?. NASPA Journal, 44(3), 538- 560. ď‚ž Kennedy, K. (2009). The politics and policies of parental involvement. About Campus, 14(4), 16-25. ď‚ž Levin & McEwan, Cost-Effectiveness Analysis: Methods and Applications 2001, Table 1.5, pp. 27-28. ď‚ž Northouse, P. (2010). Leadership: Theory and practice. New Delhi, India: SAGE Publications India Pvt Ltd. ď‚ž Savage, M., & Petree, C. (2009). National survey of college and university parent programs. Unpublished manuscript, University of Minnesota, Minneapolis, MN. Retrieved from http://www.parent.umn.edu/ParentSurvey09.pdf ď‚ž University Organization Chart-Old Dominion University. (2011). Retrieved October 17, 2011, from www.odu.edu/oduhome/orgchart.pdf ď‚ž Ward-Roof, J. A., Heaton, P. M., & Coburn, M. B. (2008). Capitalizing on parent and family partnerships through programming. New Directions for Student Services , 122, 43-55. 44
Editor's Notes
- #16: Our Team was tasked with researching parent programs at ODU. We will be using the student voice software to construct and collect the dataThese emails were provided from the Housing & Residences Life and New Student & Parent Programs offices.
- #35: Information received from client
- #40: Assessment can generate a high level delivery plan for the development of ODU’s Parent Program through its life cycle