Growing Inland Achievement

Author: Growing Inland Achievement

  • Regional Website Launches to Support Inland Empire Class of 2020

    Regional Website Launches to Support Inland Empire Class of 2020

    The new website helps to connect Inland Empire students with college advising and other critical resources, including technology and basic needs support.

    Growing Inland Achievement, a regional collective impact organization seeking to increase Inland educational attainment rates, recently launched IEStudents.org, a website to support high school students as they transition to college amid the coronavirus pandemic. The website provides access to college advisors and current information on the changes in college admissions, testing, and financial aid.

    The idea for a regional support website stemmed from a post-secondary education task force comprised of educational leaders across the region, who have united to develop support mechanisms for students amid the crisis. GIA staff and students supported the website build with guidance from the task force and other partners across the region.

    “With the help of our partners, GIA launched IEStudents.org based on the vision of connecting high school students with critical information and college advising support to ensure the pandemic does not inhibit any student’s journey to college, especially those more likely to fall through the cracks. The college success advisors page helps to match students with a college success advisor to assist with their individual needs,” said GIA Director of Operations & Partnerships, Ida Hermosillo.

    GIA student interns played a crucial role in developing the website and curating the site content. “The website is easy to navigate and very helpful for students,” said GIA Intern, Ian Sherman. “I’m very proud that I have played a key role in building and maintaining this website to help students like me here in the Inland Empire to pursue their dreams of going to college.”

    Partners in the Inland Empire Educational Network offered insight on the educational challenges presented by the pandemic. Feedback from the network highlighted critical student needs and helped to drive the website architecture and page content. Each section of the website contains pages with relevant and timely updates for students, such as updates regarding financial aid administration, emergency funds, food resources, technology, and virtual learning support, among other student success resources.

    “I’m grateful for the many Inland Empire colleges and organizations that came together to work collectively and remove barriers for high school students making a transition to college during this difficult time,” said President & CEO of GIA, Dr. Carlos Ayala. “I’m also extremely proud of our GIA staff and interns who stepped up to develop this outstanding website resource for students in our region.”

    Growing Inland Achievement is a bi-county,  educational collaborative in the Inland Empire that brings together leaders across K-20 education, civic, and business sectors. GIA organizes and collaborates with the Inland Empire Educational Network to create innovative practices that achieve large-scale social and institutional change. Visit GIA’s website at inlandempiregia.org to learn more.

  • Inland Empire Guided Pathways Student Voice

    Inland Empire Guided Pathways Student Voice

    Student-generated solutions are a critical component of equitable institutional transformation. GIA has undertaken numerous student voice research studies using an innovative multimodal cognitive method designed by Dr. Yvonne Olivares, which are generating valuable insights and actionable recommendations. We encourage you to take some time to explore and act on the insights found  below.

    Student Voice Research Findings and Recommendations by Topic Area

    TECHNOLOGY
    • Many students do not own “their own” laptops (they share or borrow)
    • There is no single-best communication mode for all students, not even a single-best mode for any given student all the time
    • College office hrs. overlap students’ work hrs
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    Allow for multiple modes of communication
    •Video chat with file & screen sharing function
    •Call-in option
    •Email for simple questions
    •Instant messaging    		 Entering the Path
    Staying on the Path    		 Connected All
    Create and include step-by-step tutorials on how to access any student service and including technology needed (app, OS, browser) Entering the Path
    Staying on the Path    		 Connected All

     

    ACCESS TO INFORMATION
    • Even students with laptops rely heavily on mobile due to conflicting demands; mobile is primary
    • Although information is available online, information is difficult to find
    • Students miss appointments due to wrong app and/or incompatible browsers and as a result are often blocked from scheduling additional appointments
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    User-friendly websites optimized for mobile Entering the Path
    Staying on the Path    		 Directed
    Focused    		 All
    College mobile app that allows students to search for the information and resources they need Entering the Path
    Staying on the Path    		 Directed
    Focused    		 All
    Consistent software and apps across the college to create more consistent online services experience Entering the Path
    Staying on the Path    		 Directed
    Focused    		 All
    Guidance on using/saving multiple passwords Entering the Path
    Staying on the Path    		 Directed
    Focused    		 All

     

    COUNSELING
    • Students who know their major in advance of seeing a counselor are more likely to report a positive experience
    • Poor experiences often stem from students not being given or not understanding how to access resources mentioned by counselor (Students are unable to recall info after meeting and do not know how to access counselor notes in apps like Starfish)
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    Have counselor recommendations documented where students can readily review Entering the Path
    Staying on the Path    		 Directed
    Focused    		 Counselors
    Provide more detailed guidance on how to access additional resources such as Major Requirement sheets Entering the Path
    Staying on the Path    		 Directed
    Focused    		 Counselors
    Allow for advance scheduling Entering the Path
    Staying on the Path    		 Directed
    Focused    		 Counselors
    Have more evening and weekend appointments Entering the Path
    Staying on the Path    		 Directed
    Focused    		 Counselors

     

    ONLINE LEARNING
    • Students with luxury of time/tech waste time navigating the differently designed courses
    • Those without time/tech miss resources/assignments becasue they cannot find them
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    Create standards and templates for instructors to follow that provide consistency across courses Staying on the Path
    Ensuring Learning    		 Directed
    Focused    		 Department Chairs/Deans
    Canvas notifications for:
    •New assignments posted
    •Assignment is coming due
    •Zoom meeting (with link and password)
    •Group messages
    •Any other relevant course information    		 Staying on the Path
    Ensuring Learning    		 Directed
    Focused    		 Instructors
    Consistent notifications across courses/interfaces Staying on the Path
    Ensuring Learning    		 Directed
    Focused    		 Instructors
    Zoom meetings should have new announcement with link EVERY TIME Staying on the Path
    Ensuring Learning    		 Directed
    Focused    		 Instructors
    Instructor office hours should be posted in online environment Staying on the Path
    Ensuring Learning    		 Directed
    Focused    		 Instructors

     

    CAREER EXPLORATION
    • Students base major/career decision on limited information
    • Students rely on google/youtube on hot/top/popular jobs
    • Many students are not aware of their suitability (e.g., personality fit, skills) or feel pressured to begin earning immediately
    • Students want to both be able to find major/career information themselves (self-guided) and have access to guided support
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    Guided: Provide more opportunities for career exploration. Entering the Path Directed
    Focused    		 Career Services
    Guided: Mandatory counseling 2-3 times per semester Entering the Path Directed
    Focused    		 Counselors
    Guided: Counselors specializing in major/career fields Entering the Path Directed
    Focused    		 Counselors
    Career Services
    Guided: GenEd courses support increasing knowledge of career options Entering the Path Directed
    Focused    		 Instructors
    Career Services
    Guided: Internships Entering the Path Directed
    Focused    		 Career Services
    Guided: Broaden career assessment to include:
    •Skills analysis
    •Hobbies/interest
    •Personality
    •Job market    		 Entering the Path Directed
    Focused    		 Career Services
    Self-Guided: Increase self-guided career information and assessment with website, app, and Canvas career information that includes:
    •Major/career requirements
    •Potential careers they can pursue with the major/career
    •Skills students can expect to develop in major/career
    •Pertinent personality requirements for major/career
    •Major /career-based student groups
    •Workshops and seminars specific to field of study    		 Entering the Path Directed
    Focused    		 Career Services
    Self-Guided: Host an annual major/career fair Entering the Path Directed
    Focused    		 Career Services
    Self-Guided: Provide opportunities for students to hear professional speakers Entering the Path Directed
    Focused    		 Career Services
    Self-Guided: Require students to attend activities that teach about campus opportunities and support systems Entering the Path Directed
    Focused    		 Career Services

     

    STUDENT ENGAGEMENT
    • Students feel left out/isolated and do not have regular groups or activities on their campuses
    • Students rely on external groups for creating a sense of belonging
    • Campus activities limited to annual or special events
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    Utilize communication tools such as
    •Weekly email
    •Regularly updated webpage
    •College-specific app
    •Canvas links
    to offer broader outreach about information on groups, events and activities were happening around campus and HOW to participate    		 Staying on the Path Nurtured
    Engaged
    Connected    		 All
    Create and offer student groups that are topic- or group- specific including:
    •Ethnicity-based, service oriented: to provide support and geared toward serving a greater purpose (i.e. service-related or volunteer org)
    •Professional: related to courses, major, and/or career
    – Direct such as business, medical
    – Indirect such as writing groups
    •Personal interests such as  bowling, basketball, dating, poetry
    •Mental health: professional or peer to peer to talk with others about their struggles during COVID-19 (students open to digital i.e. chat rooms)    		 Staying on the Path Nurtured
    Engaged
    Connected    		 All
    Spotlights on fellow Black/African American students and their accomplishments as a reminder they are not alone. Staying on the Path Nurtured
    Engaged
    Connected    		 All

    CAMPUS STATE
    • Students are differentially impacted by pandemic (e.g. female Latinx students more likely to report un/underemployment)
    • Students lack awareness that “support” is possible
    • New pandemic-specific responsibilities (e.g., managing children’s online education and their own simultaneously) are extremely difficult
    • College office hours conflict students’ work hours
    Student Recommendation GP Pillars Student Success Factors
    (RP Group)    		 Potential Campus Partners
    Look for ways to offer “support” proactively (rather than waiting for students to ask) AND avoid using term “help” as many highest need students  are uncomfortable with the term Entering the Path
    Staying on the Path    		 Connected
    Focused    		 All
    Provide mental health professionals or peer-to-peer to talk about their struggles exasperbated by COVID-19 Entering the Path
    Staying on the Path    		 Connected
    Focused    		 Student Services
    Create positive experiences for students that normalize support-seeking behavior by providing caring, consistent, reliable, and easy-to-use support Entering the Path
    Staying on the Path    		 Connected
    Focused    		 All
    Continue all possible online service option post-pandemic Entering the Path
    Staying on the Path    		 Connected
    Focused    		 All
    Provide professional development for all campus constituents to maximize the functionality of technology (i.e. Zoom, Canvas…) Entering the Path
    Staying on the Path    		 Connected
    Focused    		 Professional Development Committee
  • Emergency Grants Announced by Growing Inland Achievement

    Emergency Grants Announced by Growing Inland Achievement

    In a coordinated regional response to Inland Empire student needs, Growing Inland Achievement (GIA) has distributed 14 grants to local programs and nonprofit organizations, totaling $255,000. The funds will be used to support students in the Inland Empire with technology, basic needs, and college transition.

    With support from the emergency funding, these organizations can continue to provide services to students in the community affected by the pandemic. “We want to thank all of those who applied and congratulate the award recipients who are empowering students to reach their educational goals during these challenging times,” said Growing Inland Achievement CEO Carlos Ayala.

    Grant recipients include:

    • BLU Educational Foundation – $30,000
    • OneFuture Coachella Valley – $30,000
    • California State University, San Bernardino Office of Pre-College Programs / San Bernardino County Superintendent of Schools / San Bernardino Community College District – $30,000
    • Riverside County Office of Education – $25,000
    • Ontario-Montclair Promise Scholars – $25,000
    • Great Harvest Community Center – $25,000
    • University of California, Riverside – $15,000
    • San Bernardino Valley College Foundation – $15,000
    • Norco College – $10,000
    • Jurupa Valley Unified School District – $10,000
    • Coachella Valley Unified School District – $10,000
    • Crafton Hills College – $10,000
    • California State University, San Bernardino Philanthropic Foundation – $10,000
    • Moreno Valley College UMOJA Program – $10,000

    Growing Inland Achievement is a regional collective impact organization aimed at increasing postsecondary credential attainment, adding more qualified people to the workforce, and contributing to a thriving economy. To contact GIA please email info@gia.echofactory.dev.

  • Growing Inland Achievement Regional Survey

    Growing Inland Achievement Regional Survey

    Growing Inland Achievement (GIA) has reached its fifth year of operation and is now strategizing how to build capacity and scale our regional collective impact for the next five years. Although projects to help students amidst the COVID-19 pandemic require much of our attention today, we recognize the importance of planning for the future and how we can best serve the needs of our region.

    With oversight from our Board of Directors and funding provided by the Bill and Melinda Gates Foundation, we are developing a comprehensive business plan in the coming months. Your thoughts, opinions, and ideas are critical to this process as we develop a road map for GIA’s future.

    Please take 5-10 minutes to fill out our survey and share it with your peers. If you have questions, please let us know at info@gia.echofactory.dev.

  • Inland Empire Adult and Professional Education Programs Gets Boost from Bank of America

    Inland Empire Adult and Professional Education Programs Gets Boost from Bank of America

    Growing Inland Achievement (GIA), a regional collective impact organization seeking to improve the Inland Empire economy by increasing regional levels of degree attainment, has received a $25,000 grant from Bank of America to support adult and professional education in the Inland Empire.

    GIA facilitates collaboration among regional stakeholders to identify and implement measurable strategies to create institutional change and increase regional educational attainment levels.

    “This generous grant from Bank of America will support GIA’s initiatives to bring together regional leaders to examine viable strategies and review institutional opportunities, alleviating barriers to college education for adult learners,” said Dr. Carlos Ayala, CEO at GIA. “We are very grateful for Bank of America’s commitment to advancing the Inland Empire and improving the quality of life for our residents, especially during these unprecedented times.”

    Families in the Inland Empire struggle with generational poverty and the ability to earn a living wage as a result of low postsecondary education attainment rates. Although the Inland Empire is the most populous region in California, adults here are less likely to pursue higher education than in other areas of the state, and many of those who do enroll in college are not able to finish their education.

    “There is a direct correlation between educational achievement and income, and tackling the Inland Empire’s education gap is key creating sustainable financial stability in the region. The strategic work of Growing Inland Achievement will be even more important following the crisis to prepare adults with the education and skills training for potential new professions,” said Al Arguello, Inland Empire market president, Bank of America.

    “Nearly one in four adults in the Inland Empire has some college attainment but has not completed a degree,” said Sorrel Stielstra, Director of Research at GIA. “We need to open doors for these individuals to return to school, earn postsecondary credentials, thrive in the workforce, and contribute to our regional economy.”

    GIA tracks regional data on educational attainment and its link to the labor market in the region. On average, individuals in the Inland Empire who have earned a Bachelor’s degree earn approximately $24,000 more annually than those with just a high school degree. GIA has plans to host a series of data workshops in the fall to explore the regional alignment between educational and occupational pathways, which may help to inform decision-making in response to the effects of the global pandemic on the region.

    A portion of grant funds from Bank of America will support efforts to identify and recruit key community members to serve on an adult and professional education Action Network Team and accomplish three goals:

    1)    Identify specific areas of support needed for adult learners to return to and/or complete their education;

    2)    Identify realistic implementation strategies;

    3)    Create a data collection and measurement process to measure impact and inform policy.

    Action Network Teams are the backbone of GIA’s collective impact model and bring together the Inland Empire higher education network, regional educators that combine expertise to work toward a vision of student success. 

    Growing Inland Achievement is a bi-county, collective impact intermediary in the Inland Empire that brings together leaders across K-20 education, civic, and business sectors. GIA organizes and collaborates with the Inland Empire Educational Network to create innovative practices that achieve large-scale social and institutional change. Visit our website, inlandempiregia.org, to learn more.