2014 - cdn.heyzine.com

2014

2021

The Johnson C. Smith University Storytelling Playbook

Storytelling Playbook created by the

Frontier Set HBCU Intermediary Team

Funded by the Bill & Melinda Gates Foundation

The Frontier Set (FS) is a small, diverse group of

postsecondary institutions and systems identified by the Bill & Melinda Gates Foundation and intermediary

partner organizations as leaders in transformational change that

accelerates degree attainment. Johnson C. Smith University

was selected to participate in the FS HBCU cohort based on its exemplary record of high performance and dedication to learning

and sharing information to identify the barriers and enablers of

institutional transformation for student success. The Frontier Set

Storytelling team interviewed the leads of select initiatives and thoroughly documented the communications and procedures

applied by institutions to support and advance their desire to more

broadly communicate institutional transformation efforts toward student success to both internal and external stakeholders. The

Storytelling Team applauds the wisdom, work, and determination Johnson C. Smith University has dedicated to its students and

has archived these efforts in The Johnson C. Smith University

Storytelling Playbook for future staff and faculty to continue

expanding the legacy of advancing institutional transformation.

These pages contain refreshed stories of Johnson C. Smith

University and its transformation as a member of the Frontier

Set cohort, a reflection on the institution’s key initiatives with guided steps forward for each, and global perspectives gathered from other colleges and universities within the FS HBCU cohort. This Playbook is a living document and guide for reflecting on and publicizing Johnson C. Smith University’s successful transformation efforts and consistent progress in promoting

increased student success to all stakeholders.

AUTHORS Carlisha Hartzog, Project Lead,

Contributing Writer

Candace Spencer, Lead Writer,

Content Developer

Lisa Becker, Contributing Writer, Editor

Joél Lewis Billingsley, PhD,

Instructional Designer

DESIGNRushing & Associates Design, Inc.

ACKNOWLEDGMENTS Dr. Kathy Thompson, Frontier Set

HBCU Intermediary

Scott Dalessandro, Program Officer

The authors of this guide extend

their deep appreciation to the many

Historically Black Colleges and

Universities (HBCU) visionaries who

contributed their time, knowledge, and

expertise to expand their institution’s

transformational efforts to increase

student success and close equity gaps.

We gratefully acknowledge the Bill &

Melinda Gates Foundation, VentureWell,

the American Institutes for Research,

the National Student Clearinghouse, and

Rockefeller Philanthropy Advisors for

their generous support.

THE JOHNSON C.

SMITH UNIVERSITY

STORYTELLING

PLAYBOOK

Storytelling Playbook | O N E

TABLE OF CONTENTS THE STORY OF JOHNSON C. SMITH UNIVERSITY ................2

JOHNSON C. SMITH UNIVERSITY’S HISTORY

OF TRANSFORMATION ............................................................4

THE ART OF STORYTELLING . Components of Storytelling ....................................................... 9. Defining the Narrative ............................................................ 11. Reaching the Audience ........................................................... 11

ACADEMY FOR TEACHING & LEARNING

. Core Philosophy & Story ......................................................... 16

. Reflection of Practice .............................................................. 18

. SWOT Analysis ....................................................................... 20

. Going Forward ........................................................................ 21

BIDDLE INSTITUTE FALL TERM SCHEDULE



. SWOT Analysis ....................................................................... 32

. Going Forward ........................................................................ 33

TECHNOLOGY EVOLUTIONS



. SWOT Analysis ....................................................................... 44

. Going Forward ........................................................................ 45

PERSPECTIVES FROM THE COHORT .................................... 52

APPENDIX ................................................................................ 58

T W O | Johnson C. Smith University

Johnson C. Smith University has always been a community of trailblazers. In 1876, two northern ministers recognized the need for a freedmen’s university in the Charlotte area. Funded by the widow of a Union officer, Major Henry Biddle, the school was named the Biddle Memorial Institute. Although immensely unusual for the time, the Biddle Memorial Institute

raised funds from its southern community to accrue new land and erect impressive buildings. At only nine-years-old, the school

achieved university status and was renamed Biddle University.

In 1891, the university further solidified its pioneering legacy by electing President Daniel J. Sanders, the first Black president of a southern four-year university. The following year, Biddle University hosted the nation’s first Black football game, securing victory over Livingstone College and instituting an annual tradition, the

Commemorative Classic.

Biddle University experienced rapid growth in the following decades. It became the first Black college in the south to offer professional courses in education. In 1921, the school was again the recipient of a significant gift: Jane Berry Smith, widow of a Pennsylvanian businessman, Johnson Crayne Smith, donated

funds to construct five new buildings and establish a sizeable institutional endowment. The school’s name was changed to Johnson C. Smith University in honor of the family’s generosity. During this time, JCSU became a founding member of the United

Negro College Fund, an organization that enabled like-minded schools to improve their curriculum, faculty expertise,

and campuses.

At the close of the twentieth century, JCSU chose Dr. Dorothy Cowser Yancy as its first female president. A trailblazer in her own right, Dr. Yancy was the first Black woman to become a full tenured professor. Under her leadership, Johnson C. Smith

University began to offer STEM programs and garnered national

attention by becoming the first of the historically Black colleges and universities (HBCUs) to partner with IBM in providing every student a laptop. In the following years, JCSU established the Center for Applied Leadership and Community Development,

the Metropolitan College, the Arts Factory, Mosaic Village, and

dedicated a new building to STEM programs.

Continuing in this heritage, JCSU encourages students to

chart new paths with a range of programs, including public art instillations, ground-breaking leadership summits, a foster care

youth initiative, and a Veterans Hub. The campus contains

the Sustainability Village, a collection of raised bed gardens,

greenhouses, and aquaponics systems that connect to

environmental initiatives and community education. Johnson C.

Smith University is also a key partner in the Rosa Parks Farmers

Market, which provides healthy produce to the underserved in its community. To promote global thinking, the university provides

each incoming student with a passport, offers myriad study abroad programs, and has established the Center for American Culture

and Race at Guangdong Baiyun University in China.

THE STORY OF

Johnson C. Smith University

1876

SCHOOL WAS NAMED THE

BIDDLE MEMORIAL INSTITUTE

1891

FIRST BLACK PRESIDENT OF

A SOUTHERN FOUR-YEAR

UNIVERSITY

1921

SCHOOL’S NAME WAS

CHANGED TO JOHNSON C.

SMITH UNIVERSITY IN HONOR

OF THE FAMILY’S GENEROSITY

Storytelling Playbook | T H R E E

Johnson C. Smith University’s example setting spirit is reflected in its many notable alumni, including the first Black US Ambassador, Edward R. Dudly (’32); the first Black US Marine officer, Frederick C. Branch (’42); and the nation’s first Black female gastroenterologist, Dr. Sadye Curry (’62). These JCSU alumni represent only a few of the many who have broken ground in their respective fields.

For 145 years, JCSU has maintained a forward-thinking philosophy. Its programs’ originality and quality have earned its recognition as the top private HBCU in North Carolina and the state’s best small college for graduate job placement. It has been ranked the fifth most diverse HBCU in America and listed in the top five percent of HBCUs nationwide for its academic fortitude. Today, Johnson C. Smith University’s strength and quality are characterized by three core initiatives: the Academy for Teaching & Learning, the Biddle Institute Fall Term Schedule, and

Technology Evolutions.

This Playbook will address these initiatives independently within the coming pages, reflecting on the transformative work already accomplished and providing insight for the best strategies to apply

in the future.

MISSION STATEMENTThe mission of Johnson C. Smith University is to provide an

outstanding education for a diverse group of talented and highly

motivated students from various ethnic, socioeconomic, and

geographic backgrounds. Johnson C. Smith University offers

a liberal education in conjunction with concentrated study in a

specialized field in preparation for advanced study and

specific careers.

The university endeavors to produce graduates who are able

to communicate effectively, think critically, learn independently

as well as collaboratively, and demonstrate competence in

their chosen fields. Further, it provides an environment in which

students can fulfill their physical, social, cultural, spiritual, and

other personal needs and in which they can develop a compelling

sense of social and civic responsibility for leadership and service

in a dynamic, multicultural society. Likewise, the university

embraces its responsibility to provide leadership, service, and

lifelong learning to the larger community.

MISSION STATEMENTJohnson C. Smith University is an independent new urban

university rooted in the HBCU tradition and charged with an urgent

public mission: to recruit and equip a diverse student body through

innovative teaching, learning, and faculty-mentored and applied

research with the knowledge, skills, values, and ethics that will

enable them to solve complex problems in a fast-changing

global economy.

STRATEGIC PRIORITIES: 1. Academic Excellence

2. Master Faculty

3. Operational Excellence

4. Financial Strength

5. Student Diversity

6. Campus Experience

7. Community Engagement

MOTTOSit Lux. Let There Be Light.

ACADEMY

FOR

TEACHING

& LEARNING

TECHNOLOGY

EVOLUTIONS

BIDDLE

INSTITUTE

FALL TERM

SCHEDULE

JOHNSON C. SMITH UNIVERSITY IS A SMALL, PRIVATE HISTORICALLY BLACK COLLEGE AND UNIVERSITY (HBCU) WITH A “FAMILY-LIKE ATMOSPHERE” THAT HAS UNWAVERINGLY UPHELD ITS CORE GOAL OF PREPARING S T U D E N TS TO B E CO M E CO N F I D E N T CONTRIBUTORS TO INDUSTRY AND SOCIETY FOR MORE THAN 154 YEARS . IN 2012, THE UNIVERSITY BEGAN THE PHASING-UP PROGRAM FOR FOSTER CARE YOUTH.

F O U R | Johnson C. Smith University

Johnson C. Smith University (JCSU) JCSU is a small, private historically Black

university (HBCU) with a “family-like atmosphere” that has unwaveringly upheld its core goal of preparing students to become confident contributors to industry and

society for more than 154 years. JCSU boasts an impressive series of “firsts” that have catapulted the university into the national spotlight. Courageous JCSU leaders were driven from the start, successfully raising funds from its southern community. It was no easy feat, considering it was Reconstruction, and they could have been rejected, at the least, or, at the worst, faced hostile or even violent repercussions just for the asking. However, these brave leaders forged a partnership with the community that has stood the test of time. Later, JCSU championed the sexes’ academic and institutional equality by welcoming its first female president, Dr. Dorothy Cowser Yancy, in 1994.

Transformation at JCSU took root over 25 years ago under Dr. Yancy’s administration. She led the charge to make lasting cultural shifts and strengthen partnerships with the Charlotte business community and region by creating new alliances and deepening JCSU’s relationship with the community. Under her leadership, JCSU introduced technology into the curriculum and became the first HBCU to provide an IBM laptop to

every student in collaboration with IBM’s Laptop initiative, ThinkPad, in 2000. Yahoo

Magazine recognized JCSU in its list of the top 50 most wired small colleges in 2002. She established the Service Learning Center as a model program in the southern

region to instill community service values and create a well-balanced education for JCSU graduates.

Dr. Ronald L. Carter, JCSU president from 2008–2018, committed his administration to

radical transformation and took bold, strategic steps to move the institution forward. He ushered JCSU through rapid cultural changes and innovative approaches to student

success by focusing on low-socioeconomic, underprepared students. Though the traditional student is and would remain a significant target population, JCSU sought to create other university entryways. These pathways included the Biddle Institute (BI) and

JOHNSON C. SMITH UNIVERSITY

History of Transformation

JOHNSON C. SMITH UNIVERSITY IS A SMALL,

THE UNIVERSITY BEGAN THE PHASING-UP

Storytelling Playbook | F I V E

Sit Lux non-cognitive criteria programs, evening and online offerings

for nontraditional-age students, graduate studies through the MSW

program, and Phasing-up Program for foster care youth who age out of

the system. By increasing the enrollment in these areas, the university

continued to hold fast to its charter mission to advance educational

opportunities for the marginalized.

Dr. Carter laid out his plan for a transformation in his 2008–2017

Strategic Plan, Engaging in Radical Transformation. The plan modified

the student experience to improve retention and graduation rates and

enhance civic engagement. The plan also undertook a deliberate shift

to strengthen its business model, infrastructure, and revenue streams

for the near and long term. This shift manifested in the university’s

transformative work related to technology, student support services,

and fiscal management. In fall 2009, JCSU launched the Metropolitan College as an incubator for both the Adult Degree Program (ADP), which

focuses on non-traditional-aged students and the Biddle Freshman

Program, which provides intensive support to students using traditional

cognitive measures and untraditional non-cognitive assessments. As

Dr. Carter’s early initiatives gained traction, other concepts were readied

for testing. Every year brought something new. In 2012, the university began the Phasing-Up Program for foster care youth. The following year saw the Sit Lux Research/Scholars Initiative pilot, which examined and supported students admitted exclusively by non-cognitive factors.

In 2014 the university was approved to offer its inaugural graduate program, the Master of Social Work degree. In 2015, JCSU offered a credit-bearing pre-semester experience to the fall semester for the first

time, facilitating credit recovery and help to keep first-year students on

track to graduation. By 2016, the institution was ready to launch its first set of online degree programs.

ransformation

Johnson C. Smith University is a small, private historically Black university with a family-like atmosphere.

S I X | Johnson C. Smith University

As an Institutional Partner/Frontier Set member, JCSU decided to strengthen the Biddle Institute. Because Biddle students are restricted in the number of credit hours they can earn in the first semester, there were concerns about delayed time to degree completion. As a result, the institution set a credit accumulation

goal as a key performance indicator (KPI) and launched a credit-bearing pre-semester bridge transition program targeting Biddle students. In the first year, the institution exceeded the goal (27% target versus 38% actual). In addition, Biddle students who participated in the pre-semester completed the fall having met the

threshold of earning 15 fall semester hours (49% 2016 and 41% 2017). Without the credit-bearing bridge experience, this opportunity was nonexistent. Overall,

the institution saw gains in most of its KPI measures, which increased over both baseline and target projections, with the credit completion ratio essential to

Biddle operations. As of February 2019, 45% of Biddle freshmen students earned a 3.0 or above GPA by the end of the fall semester.

Clarence D. Armbrister became the 14th president of Johnson C. Smith University on January 1, 2018. He leads JCSU administration with an impressive career in law, government, and finance, including an extensive background in

senior administrative and leadership positions at prestigious institutions of

higher education. Members of the JCSU administration credit his leadership skills, aspirations, vision, and energy as significant factors in its continued

transformation. President Armbrister’s “Four Rs” (Resources, Recruitment,

Retention, and Rigor) further JCSU’s radical transformation by including efficient operationalization. He initiated a strategic system and process review

to examine institutional processes, including convening a panel of academics

to review academic programs that affect the budget—he then sharpened

administrative attention to budgetary processes with a new budgeting model.

Dr. Armbrister’s contributions to transformation over his first three years are

many, among them the appointment of a Senior Vice President for Academic

Affairs, integrating internships and other performance opportunities as central

to degree requirements to expose students to experimental learning, developing

relationships with community partners to promote JCSU’s college-to-career pipeline, and completing the JCSU student recruitment, enrollment, retention, and graduation process maps. His transparent communication style and

presence, especially his community town hall meetings, keep the community

aware and informed at critical junctures.

JCSU is dedicated to creating a culturally competent environment.

Storytelling Playbook | S E V E N

Through the Biddle Institute, the university launched a faculty strengths pedagogy

training program at the university. More than thirty faculty members (almost one-third

of JCSU’s faculty) have participated in the strengths pedagogy training to transform the learning experience. The University College faculty and staff resourced cultural

belonging by initiating a college-wide thematic approach to instruction and programming. This theme is grounded in an introductory course on the diaspora taught from the

perspective of the instructing faculty’s discipline. The course supports the campus community’s navigation through the current racial unrest and offers a campus-wide, intentional exploration and awareness of what it means to be Black in the global world.

As an institution that appreciates and celebrates diversity, prides itself on equality, and

endeavors to be inclusive, JCSU continues to work to meet the entire community’s needs. The university is fully prepared to help graduates navigate and thrive in

a marketplace where people of color suffer disproportionate unemployment and underemployment. For the large number of first-generation students, a college degree

provides a viable route out of poverty. This is a significant shift in mindset from one of

a traditionally fixed university to one that provides opportunities for diverse students to begin a new journey, whether first-time students, those returning to complete their education, or those working to increase knowledge and credentials through graduate studies. JCSU is dedicated to creating a culturally competent environment providing

wrap-around services and academic rigor to support career-ready graduates.

JCSU is dedicated to creating a culturally competent environment.

E I G H T | Johnson C. Smith University

“ There is no greater agony than bearing an untold story inside you.” – MAYA ANGELOU

Storytelling Playbook | N I N E

CONTEXT

CHALLENGE

ACTION

RESULT

THE ART OF STORYTELLING:

Components of Storytelling

To tell a captivating story, you must strategically incorporate

four key elements: context, challenge, action, and result. These components will be referenced in each initiative’s story. Though your method, pace, and scope in using these elements may vary,

your story’s success will rest on their proper inclusion.

WHAT ARE WE TALKING ABOUT?

As a storyteller, you set the stage for your tale. Whether the story

involves Johnson C. Smith University as an institution or subsets

of its programs or people, you will select its starting point. Providing the reader with an adequate understanding of history and setting will be necessary to develop the story’s groundwork. Talk about the individuals and groups with whom you worked and the environment or “current state” you were aiming to change or transform.

DESCRIBE A SPECIFIC PROBLEM OR GOAL.

Your story should be bold. Instead of shying away from conflict, utilize it as a positive turning point. Retain focus as you progress

through your story, only including challenges directly addressed

in the actions that followed.

WHAT HAPPENED NEXT? WHO ACTED, AND HOW?

Action within your story may be simple or complex, arduous, or quick. Include the correct level of detailed activity and rationale

by considering the intended audience’s needs and interests. It is generally best to reveal action points chronologically or in direct

reference to challenges.

WHY DOES IT MATTER?

Draw your story to a conclusion by marking its outcome and significance with measurable data (if possible). Note the effectiveness of the actions and whether the challenge was overcome or resolved. Remind the audience of your story’s context and how it transformed because of your actions’ effectiveness.

T E N | Johnson C. Smith University

1. FIND CIRCLES. Often, the best stories occur when events come full circle. Frame your story so that the end mirrors the beginning. This will require research to obtain a historical understanding of the school, initiative, or

student. The fantastic tale of an alumnus winning Teacher of the Year at a Title 1 school becomes more compelling upon learning he was once a Title 1 student himself.

2. FOLLOW YOUR STYLE GUIDE. Many institutions have an internal style guide,

which sets parameters for consistent branding and communication. Following the style guide will help you develop stories that reference Johnson C. Smith

University’s mission and values in a tone that matches the institutional brand.

3. CONSIDER YOUR AUDIENCE. A story’s scope can be adjusted to fit a variety of readers and platforms. In attempting to reach a particular audience,

determine if your story will be best received in print, on a digital landscape, or through video. Expand or contract the story to fit your chosen platform and the attention span of your intended demographic.

4.

MAKE IT PERSONAL. Taking credit where it is due with pride is not only wholly appropriate, it is necessary for the sake of growth and opportunity. Storytelling through personal anecdotes is a powerful way to market

Johnson C. Smith University from a lens of experience and objectivity. A life-changing course shared from the student’s perspective will read as more relatable and honest than the same story told from an institutional vantage point.

5.

CHANGE VOICE WITHOUT CHANGING TONE. The correct tone of writing is typically determined by an institution’s style guide, whether formal or colloquial, stoic or accessible, serious or sincere. While the tone should

remain consistent throughout, the voice of your writing should support flexibility. Stories can be written in the first person (We at Johnson C. Smith University welcome…) or in

third (Johnson C. Smith University has been named…) as best suits the narrative.

6.

BE CONCISE. Keep your stories focused and limited to relevant content.

Today’s readers are accustomed to “skimming,” and do best with messaging of only 140 characters! While you do not have to limit yourself so drastically,

engage your readers with gripping, succinct content, and support your content with personal quotes and bulleted lists.

TipsFOR STORYTELLING

IN HIGHER EDUCATION

Storytelling Playbook | E L E V E N

J ohnson C. Smith University has the power to drive positive perceptions throughout all of its audiences. The importance

of defining the narrative cannot be overstated. Setting the stage for others to identify JCSU’s character, philosophy, and strengths will enable it to grow in scholarship, enrollment, and advancement.

Building a strategic communications strategy will yield rewards for Johnson C. Smith University for years to come. Effective use

of this Playbook will encourage storytellers to highlight successful faculty, staff, and students with stories that will inspire and recruit future students. The culture of student-focus and success will pave the way toward higher yield and retention, building a basis of strong alumni connections, increased networking potential, and more engaged donor support.


Defining the Narrative


Reaching the Audience

P

roper storytelling relies not only on captivating content

but also on understanding the relevant audiences and on

utilizing a sound strategy for communication. When

sharing its transformation story, Johnson C. Smith University

will inform and educate internal audiences and external

audiences. Engaging internal communications promotes effective

communication among internal stakeholders, facilitating the

storytelling initiative dialog to encourage educational experience

transformation. External communications enable effective

communication with groups outside of the institution to support

and continue this transformation story through donations,

attendance, and positive word-of-mouth.

INTERNAL NEWSLETTERS . REGULARLY SCEMAIL . BOOKS . ARTICLES . PRESENTATIONSTOWN HALLS . INTERNAL NEWSLETTERS .PRESENTATIONS . TOWN HALLS . INTERNALNEWSLETTERS . REGULARLY SCHEDULED . REGULARLY SCHEDULED INFORMATION I EDULED INFORMATION SESSIONS . SOCIALEMAIL . BOOKS . ARTICLES . PRESENTATIONSTOWN HALLS . INTERNAL NEWSLETTERS .. REGULARLY SCHEDULED INFORMATION SSESSIONS . SOCIAL MEDIA . EMAIL . BOOKSARTICLES . PRESENTATIONS . TOWN HALLSINTERNAL NEWSLETTERS . REGULARLY SCSCHEDULED INFORMATION SESSIONS . INTSOCIAL MEDIA . EMAIL . BOOKS . ARTICLES PRESENTATIONS . TOWN HALLS . INTERNAINTERNAL NEWSLETTERS . REGULARLY SCSCHEDULED INFORMATION SESSIONS . INTSOCIAL MEDIA . EMAIL . BOOKS . ARTICLES PRESENTATIONS . TOWN HALLS . INTERNALNEWSLETTERS . REGULARLY SCHEDULED IINFORMATION SESSIONS . SOCIAL MEDIA .S . EMAIL . BOOKS . ARTICLES . PRESENTATIONS . TOWN HALLS . INTERNALNEWSLETTERS REGULARLY SCHEDULED INFORMATION S SESSIONS . SOCIAL MEDIAEMAIL . BOOKS . ARTICLES . PRESENTATIONS. TOWN HALLS . INTERNAL NEWSLETTERSOCIAL MEDIA . EMAIL . BOOKS . ARTICLES A. REGULARLY SCHEDULED INFORMATION SESSIONS . INTERNAL NEWSLETTERS . BOONTATIONS . ARTICLES . TOWN HALLS . INTEINTERNAL NEWSLETTERS . REGULARLY SCSCHEDULED INFORMATION SESSIONS . INTTION SESSIONS . PRESENTATIONS . INTERNASOCIAL MEDIA . EMAIL . BOOKS . ARTICLES . TOWN HALLS . INTERNAL NEWSLETTERS WSLETTERS . REGULARLY SCHEDULED TOWINFORMATION SESSIONS . SOCIAL MEDIA .EMAIL . BOOKS . ARTICLES . PRESENTATIONS

INTERNAL COMMUNICATIONAn institution’s level of need for internal communication is unique to its audience

makeup. While all institutions need to

connect their internal audiences with opportunities to communicate, there is

no single or “right” method. Main internal (on-campus) audiences will include faculty,

staff, and current students. Johnson C.

Smith University’s manner of reaching any of these groups could include:. Internal newsletters. Regularly scheduled

information sessions. Social media . Email . Books or articles . Presentations . Town halls

Determining the communication methods

best received by an internal audience will require troubleshooting, flexibility, and resilience. Analyzing data on email opens,

social media impressions, and presentation

attendance creates useful markers of

effectiveness. Providing internal audiences

with opportunities for feedback, whether through anonymous surveys or small focus

groups, can yield a better understanding

of how to communicate optimally to on-campus individuals in particular.

The following guide provides a sample of pairing each transformation initiative with each internal audience to best resonate

with their needs and motivators.

Y SC TIONS

SLETTERS .INTERNAL

Y SCHEDULEDTION I

SOCIALTIONS

SLETTERS .TION S

BOOKS . WN HALLS .

Y SC INT

TICLES . INTERNA

Y SC INT

TICLES . INTERNAL

Y SCHEDULED I SOCIAL MEDIA . .

INTERNAL

SOCIAL MEDIA . TIONS

SLETTERSTICLES A

TION BOO

INTEY SC

INTINTERNATICLES .

SLETTERS OW

SOCIAL MEDIA . . TIONS

Storytelling Playbook | T H I R T E E N

ACADEMY FOR TEACHING BIDDLE INSTITUTE FALL TECHNOLOGY

& LEARNING TERM SCHEDULE EVOLUTIONS

FACULTY

How will this

improve the

atmosphere of

learning at JCSU?

STAFF

Why does this

work matter?

CURRENT

STUDENTS

How does this

help me?

Through Johnson C. Smith

University’s Academy for Teaching & Learning,

professors better

understand students’ non-cognitive and

metacognitive strengths

and can educate diverse

learners more effectively.

Johnson C. Smith

University’s Academy for Teaching & Learning

ensures a diverse set of

learners will be understood, effectively taught, and

supported to reach

successful futures.

The faculty at Johnson C.

Smith University are

trained to address various

non-cognitive and

metacognitive skills,

making JCSU’s outstanding education accessible to

all students.

Johnson C. Smith

University provides

students with a focused and accelerated path to

graduation within the Biddle Institute’s supportive environment.

This positively impacts

motivation and success in

their coursework.

Johnson C. Smith

University was founded to provide an outstanding

education for a diverse

group of talented students.

Facilitating the opportunity

for underprepared students

to progress through the

Biddle Institute enables

JCSU to continue its

historic calling.

Johnson C. Smith

University has maintained

its reputation as an

inclusive university for

145 years. Creating paths for success within the Biddle Institute helps

a diverse population of

learners meet their

full potential.

High-quality online

instruction is becoming

more popular and

increasingly necessary.

JCSU’s Technology Evolutions team provides

resources to develop

engaging classrooms in a

virtual environment.

JCSU prepares students

to solve complex problems

in a fast-changing global

economy. Expanding

technology allows instruction to continue

amid crises and provides

relevant resources to

student training.

JCSU is committed to

meeting the needs of its

students. By enhancing

technology and resources,

JSCU has developed online

courses that match the

quality of the on-campus

learning environment.

B PRESENCE WITH STRONG SEO . SOCIAL MCIAL MEDIA . NEWS RELEASE . PUBLICATIOLICATIONS . BLOGS . WEB PRESENCE WITHSTRONG SEO . SOCIAL MEDIA . NEWS RELEPUBLICATIONS . BLOGS . WEB PRESENCE WIA . WEB PRESENCE WITH STRONG SEO . NTIONS . WITH STRONG SEO . BLOGS . WEB PSOCIAL MEDIA . NEWS RELEASES . PUBLIC OGS . WEB PRESENCE WITH STRONG SEO. SOCIAL MEDIA . BLOGS . SOCIAL MEDIA . NNEWS RELEASES . PUBLICATIONS . BLOGSWEB PRESENCE WITH STRONG SEO . SOCICIAL MEDIA . NEWS RELEASES . PUBLICATIOLICATIONS . BLOGS . WEB PRESENCE WITHSTRONG SEO . SOCIAL MEDIA . NEWS RELE . PUBLICATIONS . BLOGS . WEB PRESENCE ESENCE WITH STRONG SEO . SOCIAL MED MEDIA . NEWS RELEASES . PUBLICATIONSCATIONS . BLOGS . WEB PRESENCE WITHSTRONG SEO . SOCIAL MEDIA . NEWS RELEBLICATIONS . BLOGS . WEB PRESENCE WITEB PRESENCE WITH STRONG SEO . SOCIALCIAL MEDIA . NEWS RELEASES . PUBLICATIOLICATIONS . BLOGS . WEB PRESENCE WITHONG SEO . SOCIAL MEDIA . NEWS RELEASEUBLICATIONS . BLOGS . WEB PRESENCE WESENCE WITH STRONG SEO . SOCIAL MEDOCIAL MEDIA . NEWS RELEASES . PUBLICAATIONS . BLOGS . WEB PRESENCE WITH STTRONG SEO . SOCIAL MEDIA . NEWS RELEAES . PUBLICATIONS . BLOGS . WEB PRESENTNCE WITH STRONG SEO . SOCIAL MEDIA . NAL MEDIA . NEWS RELEASES . PUBLICATIO ICATIONS . BLOGS . WEB PRESENCE WITHRONG SEO . SOCIAL MEDIA . NEWS RELEASPUBLICATIONS . BLOGS . WEB PRESENCE WWEB PRESENCE WITH STRONG SEO . SOCICIAL MEDIA . NEWS RELEASES . PUBLICATIOLICATIONS . BLOGS . WEB PRESENCE WITHSTRONG SEO . SOCIAL MEDIA . NEWS RELE

EXTERNAL COMMUNICATIONAs with determining internal communication strategies, setting Johnson C. Smith

University’s external communication plans will be unique to each audience’s demographics. At a minimum, there must

be a process for creatively and regularly

sharing with community members, prospective students and families, alumni,

and donors. However, it is beneficial to consider periodically what other audiences can or should be included in JCSU’s external communication strategies.

Connecting with external audiences may be accomplished through:. Web presence with strong SEO. Social media. News releases . Publications . Blogs

The following guide provides a sample of pairing each transformation initiative with each outside audience to best resonate

with their needs and motivators.

SOCIAL MTIO

WEB PRESENCE WITHS RELE

WEB PRESENCE W. N

WEB PPUBLIC

ONG SEO. N

OGSSOCI

TIO WEB PRESENCE WITH

S RELEPRESENCE W

SOCIAL MEDTIONS

S RELEWEB PRESENCE WIT

SOCIALTIO

WEB PRESENCE WITHS RELEASE

WEB PRESENCE WSOCIAL MED

PUBLICA WEB PRESENCE WITH ST

S RELEAWEB PRESENT

. N TIO

WEB PRESENCE WITHS RELEAS

WEB PRESENCE WSOCI

TIO WEB PRESENCE WITH

S RELE

ACADEMY FOR TEACHING BIDDLE INSTITUTE FALL TECHNOLOGY

& LEARNING TERM SCHEDULE EVOLUTIONS

COMMUNITY

MEMBERS

How does this

impact the

environment

and culture

beyond campus?

PROSPECTIVE

STUDENTS &

FAMILIES

How does this

contribute to a

uniquely positive

college experience

and promise of

success?

ALUMNI

How does this

change the value

of a JCSU degree

and the size

of Johnson C.

Smith University’s

network??

DONORS

Why should this

inspire financial investment?

Johnson C. Smith

University recognizes its

responsibility to provide

leadership, service, and

lifelong learning to the

larger community and is

committed to helping a

variety of learners meet

their full potential.

Faculty at Johnson C.

Smith University are

dedicated to

understanding each

student’s capabilities and providing individualized

access to quality education.

Johnson C. Smith

University remains

committed to its legacy of

excellence. JCSU equips

students to follow in the footsteps of exceptional

alumni by training faculty

to understand diverse

learning needs and styles.

Johnson C. Smith

University has raised the

bar for faculty pedagogy

development through its

Academy for Teaching &

Learning. In collaboration

with the university’s think tank, the academy trains

faculty to understand and

accommodate a range of

student non-cognitive and

metacognitive skills

Johnson C. Smith

University enables a

variety of learners to meet

their full potential.

Through the Biddle

Institute, underprepared

students are supported

as they progress

towards graduation.

Johnson C. Smith

University takes an

individualized approach

to education. Through

the Biddle Institute,

underprepared students

are supported to ensure

that a timely graduation

is possible.

Through the Biddle

Institute, Johnson C.

Smith University is fulfilling its mission to provide an

outstanding education to

diverse learners. JCSU

believes in its students and

provides transformative

experiences for

their success.

Johnson C. Smith

University’s accelerated schedule for the Biddle

Institute establishes a path

toward equitable education, allowing underprepared students graduate within four years.


is committed to providing

high-quality education,

both on-site and online.

With impact through digital

instruction, JCSU’s call for students to become leaders

in the larger community will have a greater effect than

ever before.


is committed to preparing

students to thrive in a

technology-driven world. All new students receive technology to help them

fully embrace a high-quality,

modern education.

By offering its quality

education online, Johnson

C. Smith University can

extend its reputation

and network to a vaster audience.

Better access to technology

has enabled Johnson C.

Smith University’s faculty to educate more effectively

and its students to learn

more. Embracing new technology has provided

increased success,

sustainability, and

growth potential.

Storytelling Playbook | F I F T E E N

S I X T E E N | Johnson C. Smith University

“WE VALUE STUDENTS

MORE THAN NUMBERS

ON A PIECE OF PAPER.”

“FACULTY AND STAFF ARE

VERY ENGAGED IN THE NEW,

TRANSFORMATIVE DIRECTION

OF CAMPUS.”

“WE WANT STUDENTS

TO THRIVE

DURING COLLEGE.”

ACADEMY FOR TEACHING & LEARNING:

Core Philosophy & StoryObjective: TO PROMOTE FACULTY PEDAGOGY THAT STRENGTHENS

UNDERPREPARED STUDENTS’ METACOGNITIVE AND

NON-COGNITIVE SKILLS THE STORY

Johnson C. Smith University was founded to provide an outstanding, accessible education for diverse learners. In 2015, as part of its historic mission, the university recognized the need to support students by strengthening or developing their

metacognitive and non-cognitive skills. At the time, JCSU was already supporting underprepared students through the Biddle Institute, providing opportunities and

monitoring success for students who had either inadmissible test scores or GPAs.

Many such students showed a need to develop skills related to information processing, attention, self-understanding, and motivation, but professors were not trained to accommodate and augment those needs.

Academy for Teaching & Learning Those involved in the Academy for Teaching & Learning were

asked to share thoughts relative to the initiative’s identity

and transformation. Their key ideas are shown below.

CONTEXT

CHALLENGE

Storytelling Playbook | S E V E N T E E N

To train faculty to understand and educate students with underdeveloped metacognitive and non-cognitive skills, JCSU launched the Academy for Teaching & Learning. Funding

was provided for ten faculty members to receive a stipend while completing year-long pedagogical training. As a program designed to operate from summer through spring,

the training began with understanding JCSU’s approach to metacognitive and non-cognitive factors, research design, and methodology development. Throughout

the training, faculty conducted research projects, implemented their research in the classroom, submitted a draft of their work, met monthly for group collaboration, and analyzed their research results.

In its first-year, the Academy for Teaching & Learning recruited four professors for its training cohort. Since that time, its success in bringing strength training to the classroom

has dramatically increased faculty interest. The cohort size doubled by the fourth year

and in 2020, funds were exhausted to provide stipends for all ten fellowship positions. These faculty members utilize their training on behalf of JCSU students, are approved

to teach within the Biddle Institute, and return as workshop trainers to new cohorts of Academy for Teaching & Learning.

ACTION

RESULT

“ Students feel our family culture. Johnson C. Smith University has a legacy of caring for its students holistically.”

E I G H T E E N | Johnson C. Smith University


Reflection of Practice

Faculty and staff familiar with the Academy for Teaching & Learning initiative were provided a survey and asked

to anonymously rank their perception of the initiative’s effectiveness and positive impact on students.

SELF-EVALUATED INITIATIVE EFFECTIVENESS: 8/10

SELF-EVALUATED STUDENT IMPACT: 10/10

KEY PERFORMANCE INDICATOR (KPI) IMPACT: RETENTION

Johnson C. Smith’s attentiveness to the critical importance of faculty pedagogy will further influence retention, time to credential, and credentials conferred. Internal

data showcases that the focus on metacognitive strength training and methodology influences the progression of students who have been instructed by teachers that have undergone training. Feedback from professors illustrates how their teaching has influenced the success of their students, which positively impacts retention rates. Since the inception of the Academy for Teaching & Learning, the university-wide student retention rate has averaged 67.7%

Retention: A measurement of outcomes over time

The retention KPI examines a longer-term, cohort-based measure of student success.

Cohort-based measures track students who entered an institution during a specific cohort year (i.e., 2015–16 cohort).

Definition of retention: First-to-second-year retention reflects the share of entering credential-seeking students who enrolled at the cohort institution in their second year or had completed a credential before the end of their second year at the cohort institution.

*Shared data products refers to the National Student Clearinghouse’s other databases, including its enrollment and degree reporting services.

Key Performance Indicator (KPI) data is provided by the National Student Clearinghouse and analyzed by American Institutes for Research.

2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18

60.4%74.3% 69.4% 65.9% 68.8% 68.7% 65.6%

CURRENT ONLINE PRESENCE & COMMUNICATIONS. Current communications exist for faculty, staff, alumni, donors, and current students through Canvas,

Zoom, and social media platforms. . On-campus communications are strong and external communication strategies will be developed in

the coming year. . Users searching for the Academy for Teaching & Learning at jcsu.edu will find one web page with a

2017–2018 Faculty Fellows Announcement PDF but no informative or holistic web presence. . While past attempts at social media management were not sustainable, the initiative’s online presence

is set to improve with recent staffing changes.. The Academy for Teaching & Learning produces a research brief two or three times annually, featuring

cohort members and their studies on non-cognitive strengths.

“ JCSU doesn’t just look at a student on paper. We look at the whole picture. When a student who needs help is admitted to JCSU, they arrive to find faculty and staff trained to build on students’ metacognitive strengths and develop ones that may be missing.”

“ We look at students and their potential differently than most colleges will. Not everyone with potential, or drive to get an education, or passion to earn a degree will have a strong SAT score. Their high school GPA might not reflect their true potential and what they can bring to a college campus.”

Storytelling Playbook | N I N E T E E N

T W E N T Y | Johnson C. Smith University

STRENGTHS

WEAKNESSES

OPPORTUNITIES

THREATS

STRENGTHS. Interdepartmental liaisons and tutorial portals assist faculty and

staff in online instruction. . Faculty are collaborating with resources, platforms, and expertise. . Students are receptive to utilizing library databases, Canvas, and

other technological resources for research initiatives.

WEAKNESSES. There is a need for increased workshop trainer participation to

provide experience-based guidance with research projects.

OPPORTUNITIES. Additional techniques and best practices may be gleaned from

conference attendance. . Every third year, a professor can rejoin the Academy of Teaching

& Learning to layer research and strengths. . The Academy for Teaching & Learning can expand to discuss

effective techniques in the classroom post-cohort.

THREATS . Increased administrative support of faculty professional

development is needed. om competitor institutions has

risen considerably. . Additional funds are necessary to increase the number of faculty

trained by the Academy for Teaching & Learning each year.


SWOT Analysis

Storytelling Playbook | T W E N T Y - O N E

EXPAND YOUR NETWORK

It is wise to schedule routine opportunities to brainstorm for fresh ideas and perspectives. Develop a list of valuable, strategic

contacts to pursue. You should aim for two meetings monthly (by Zoom, phone, or over lunch), one with an internal contact and one with an external contact.

STRATEGIC INTERNAL CONTACTS MAY INCLUDE: . Admission counselors who discuss the Academy for Teaching &

Learning with prospective students and families. . IT employees who may help develop a stronger web presence for

the initiative.. Potential Academy for Teaching & Learning faculty who are

connected to past cohort members.

STRATEGIC EXTERNAL CONTACTS MAY INCLUDE:. Staff pursuing a similar initiative at another institution. . Conference facilitators and members. . Potential donors.


Going Forward

INTERNAL CONTACT EXTERNAL CONTACT

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

T W E N T Y - T W O | Johnson C. Smith University

The Academy for Teaching & Learning exists to promote faculty pedagogy that strengthens

metacognitive and non-cognitive skills in underprepared students. By conducting and analyzing

research from their classrooms and collaborating with other professors, the faculty at Johnson C.

Smith University learn to accommodate and augment a variety of student needs. The Academy

for Teaching & Learning’s success is demonstrated by its growing popularity and its members’

capacity to provide holistic care to each JCSU student.

SENTENCE 1: WHAT IS THE SIMPLEST, SHORTEST WAY TO STATE YOUR PURPOSE?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

SENTENCE 2: HOW DO YOU ACCOMPLISH WHAT YOU STATED?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

SENTENCE 3: WHAT DIFFERENCE DOES THIS MAKE?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

DEVELOP AN ELEVATOR PITCH

Identifying the essential elements of your initiative will enable successful storytelling, even within rapid information exchange. Limit the explanation of the Academy for Teaching & Learning’s mission and practice to a few sentences for use as you build your network.

Below is a sample for you to adjust at will:

Storytelling Playbook | T W E N T Y - T H R E E

TAILOR YOUR MESSAGE

A sample of key messages to distinct audiences is shown below. Edit as needed to form a description of Academy for Teaching &

Learning that best reflects each group’s needs and motivators. Platforms and frequency will vary by audience and may include newsletters, social media, email campaigns, print campaigns, meetings, and paid media.

FACULTY

SAMPLE Through Johnson C. Smith University’s Academy for

Teaching & Learning, professors better understand students’

non-cognitive and metacognitive strengths and can educate

diverse learners more effectively.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

STAFF

SAMPLE Johnson C. Smith University’s Academy for Teaching &

Learning ensures a diverse set of learners will be understood,

effectively taught, and supported to reach successful futures.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

CURRENT STUDENTS

SAMPLE The faculty at Johnson C. Smith University are trained to

address various non-cognitive and metacognitive skills,

making JCSU’s outstanding education accessible to

all students.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

AUDIENCE PLATFORMS FREQUENCY

T W E N T Y - F O U R | Johnson C. Smith University

COMMUNITY MEMBERS

SAMPLE Johnson C. Smith University recognizes its responsibility to

provide leadership, service, and lifelong learning to the larger

community and is committed to helping a variety of learners

meet their full potential.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

PROSPECTIVE STUDENTS & FAMILIES

SAMPLE Faculty at Johnson C. Smith University are dedicated to

understanding each student’s capabilities and providing

individualized access to quality education.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

ALUMNI

SAMPLE Johnson C. Smith University remains committed to its legacy

of excellence. JCSU equips students to follow in the footsteps

of exceptional alumni by training faculty to understand diverse

learning needs and styles.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Storytelling Playbook | T W E N T Y - F I V E

DONORS

SAMPLE Johnson C. Smith University has raised the bar for faculty

pedagogy development through its Academy for Teaching &

Learning. In collaboration with the university’s think tank, the

academy trains faculty to understand and accommodate a

range of student non-cognitive and metacognitive skills.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

ADDITIONAL AUDIENCE:

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


T W E N T Y - S I X | Johnson C. Smith University

REFLECT ON PRESSURE POINTS

To overcome stated weaknesses, threats, and communications needs, develop a schedule to focus your progress on one concern each month. Pair these concerns with contacts that could offer assistance or insight as you expand your network every month.

Develop a robust communication plan for external audiences.

Update the Academy of Teaching & Learning’s presence at jcsu.edu to reflect the work of the initiative.

Collaborate with the communication office to increase awareness of each research brief.

Consider the needs of the admissions office in promoting the Academy for Teaching & Learning.

Determine contacts who may aid as workshop trainers for future cohorts.

NOTES:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

CELEBRATE VICTORIES

Johnson C. Smith’s Academy for Teaching & Learning initiative represents meaningful work. Create a culture of positivity by taking pride in this work and the accomplishments of your team. Monitor relevant data closely to recognize when your efforts cause change. Celebrate reaching thresholds of new professors, improved advocacy, better connections, increased support, and higher grades within the Academy for Teaching & Learning.

Five realistic goals that will be worth celebrating include:

1. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Storytelling Playbook | T W E N T Y - S E V E N

4. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

FIND NO-COST TEAMMATES

More advocates and helpers may be available to the Academy for Teaching & Learning than

you realize. Consider outsourcing some portion of your storytelling process to others as you

expand your network:

Many institutions offer unpaid and uncredited internships to marketing, communications,

business, and English students within the university. Meaningful, hands-on work is often desirable to this population, who are eager to build their résumés. Connect with professors in these departments for recommendations of students who may be a strong fit for your team. Student interns can interview initiative participants, develop content for increased storytelling, manage social media accounts, research industry trends, and

report impressions from the student body and online influence.

Ask a rotation of faculty members to submit a blog post to share work and progress through the Academy for Teaching & Learning.

Ask students if they have family willing to advocate on behalf of your initiative. These parents and support systems may offer insightful perspectives, quotes, content for

further storytelling, and a link to communicate more persuasively to a host of audiences.

NOTES:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

N U M B E R | Jackson State UniversityT W E N T Y - E I G H T | Johnson C. Smith University

BIDDLE INSTITUTE FALL TERM SCHEDULE:

Core Philosophy & StoryObjective: TO PROVIDE AN EQUITABLE, FOUR-YEAR GRADUATION

TRACK FOR UNDERPREPARED STUDENTS.

THE STORY

For 145 years, Johnson C. Smith University has offered an outstanding education to diverse learners. The university’s Biddle Institute engages students who lack direction in selecting a major or who have inadmissible test scores or GPAs. The Biddle Institute provides such students with increased measures of support and attention. As part of the process to ensure student success, the Biddle Institute historically set credit limits

for each semester and offered a pre-semester session. The pre-semester term enabled

students to earn additional credits and provided course material to improve the transition

to college.

Biddle Institute Fall Term ScheduleThose involved in the Biddle Institute were asked to share

thoughts relative to the initiative’s identity and transformation.

Their key ideas are shown below.

CONTEXT

“THIS IS AN OPPORTUNITY FOR

STUDENTS TO MAKE THE MOST OF A SEMESTER.”

“WE WANT TO SEE STUDENTS PERFORM

EXCEPTIONALLY WELL.”

“PARENTS ARE EXCITED ABOUT STUDENTS EARNING MORE CREDITS, FASTER.”

Storytelling Playbook | T W E N T Y - N I N E

RESULT

Though created with the best of intentions, this process generated two barriers to student success. First, while students were highly successful in the structured pre-semester section, they were less successful during standardized fall and spring terms. Secondly, as JCSU encouraged students to complete 15 credit hours each semester to ensure four-year graduation, those enrolled in the Biddle Institute were limited to 13 credit hours per semester. Biddle students became disheartened, and their confidence diminished as they felt stigmatized for their enrollment in Biddle.

In 2019, the Biddle Institute addressed these concerns by replacing its fall semester

schedule with two accelerated, eight-week terms that matched the pace and intensity of the pre-semester. This enabled students to complete more credits throughout the

semester without focusing on the additional courses simultaneously.

As a new initiative, inexperience created challenges. The accelerated pace was such that midterm exams came abruptly and often without adequate preparation or guidance.

Because of this, Biddle Institute grades showed a slight decline while the credit accumulation increased dramatically. Still, 167 students were registered for this experimental semester, and 45% earned a 3.0 GPA or higher. Future accelerated terms will benefit from greater faculty experience and peer mentors who have completed accelerated courses themselves. Students of the Biddle Institute will enjoy its hallmark support without sacrificing the potential for timely graduation.

ACTION

“ We have three students who entered the university through a Biddle Institute access program and emerged from the fall 2019 semester with 4.0 GPAs. Two earned 18 hours in fall 2019. The third earned 15 hours in fall 2019 and maintained her 4.0 GPA for spring 2020. I am pleased that over half of our students earned more credit hours in fall 2019 than they would have under the previous course structure. As we make improvements, we expect to see more students earning outstanding grades and earning more credit hours.”

“ We desperately need more faculty.”

CHALLENGE

T H I R T Y | Johnson C. Smith University



Faculty and staff familiar with the Biddle Institute Fall Term Schedule initiative were provided a survey and asked

to anonymously rank their perception of the initiative’s effectiveness and positive impact on students.



KEY PERFORMANCE INDICATOR (KPI) IMPACT: CREDIT COMPLETION

T he fall 2019 schedule pilot offered accelerated courses, enabling students to

complete up to 18 credit hours. Under the pilot’s curriculum design, over half of Biddle Institute students earned more credit hours than they would have under the fall term’s traditional model. The pilot and other accelerated course structures exemplify Johnson C. Smith University’s commitment to reducing students’ financial obligations while facilitating expedited credit completion and supporting underprepared learners. As a baseline to compare data going forward, prior to implementing the fall 2019 schedule structure, the credit completion rate of incoming students within a cohort averaged 81.93% from fall 2011 to spring 2019.

Credit completion: A measurement of early momentum metrics The credit completion KPI is cohort-based and looks at important predictors of success in

a students’ first-year of enrollment. Cohort-based measures track students who entered an institution during a specific cohort year (i.e., 2015–2016 cohort).

Definition of credit completion rate: The credit completion rate measures the proportion of credits attempted by entering credential-seeking students that were completed in their first-year. Ratios are determined by dividing each student’s total number of credits earned in their first-year by the total number of credits attempted in their first-year. The average of all student ratios across a cohort year produces an institution’s credit completion rate for that cohort year. Students are excluded if they are missing credits or have zero credits attempted.

Key Performance Indicator (KPI) data is provided by the National Student Clearinghouse and analyzed by American Institutes for Research.

2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18 2018–19

77.3%81.6% 80.1% 78.5% 91.1% 83.0% 82.1% 81.7%

Storytelling Playbook | T H I R T Y - O N E

CURRENT ONLINE PRESENCE & COMMUNICATIONS. A webpage for the Biddle Institute is easily found from the top navigation at jcsu.edu. . While no comprehensive communication strategy yet exists, the initiative is engaging faculty and staff

through email, Zoom meetings, and phone calls. . The Biddle Institute regularly connects with its students through text messages, phone calls, and emails. . There is a strategy in place to develop a robust social media presence, especially on Instagram. Social

engagement levels have risen throughout the COVID-19 pandemic from both students and parents. . There is no current communication path between the admissions office and the Biddle Institute.

“ We want students to be successful. They’re already coming to the table with a certain amount of baggage and feeling some level of stigma just by being a part of the Biddle Institute. We don’t want to add to their stress.”

“ The entire campus community is encouraging students to take at least 15 credit hours per semester to graduate within four years. Our new term course schedule supports this campaign. At first, students felt they couldn’t handle 15 credit hours, but after sharing how the course schedule worked, they saw the load as much more manageable. Their confidence increased. They trusted us and were willing to give it a try.”

“ We have teams of faculty who teach certain groups of students. These faculty groups meet monthly with advisors to share student progress and address outlying concerns. The full team collaborates to support each student.”

STRENGTHS

WEAKNESSES

OPPORTUNITIES

THREATS

STRENGTHS. The program enables underprepared students to earn more credit

hours each semester without managing all courses simultaneously. . Students no longer feel that participation in the Biddle Institute

delays progress towards graduation. . Student confidence increases with courses broken into smaller terms. . Faculty have shown willingness to adapt for the sake of students.

.

WEAKNESSES. There is not yet course-embedded academic support within all

Biddle Institute classes.. Biddle Institute professors must complete the Academy for

Teaching & Learning’s year-long training, which can only accommodate ten professors each year. While this ensures

top quality, it greatly limits the number of eligible Biddle

Institute faculty.. There is an urgent need for Biddle Institute math professors.

OPPORTUNITIES. Increasing faculty would provide more course sections and

enable students to register for up to 18 credit hours. . As the program grows, prior Biddle Institute students will be

available to serve as accelerated peer mentors. . Abbreviated training is available for adjunct professors to partner

with The Biddle Institute.

THREATS . Additional faculty training is needed to continue improving

academic support. . Throughout the university, there is currently messaging that

could be interpreted as demeaning to those enrolled in the

Biddle Institute. . Students eligible for training with the Biddle Institute are slow to

ask for help and need resources presented to them in a guided,

easy-to-understand approach.


SWOT Analysis

T H I R T Y - T W O | Johnson C. Smith University

Storytelling Playbook | T H I R T Y - T H R E E

EXPAND YOUR NETWORK



STRATEGIC INTERNAL CONTACTS MAY INCLUDE: . Admission counselors who discuss the Biddle Institute with

prospective students and families. . Past Biddle Institute students who can provide a student

perspective and produce quotes and stories for future storytelling. . University communication employees who may help share

communicate Biddle Institute stories to extended audiences.

STRATEGIC EXTERNAL CONTACTS MAY INCLUDE:. Staff pursuing a similar initiative at another institution. . Local high school guidance counselors who can provide leads

and perspective on the student experience. . Community leaders who may serve as motivational guest speakers in Biddle Institute courses.


Going Forward


AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

T H I R T Y - F O U R | Johnson C. Smith University

The Biddle Institute exists to preserve Johnson C. Smith University’s commitment to providing

quality and accessible education. Biddle Institute students can complete more credits through

its revised fall term schedule, separated into intensive eight-week modules. This structured and

accelerated environment enables underprepared students to demonstrate motivation and success

toward four-year graduation.


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Identifying the essential elements of your initiative will enable successful storytelling, even within rapid information exchange. Limit the explanation of the Biddle Institute Fall Term Schedule’s mission and practice to a few sentences for use as you build your network.


Storytelling Playbook | T H I R T Y - F I V E

TAILOR YOUR MESSAGE

A sample of key messages to distinct audiences is shown below. Edit as needed to form a description of the Biddle Institute

Fall Term Schedule that best reflects each group’s needs and motivators. Platforms and frequency will vary by audience and may include newsletters, social media, email campaigns, print campaigns, meetings, and paid media.

FACULTY

SAMPLE Johnson C. Smith University provides students with a focused

and accelerated path to graduation within the Biddle Institute’s

supportive environment. This positively impacts motivation and

success in their coursework.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

STAFF

SAMPLE Johnson C. Smith University was founded to provide an

outstanding education for a diverse group of talented

students. Facilitating the opportunity for underprepared

students to progress through the Biddle Institute enables

JCSU to continue its historic calling.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

CURRENT STUDENTS

SAMPLE Johnson C. Smith University has maintained its reputation

as an inclusive university for 145 years. Creating paths for

success within the Biddle Institute helps a diverse population

of learners meet their full potential.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


T H I R T Y - S I X | Johnson C. Smith University

COMMUNITY MEMBERS

SAMPLE Johnson C. Smith University enables a variety of learners

to meet their full potential. Through the Biddle Institute,

underprepared students are supported as they progress

towards graduation.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


SAMPLE Johnson C. Smith University takes an individualized approach

to education. Through the Biddle Institute, underprepared

students are supported to ensure that a timely graduation

is possible.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

ALUMNI

SAMPLE Jackson State University remains committed to its legacy of

excellence. By offering consistent, goal-oriented advising to

students, JSU will equip them to follow in the footsteps of

exceptional alumni.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Storytelling Playbook | T H I R T Y - S E V E N

DONORS

SAMPLE Johnson C. Smith University’s accelerated schedule for the

Biddle Institute establishes a path toward equitable education,

allowing underprepared students to graduate within four years.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


T H I R T Y - E I G H T | Johnson C. Smith University



Construct a process to embed academic support within all Biddle Institute courses.

Consider best practices for engaging high-risk students, especially in a virtual

environment.

Recruit qualified math professors.

Collaborate with the communication office to reframe institutional messaging that references the Biddle Institute.

Finalize a cohesive communication strategy for the initiative.

Consider the needs the admissions office may have in promoting the Biddle Institute to key students.

NOTES:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

CELEBRATE VICTORIES

The Biddle Institute’s Fall Term Schedule represents meaningful work. Create a culture of positivity by taking pride in this work and the accomplishments of your team. Monitor relevant data closely to recognize when your efforts cause change. Celebrate reaching thresholds of new enrollment, improved collaboration, more professors, increased credit completion, and higher grades within the Biddle Institute.


1. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Storytelling Playbook | T H I R T Y - N I N E

4. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


More advocates and helpers may be available to the Biddle Institute than you realize.

Consider outsourcing some portion of your storytelling process to others as you expand

your network:

Many institutions offer unpaid and uncredited internships to marketing,

communications, business, and English students within the university. Meaningful, hands-on work is often desirable to this population, who are eager to build their résumés. Connect with professors in these departments for recommendations of students who may be a strong fit for your team. Student interns can interview initiative participants, develop content for increased storytelling, manage social

media accounts, research industry trends, and report impressions from the student

body and online influence.

Ask Biddle Institute students to submit blog posts to help future students and to share

their stories. You may also host a social media takeover for students’ rotation to post to an account in your initiative’s name.

Ask Biddle Institute students if they have family willing to advocate on behalf of your initiative. These parents and support systems may offer insightful perspectives,

quotes, content for further storytelling, and a link to communicate more persuasively

to prospective and current JCSU students and families.

NOTES:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

TECHNOLOGY EVOLUTIONS:

Core Philosophy & StoryObjective: TO PROVIDE AN ONLINE LEARNING EXPERIENCE THAT

MATCHES THE QUALITY OF ON-CAMPUS EDUCATION.

THE STORY

Throughout its history, Johnson C. Smith University has been known for its trailblazing spirit. In 2000, JCSU earned national attention for partnering with IBM to become the first HBCU to provide a laptop to each student. Two years later, the university was ranked in the top 50 of most wired small colleges by Yahoo Magazine.

However, after establishing such technological leadership, JCSU paused progress on this front for several years.

Technology EvolutionsThose involved in the Technology Evolutions initiative were

asked to share thoughts relative to the initiative’s identity and

transformation. Their key ideas are shown below.

CONTEXT

CHALLENGE

F O R T Y | Johnson C. Smith University

“WE CAN FACILITATE JCUS’S COMMUNITY OF

THOUGHT LEADERS AT A DISTANCE.”

“WE HAVE A WEALTH OF RESOURCES.”

“ THERE IS NO DIFFERENCE

BETWEEN ONLINE

LEARNING AND THE

CAMPUS ENVIRONMENT.”

RESULT

In 2015, Johnson C. Smith University recognized the need to revitalize its technological resources and offer quality online courses for its students. In response, the Technology

Evolutions initiative was launched. That year, the initiative procured Canvas and presented it as a tool for online instruction. While most faculty members resisted the

concept of providing online courses, key professors showed early support and allegiance to the idea. The Technology Evolutions team met with such professors and leveraged their faculty relationships to network across departments.

Prior to the COVID-19 pandemic, the Technology Evolutions initiative experienced

organic growth in its online course offerings. However, when the pandemic closed campus in March 2020, a complete, university-wide transition to virtual learning happened overnight. Instead of forcing all courses into the perfect mold of a typical JCSU

online course, the Technology Evolutions team saw COVID-19 as an opportunity to create remote courses

During this especially demanding year, Johnson C. Smith University continued to

evolve. For many faculty members, the perspective of online instruction has shifted from

inconvenience to necessity. JSCU’s Technology Evolutions team has facilitated an influx of professors’ requests, eager to improve student engagement and take full advantage of online tools. More than ever, students are connecting with course material and supplemental resources remotely. Canvas is now appreciated as a guide for students and professors of all courses and experiences five times the weekly traffic it had one year ago.

ACTION

“ Our faculty are interested in growing and changing.”

Storytelling Playbook | F O R T Y - O N E

F O R T Y - T W O | Johnson C. Smith University



Faculty and staff familiar with the Technology Evolutions were provided a survey and asked to anonymously

rank their perception of the initiative’s effectiveness and positive impact on students.



SOLUTION AREA IMPACT: DIGITAL LEARNING AND

DIGITAL COURSEWARE

The campus-wide encouragement of technology adoption by faculty, for the benefit of students being served, is an ongoing approach that influences faculty pedagogy

and the utilization of learning management systems in hiring, onboarding, student

orientation, and instructional design. With the goal of successfully impacting student

engagement and commitment, Johnson C. Smith University’s attention to technology innovation and data-conscious decisions seeks to positively strengthen retention and

access to education.

The number of courses available through Canvas grew 325.53% from fall 2015 to fall 2020, supported by teacher adaptation and steady, engaging student usage. An increase

in student engagement is highlighted by the consistent, upward trend in assignments submitted, interactive discussions documented, and uploaded files. All three areas have

experienced exponential growth between fall 2015 and fall 2020, increasing 661.67%, 948.85% and 729.68%, respectively.

Data reported was provided by Johnson C. Smith University’s Canvas database. Data represented is reported through 03/03/2021.

Growth calculations do not include summer 2015–2020 data to maintain comparative consistency. Summer data is represented separately for reference.

The data represents instructor and student interactions with Canvas, and usage of the platform to: upload and download content; conduct integrated class discussions among instructors and students; submit assignments and feedback; and to access the system for updates, grades, reports, and information.

Storytelling Playbook | F O R T Y - T H R E E

FALL/SPRING ANNUAL CANVAS COURSE REPORTING

FALL 2015–SPRING 2020

2015–2016

FALL

2015–2016

SPRING

2016–2017

FALL

2016–2017

SPRING

2017–2018

FALL

2017–2018

SPRING

COURSES 141 357 427 398 445 419

TEACHERS 68 133 169 151 169 157

STUDENTS 1,022 1,361 1,454 1,338 1,444 1,382

ASSIGNMENTS 1,867 5,358 6,975 7,153 9,141 8,828

DISCUSSION TOPICS 786 2,260 2,828 2,767 3,689 3,828

FILES UPLOADED 3,797 7,291 22,590 9,898 17,242 16,796

MEDIA RECORDINGS 119 249 392 291 589 492

FALL/SPRING ANNUAL CANVAS COURSE REPORTING (CONTINUED)

FALL 2015–SPRING 2020

2018–2019

FALL

2018–2019

SPRING

2019–2020

FALL

2019–2020

SPRING

2020–2021

FALL

COURSES 451 442 465 466 459

TEACHERS 162 164 171 157 168

STUDENTS 1,488 1,408 1,445 1,313 1,256

ASSIGNMENTS 9,815 9,759 11,645 11,844 12,355

DISCUSSION TOPICS 3,996 3,795 4,792 6,893 7,458

FILES UPLOADED 21,607 21,257 24,465 27,390 27,706

MEDIA RECORDINGS 561 694 334 848 1,359

SUMMER CANVAS COURSE REPORTING

SUMMER 2015–SUMMER 2020

2015–2016 2016–2017 2017–2018 2018–19 2019–2020

COURSES 89 77 86 81 75

TEACHERS 54 46 62 54 51

STUDENTS 364 282 406 407 376

ASSIGNMENTS 1430 1596 1552 2112 2279

DISCUSSION TOPICS 609 677 764 789 1188

FILES UPLOADED 3135 3725 4494 4133 4708

MEDIA RECORDINGS 88 72 99 182 154

“ HBCUs have never struggled to develop community. Our quick move to online learning showed the strength of our community at JCSU.”

F O R T Y - F O U R | Johnson C. Smith University

Storytelling Playbook | F O R T Y - F I V E

“ We are leveraging faculty relationships to increase buy-in for more consistent use of technology campus-wide.”

CURRENT ONLINE PRESENCE & COMMUNICATIONS. Emails and in-person meetings with faculty, current students, and prospective students and families

comprise the initiative’s current communication efforts. . Visitors to jcsu.edu cannot see online courses or degree offerings.. There is a strong communication path between the Technology Evolutions team and admissions.. JCSU’s technology support team works seamlessly with Technology Evolutions to properly aid students.

“ Students can access their academic information at all times, and many use the mobile Canvas app regularly. This allows for academic enhancement through videos, supplemental material, assignment submission, grade management, and communication beyond the classroom.”

F O R T Y - S I X | Johnson C. Smith University

“ We want to develop students into the kind of people who will not just survive but thrive through their college experience. They should graduate with strengths that make them vital in any arena.”

“ JCSU has always been able to sustain education, but for a time, this was done without consideration of practices within the broader community of education. We fell behind the times. Expanding into an online offering in 2015 was the beginning of our technological transformation.”

“ Many campus administrators voiced that reacting to COVID-19 with online instruction was going to be too much of a lift for faculty. Instead, faculty responded more eagerly than expected and have accelerated their pace of training and online engagement.”

Storytelling Playbook | F O R T Y - S E V E N

STRENGTHS

WEAKNESSES

OPPORTUNITIES

THREATS

STRENGTHS. There has been increased use of the learning management system,

which was initially marketed as a resource only for online courses. . Staff with Technology Evolutions represent skills in marketing,

photography, and relationship development.. Most of JCSU’s onboarding processes are online to ensure a

growing audience understands important technology platforms.

WEAKNESSES. Aside from training professors of true online courses, the

initiative’s work has primarily been in reaction to COVID-19 and has not incorporated full program training.

. Some students lack laptops and software needed to benefit from updated technology.

. Laptop repair services are not available on campus to students.

OPPORTUNITIES. Individualized technology training for faculty will enhance JCSU’s ability to improve and utilize its technological resources consistently. . COVID-19 has decreased a fear of online instruction and improved

faculty receptiveness. . Video conferencing is more widely accepted and used.

THREATS . Additional administrative support and personnel are needed for the

initiative to be more effective. . While the faculty fear of online instruction has been alleviated due

to COVID-19, there remains continued resistance to embracing

online education.


SWOT Analysis

F O R T Y - E I G H T | Johnson C. Smith University

Storytelling Playbook | F O R T Y - N I N E

EXPAND YOUR NETWORK



STRATEGIC INTERNAL CONTACTS MAY INCLUDE: . IT employees who may help develop a stronger web presence for

the initiative. . University communication employees who may help share

communicate the stories of Technology Evolutions to

extended audiences.. A diverse set of JCSU online students who can provide a student

perspective and produce quotes and content for future storytelling.

STRATEGIC EXTERNAL CONTACTS MAY INCLUDE:. Staff pursuing a similar initiative at another institution. . Potential donors.


Going Forward


AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

The JCSU Technology Evolutions initiative exists to provide an online learning experience

that matches its on-campus education quality. By establishing strong faculty relationships and

prioritizing student success, Technology Evolutions has developed online courses, educated

faculty members in online engagement practices, and provided students consistent access to

technological resources. Professors are showing renewed interest in online instruction, and the

university is witnessing exponential growth in online course registration.


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Identifying the essential elements of your initiative will enable successful storytelling, even within rapid information exchange. Limit the explanation of the Technology Evolutions initiative’s mission and practice to a few sentences for use as you build your network.


F I F T Y | Johnson C. Smith University

TAILOR YOUR MESSAGE

A sample of key messages to distinct audiences is shown below. Edit as needed to form a description of Technology Evolutions

that best reflects each group’s needs and motivators. Platforms and frequency will vary by audience and may include newsletters, social media, email campaigns, print campaigns, meetings, and

paid media.

FACULTY

SAMPLE High-quality online instruction is becoming more popular and

increasingly necessary. JCSU’s Technology Evolutions team

provides resources to develop engaging classrooms in a

virtual environment.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

STAFF

SAMPLE JCSU prepares students to solve complex problems in a

fast-changing global economy. Expanding technology allows

instruction to continue amid crises and provides relevant

resources to student training.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

CURRENT STUDENTS

SAMPLE JCSU is committed to meeting the needs of its students. By

enhancing technology and resources, JCSU has developed

online courses that match the quality of the on-campus

learning environment.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Storytelling Playbook | F I F T Y - O N E

COMMUNITY MEMBERS

SAMPLE Johnson C. Smith University is committed to providing high-

quality education, both on-site and online. With impact through

digital instruction, JCSU’s call for students to become leaders

in the larger community will have a greater effect than

ever before.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


SAMPLE Johnson C. Smith University is committed to preparing

students to thrive in a technology-driven world. All new

students receive technology to help them fully embrace

a high-quality, modern education.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

ALUMNI

SAMPLE By offering its quality education online, Johnson C. Smith

University can extend its reputation and network to a

vaster audience.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


F I F T Y - T W O | Johnson C. Smith University

DONORS

SAMPLE Better access to technology has enabled Johnson C. Smith

University’s faculty to educate more effectively and its students

to learn more. Embracing new technology has provided

increased success, sustainability, and growth potential.

MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


MESSAGE

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Storytelling Playbook | F I F T Y - T H R E E



Develop a robust training initiative to capitalize on faculty’s new willingness to conduct online instruction.

Provide individualized guidance for faculty members as needed.

Construct a suitable web presence to increase awareness of online courses and degrees.

Request audience feedback from the technology support team and the

admissions office.

Secure additional faculty advocates.

NOTES:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

CELEBRATE VICTORIES

Johnson C. Smith’s Technology Evolutions initiative represents meaningful work. Create a culture of positivity by taking pride in this work and the accomplishments of your team. Monitor relevant data closely to recognize when your efforts cause change. Celebrate reaching thresholds of increased retention, more professors, improved communication,

and additional program inclusion within Technology Evolutions.


1. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

F I F T Y - F O U R | Johnson C. Smith University

4. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


More advocates and helpers may be available to the Technology Evolutions initiative than

you realize. Consider outsourcing some portion of your storytelling process to others as

you expand your network:

Many institutions offer unpaid and uncredited internships to marketing,

communications, business, and English students within the university. Meaningful, hands-on work is often desirable to this population, who are eager to build their résumés. Connect with professors in these departments for recommendations of students who may be a strong fit for your team. Student interns can interview initiative participants, develop content for increased storytelling, manage social

media accounts, research industry trends, and report impressions from the student

body and online influence.

Ask online students to submit blog posts to help future students and to share their

stories. You may also host a social media takeover for students’ rotation to post to an account in your initiative’s name.

Ask online students if they have family willing to advocate on behalf of your initiative. These parents and support systems may offer insightful perspectives, quotes,

content for further storytelling, and a link to communicate more persuasively to

prospective and current JCSU students.

NOTES:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Storytelling Playbook | F I F T Y - F I V E

PERSPECTIVES FROM

The Cohort GLOBAL THEMES IN PRACTICEHBCU Frontier Set Institutions. Claflin University. Delaware State University. Fayetteville State University . Jackson State University. Johnson C. Smith University. Morehouse College

T

he aim of the Storytelling Playbook is to collect and

compile institutions’ history as well as quantitative and qualitative data to tell their institutional

transformation stories.

Team interviews with all six of the HBCU Frontier Set cohort institutions revealed a common theme of dedication and often

single-handed hard work among initiative leaders passionate about equity in student success paths. These individuals’ ideas are myriad: from taking an active approach to advising, engaging underprepared learners with customized programs, providing new resources to adult learners, and training professors to better accommodate equitable education.

Discovery and documentation of cross-departmental collective

efforts have proven to enhance student services, such as

advising models integrating technology, developmental, and

accelerated learning. Identifying best practices across the

cohort highlights how institutions have created systems and processes that use data to understand student populations’ sub-demographics further. Adjustments to outreach, intake, and engagement (virtual and in-person) are crafted to address

varying populations’ needs and interests.

The work of the HBCU cohort institutions is founded on qualitative attributes that contribute to transformation. These

attributes include identifying holistic concepts, such as faculty

skills, experiences, characteristics, and an unyielding quest

to understand the complexities of student needs through

faculty development. Each of the institutions spoke of early

adopters, leaders, and faculty members who implement plans to create cross-departmental advisory committees to ensure the

integration of successful strategies across campus. Data usage,

intuitive conversations, and intentional relationship building with students have provided the six HBCU institutions the ability to

meet their students’ needs, regardless of barriers.

F I F T Y - S I X | Johnson C. Smith University

Data shows that each of the institutions exhibits persistence and tenacity in maximizing limited resources to work with some of the nation’s most diverse student populations. Although implemented in various ways, the HBCU cohort exhibits global themes, such as enhanced digital inclusion, proactive academic

advising, accelerated credit accumulation, and implementing

evidence-based equity decisions.

ADVANCEMENT OF ACCELERATED LEARNING

. Panther Promise, Claflin University. A collaboration between faculty and academic advisors produced a curriculum that

is condensed to be completed within three years. 100% of Panther Academy graduates transitioned to graduate school

or employment.

. Developmental & Enhancement Studies/Accelerated

Learning, Jackson State University. As a result of COVID-19,

JSU launched a fall transition program that typically occurs

during the summer. The pilot launched to include four

courses—math, reading, English, and learning skills courses.

Instead of 12 credit hours, students earn 16 credit hours for the

16-week program, including developmental and regular course work, lectures, and labs. Historically, the program has had 30 students. During fall 2020, the program had over 121 students

register. JSU concluded that the increase in participation is

partially contributed to students working in the summer, making the fall more appealing.

. Biddle Institute Fall Term Schedule Structure, Johnson C. Smith University. The Institute enables underprepared

students to earn more credit hours without enrolling in multiple courses concurrently. Admittance to the Institute is based on

students’ GPA, standardized test scores, and non-cognitive skills, and targets students who would not be admitted to JCSU based on standard qualifications. The accelerated pilot launched in fall 2019, providing students with the opportunity to earn 15–18 credit hours.

Storytelling Playbook | F I F T Y - S E V E N

ADAPTIVE AND DEVELOPMENTAL LEARNING INNOVATION

. Panther Academy Summer Transition Program, Claflin University. This program

prepares for college students who did not meet Claflin’s standard acceptance requirements. The program includes completing nine credit hours and student-

designed and led enrichment activities to acclimate students for college preparedness.

Programming includes peer tutoring, cultural enrichment activities, and a structured

study hall built into the program’s defined schedule.

. Teaching & Learning: Adaptive Learning Project, Fayetteville State University. To

reduce the variance in student experiences for introductory classes, FSU continues to

measure the impact of integrated adaptive learning platforms. Students acknowledge the inclusion has led to increased comprehension; faculty appreciate the platform integrates well with the existing curriculum, eliminating the need for curriculum re-design. Outcomes include a reduction in courses failed and repeated by students, a

catalyst for the ongoing development of adaptive learning.

ONGOING DEVELOPMENT OF ADVISING MODELS. First-Year Academic Advising, Claflin University. Claflin’s advising model is

composed of a keen focus on development for first-year professional academic advisors, including the division of advisors by major, 25 hours of required training, and a prescribed advising cycle. The College Student Inventory and FOCUS 2 CAREER

assessments are administered to students to help them understand their strengths and

challenges and select a major that suits them. Documented retention in certain majors, such as biology, increased after streamlined, proactive advising.

. Centralizing Academic Advisement Services, Jackson State University. In

June 2019, JSU centralized advising, including moving professionals into the same

physical location. A key success of the initiative involves implementing campus-wide degree maps, reducing variation among the university’s colleges, and creating a more consistent experience for students from beginning to end.

DATA AND EVIDENCE-BASED DECISIONS . Research Sustainability & Growth, Delaware State University. An ongoing strategy

to increase resources through sustaining research development has positively

impacted the student experience and personal and professional development. Students

are actively involved in research, which has shown a positive trend in recruiting and retaining students.

. New General Education Program, Morehouse College. The previous general

education curriculum contributed 50 credit hours toward the necessary 120 credit hours needed for degree completion. The graduation rate was lower, and attrition was higher. A new curriculum was instituted in 2018 to positively impact credit accumulation, credit completion, and four-to-six-year graduation rates.

F I F T Y - E I G H T | Johnson C. Smith University

Storytelling Playbook | F I F T Y - N I N E

DISCOVERY AND DEFINING EQUITY. University Climate & Culture, Delaware State University. DSU has strategically

positioned itself as the first choice in America for the Dreamer population by intentionally identifying the composition of the university’s student body, and proactively understanding the needs of its diverse subpopulations. The university also continues

its legacy of providing the airline industry with the highest number of pilots of color by purposefully creating equitable opportunities for students.

. Office for Adult Learners, Fayetteville State University. Founded in January 2020,

this division’s formal establishment has created a more equitable environment for the adult learner population, which provides 47% of the school’s enrollment. The office provides centralized services for adult learners to create a sense of community and

belonging and serve as a conduit to resources such as health services, housing,

and advising.

TECHNOLOGY INCLUSION. Online Transformation, Jackson State University. In 2014, JSU began managing

previously outsourced online programs, including early childhood education and

the MBA program. The internal online education team grew from two to nine, with a curriculum designed to include advisors and instructional designers. JSU currently

offers 19 online programs, with three additional programs and eight graduate certificates being offered for the first time in the fall of 2020. The continuous focus services the growing population of online students, as over half of all JSU students are enrolled in at least one online course.

. Technology Evolutions, Johnson C. Smith University. JCSU’s focus on increased student use and faculty advocacy of Canvas, the university’s learning management system, has successfully expanded due to the utilization of early adopters that assist

with facilitating increased usage. The integration of Canvas into the hiring process and admissions onboarding ensures that students, faculty, and staff interact with the system before beginning coursework or working for the university.

. New Student Success Software & Early Alert System (Starfish), Morehouse College. Data presented at milestone meetings with the Starfish team shows that the software’s flag system is effectively being utilized. Faculty are raising alerts for critical interventions such as tutoring referrals, attendance concerns, low grades, missing assignments, and praising students with the kudos flag. Morehouse self-reports tracking interventions at a rate comparable to peer institutions that use Starfish. Students have embraced the system to engage with faculty after receiving an academic alert in the system, expanding communication between students, faculty, advisors, and the Academic Success Center.

. Online course implementation, Claflin University. The institution has hosted online

courses for eight years. However, all 300 courses were adapted to online versions in 2020. During the 2020 COVID-19 pandemic, Claflin University was identified as the first fully Zoom-enabled campus in the United States.

FACULTY DEVELOPMENT AND TRAINING. Faculty Pedagogy Development, Johnson C. Smith University. The Academy

for Teaching & Learning is a year-long academy that concentrates on developing

social science research skills and methodology focused on technical, non-cognitive,

and advising practices. Participating faculty enhance skills to help students identify

metacognitive strengths, holistically impacting the student experience. By year five of the academy’s inception, participating faculty members permitted in each cohort reached 100%.

. Ongoing Transition to Digital Instruction, Delaware State University. The

implementation of a professional development program was launched in May 2020 to enhance faculty’s teaching methodology in an online environment to prepare for the transition to online facilitation in the fall. The program’s model was influenced by Quality Matters, a strategic partner devoted to increasing online instruction quality. One

hundred faculty members completed the faculty-developed, faculty-led training within two months.

. ADISA (Appreciative, Developmental, and Intrusive Student Advising), Morehouse College. Morehouse adopted the ADISA advising model in 2017 under the Faculty

Development Teaching and Advising Center. NACADA-trained faculty contribute to the sustainability of the ADISA advising model by facilitating peer-to-peer training for faculty

who cannot attend NACADA training programs. 72% of faculty have been trained as of November 2020, exceeding the target goal of 60%. Student-centered outcomes include a four-year plan developed for each student, adjusted every semester; dedicated advisors and assigned tutors; and directed access to academic coaching and support services.

S I X T Y | Johnson C. Smith University

Storytelling Playbook | S I X T Y - O N E

CLAFLIN UNIVERSITY DELAWARE STATE UNIVERSITY

FAYETTEVILLE STATE UNIVERSITY JACKSON STATE UNIVERSITY

JOHNSON C. SMITH UNIVERSITY MOREHOUSE COLLEGE

Cohort Institutions

ADDITIONAL KEY PERFORMANCE INDICATOR DATA INSIGHTSKey Performance Indicator (KPI) data is provided by the National Student Clearinghouse

and analyzed by American Institutes for Research.

J ohnson C. Smith University has indicated some inconsistencies in the data

represented in the National Student Clearinghouse data in comparison to internal data. The use of varied means of analysis and data platforms produces different

outputs, which can create variance in comparative data. To create more cohesive data outputs universally, the HBCU Frontier Intermediary has effectively implemented the

Data Governance Toolkit.

The Data Governance Toolkit will empower institutions to build more comprehensive data sets and create centralized reporting functions by reducing recurring errors

and decreasing reporting time of the Post-Secondary Partnership (PDP) data. Thus,

institution decision-makers will develop trust and confidence in their PDP data by ensuring data quality, increasing data access, and certifying data security. The Data

Governance Toolkit will also allow institutions to expand the PDP dashboard usage to encompass internal data systems, creating value university-wide (administrators, faculty, staff, and board of governance) with a singular portal to track student success work.

Development and implementation of the Data Governance Toolkit is led by:

Robert Bailey, HBCU Data Governance

Appendix

S I X T Y - T W O | Johnson C. Smith University

CREDIT ACCUMULATION RATE Key Performance Indicator (KPI): Credit Accumulation

Measurement of early momentum metrics

T he credit accumulation KPI is cohort-based and looks at important predictors

of success in a student’s first-year of enrollment. Cohort-based measures track students who entered an institution during a specific cohort year

(i.e., 2015–2016 cohort).

Definition of credit accumulation rate: A cohort-based KPI that looks at important predictors of success in a student’s first-year of enrollment. The credit accumulation rate measures the share of entering credential-seeking students who successfully

completed enough credits to satisfy yearly credit thresholds in the first-year of enrollment. Thresholds are typically defined as 24 to 30 credential-bearing credit hours for full-time students and 12 to 15 credit hours for part-time students each year. Students are excluded if they are missing credits or have zero credits

attempted. In addition, students that have a missing or unknown enrollment intensity are excluded.

PERSISTENCEKey Performance Indicator (KPI): Persistence

Measurement of outcomes over time

T

he persistence KPI examines a longer-term, cohort-based measure of student

success. Cohort-based measures track students who entered an institution during a specific cohort year (i.e., 2015–2016 cohort).

Definition of persistence: First-to-second-year persistence reflects the share of entering credential-seeking students who enrolled at an institution other than the cohort institution (i.e., transfer institution) in their second year or had completed a credential before the end of their second year at a transfer institution.

2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18

35.4% 31.7% 39.0% 24.9% 39.3% 3.1% 37.4%

2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18

15.1% 20.3% 14.5% 18.3% 16.6% 16.4% 20.0%

Storytelling Playbook | S I X T Y - T H R E E

GATEWAY COMPLETION RATEKey Performance Indicator (KPI): Gateway Completion Rate

Early. Momentum metric

T he gateway completion rate KPI is cohort-based and looks at important

predictors of success in a student’s first-year of enrollment. Cohort-based measures track students who entered an institution during a specific cohort

year (i.e., 2015–2016 cohort).

Definition of gateway completion rate: The gateway completion rate measures the share of entering credential-seeking students who successfully completed required math and/or English gateway courses within their first-year. This metric excludes students who completed all necessary gateway course requirements before enrolling at the institution. If a student is required to take both math and English gateway, they must complete both to be marked as successfully completing their gateway requirement.

2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18 2018–19

N/A N/A N/A N/A N/A N/A 88.0% 89.5%

S I X T Y - F O U R | Johnson C. Smith University

“ Johnson C. Smith University allowed me to show that I was far more competent than my SAT scores and high school GPA indicated. As a result of the support and resources provided to me through the Biddle Institute, I received numerous academic grants throughout my tenure, was a Dean’s list recipient, and graduated Cum Laude with a Bachelor of Science in Business Marketing. I am a proud alumna of Johnson C. Smith University. Following my undergraduate career I received a Master of Arts degree in Social Innovation from the University of San Diego. I am currently serving as the Development Coordinator at a nonprofit agency that provides social services to those affected by domestic violence and sexual assault. I am forever grateful for the academic experience and personal relationships that I built through my tenure at Johnson C. Smith University. The Biddle Institute allowed me the opportunity to attend a four-year university when other universities did not offer me that chance. This program is essential to the success of incoming freshmen as it gives them hope and the support needed to succeed on their journey to higher education.” —Carmen Knight, BS Business Marketing ‘16

© 2021 by The Frontier Set | Funded by the Bill & Melinda Gates Foundation

Published in the USA in 2021 by The Frontier Set.

All rights reserved. | Printed in the USA.

This publictaion is based on research funded by the Bill & Melinda Gates Foundation.

The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Bill & Melinda Gates Foundation.

INSTITUTIONAL CREDITS

Clarence D. Armbrister, J.D. | President

Dr. Karen D. Morgan | Senior Vice President for Academic Affairs

Dr. Antonio Henley | Associate Vice President for Institutional Effectiveness

Stacey Sandeford-Lyons | Executive Director, Biddle Institute

Dr. John Bannister | Director, Center for Innovative Teaching and Learning

Tiphane Pate | Research Manager, Center for the Study of Metacognitive Variables

2014 - cdn.heyzine.com

Documents