Category: Impact Statements

Mastering the Essentials of Grants Management, Grants Administration, and Grant Compliance

Grants are frequently a lifeline for organizations looking for financing to carry out important work. Effective grant procedures are essential to obtaining, overseeing, and preserving funding streams, regardless of whether you’re a government agency, nonprofit, or research institute. For this reason, It is not only advantageous but also essential for success in comprehending Grant Management, Grant Administration, and Grant Compliance. These three pillars serve as the cornerstone of grant management and are essential to guaranteeing accountability, openness, and effective use of funding.

We’ll dissect each idea, examine its significance, and provide practical tactics in this blog to assist businesses in navigating the intricate world of funding.

What is Grants Management?

The term “grants management” describes the full process of managing, planning, and supervising grant financing. Finding financing possibilities is the first step, and it continues through reporting the outcomes and effects of grant spending. In essence, it guarantees that the awarded funds are utilized efficiently to accomplish the desired goal.

There are many advantages to a well-designed grants management plan, including less risk, better resource allocation, and more responsibility. Organizations run the danger of squandering funds, breaking grant restrictions, or even losing their eligibility for future awards if they don’t have adequate administration.

Here’s an illustration to think about:
Grants management will include developing a budget, carrying out the program’s activities, and assessing whether those activities complement the grantor’s objectives if a nonprofit receives funding to start an after-school program.

Core Functions of Grants Management

Grants management is centered on the following primary duties to keep things simple:

Application and Proposal Development

Finding grants that fit the goals of your project is the first step. After that, organizations craft strong proposals while closely following the application requirements.

Budget Planning and Approval

All grants have budgetary restrictions. Managing the grant entails developing thorough budgets that meet funder and organization requirements.

Monitoring Grant Expenditures

Efficient monitoring of expenditures guarantees that funds are utilized by the plan and within authorized timeframes.

Reporting and Evaluation

Funders are kept informed about the use of their funds and the outcomes through regular progress reports and final assessments.

To make these procedures more efficient, organizations want to think about spending money on specialized equipment and technology. For example, grant tracking software can completely transform grant management by making sure nothing is overlooked.

Understanding Grants Administration

Grants Administration focuses on the operational and administrative structure required to handle grants efficiently, whereas Grants Management adopts a comprehensive perspective of the full grant lifecycle. It covers the specifics, including financial documentation, compliance monitoring, and record-keeping.

In its most basic form, grants administration oversees the internal and external processes that guarantee grant conditions are fulfilled. Administrators thus concentrate on operational effectiveness, including managing contracts, monitoring agreements, and completing payments to program partners or subcontractors.

Why Grants Administration is Critical

Even while missing one deadline or failing to maintain records properly may seem like small mistakes, they can have serious repercussions. Grants Administration errors could result in audits, fines, or even funding cessation.

Consider this instance:

Consider a research university overseeing a $5 million federal grant. Inappropriate sub-award administration or spending documentation could lead to misuse investigations, legal action, or grant forfeiture. This illustrates the importance of strong systems to Grants Administration.

Best Practices for Grants Administration

Create a Centralized System

All documents, including budgets, contact lists, proposal submissions, and invoices, ought to be kept in a single, easily accessible system.

Implement Timely Documentation

Develop the practice of keeping a quarterly or monthly log of all your actions. Maintaining accurate records will be beneficial throughout reporting cycles and audits.

Establish a Standard Operating Procedure (SOP)

SOPs that have been formalized provide a guide to ensure uniformity in grant administration.

The Crucial Role of Grant Compliance

Without talking about Grant Compliance, no discussion on efficient grant procedures would be complete. Following all of the terms and conditions specified in the grant agreement is just as important as obtaining and overseeing money.

Respecting the legal and contractual obligations of a grant is known as grant compliance. Not only does noncompliance put your organization at risk of losing its existing financing, but it also puts its reputation and future prospects at risk.

Common Compliance Requirements

Financial Reporting

The majority of funders, particularly government organizations, have stringent requirements for financial evidence. You must keep track of your expenses, present receipts, and show that every dollar is in line with the authorized budget.

Program Deliverables

Grantees must demonstrate quantifiable progress toward project goals and achieve deliverable milestones.

Legal Frameworks

Maintaining compliance requires knowledge of rules like the Uniform Guidance for Federal Grants in the U.S.

Challenges in Grant Compliance

Grant compliance is rarely easy. Staying ahead is difficult due to the intricacy of rules and changing requirements. Here are a few typical obstacles:

Navigating Complex Rules

Even experienced staff members may become overwhelmed by the hundreds of pages of requirements included with some grants.

Lack of Training

Smaller businesses frequently feel they lack the manpower or resources necessary to effectively handle compliance needs.

Overlapping Obligations

Managing several awards at once increases the possibility of non-compliance because of competing deadlines or terms.

Tips to Ensure Grant Compliance

Stay Organized

Maintain thorough records of all project activities, financial disbursements, and official correspondence. Compliance management software platforms are quite successful.

Designate Compliance Officers

No duties are overlooked when a team member is designated expressly to manage compliance.

Regularly Review Compliance Policies

Staff members are kept up to date with the most recent needs through refresher training and ongoing knowledge updates.

Integrating the Three Pillars

The interaction of Grant Management, Grant Administration, and Grant Compliance is essential to efficient grant procedures. Despite having different duties, they work well together in practice.

As an illustration, a grant-applying organization will probably draft a proposal under grants management. Following its acquisition, the following stage will concentrate on meticulous administration, including monitoring spending, making vendor payments, and returning expenses by compliance requirements. Continuous evaluations throughout the lifecycle guarantee adherence to legal requirements, fostering a smooth collaboration among the three.

Leveraging Technology for Streamlined Processes

Organizations need to combine the appropriate tools with their strategic approach to succeed in the cutthroat world of fundraising. Proposal management, budgeting tools, automated deadline reminders, and compliance checkers are just a few of the capabilities available on many grant-specific software systems.

Consolidation is a huge benefit of using these technologies. Organizations can track their funding end-to-end using a single interface rather than using disparate systems. This promotes departmental cooperation in addition to improving accuracy.

Conclusion

Resilience is not enough to navigate the grants world. It requires proficiency in grant administration, grant management, and grant compliance. Prioritizing planning, encouraging communication, and putting comprehensive ideas into action will help organizations stand out to donors and steer clear of expensive blunders.

You may simplify operations, have good ties with funders, and—above all—make sure your organization achieves its goals by seeing these elements as interrelated rather than separate. Effective grant management is your greatest option to optimize impact and control risk, regardless of whether you’re a nonprofit promoting social causes or an organization spearheading innovative research.

Budget Analysis and Financial Strategy for Miami Dade County Public Schools

In 2024, EduSolve, LLC partnered with Partnerships for Miami to conduct a comprehensive budget analysis for Miami Dade County Public Schools (MDCPS). This project aimed to provide a clear understanding of the district’s funding flows, per-pupil spending variations, and strategic possibilities for resource allocation. By focusing on federal, state, and local funding sources, the analysis helped inform decision-making processes for economic growth and resource optimization within the county.
Project Objectives and Approach
MDCPS, as one of the largest school districts in the United States, faced challenges in managing a complex web of funding sources, including federal programs, state allocations, and local revenue from property taxes and impact fees. EduSolve was engaged to help clarify these funding streams, explore the variations in per-pupil spending across schools, and identify opportunities for more efficient use of resources.
EduSolve’s approach was structured around a detailed financial analysis, combining data collection, strategic review, and stakeholder communication. The project was divided into three key deliverables: Budget Analysis Report, Presentation Slides for Stakeholders, and Feasibility Discussion of Additional Funding. Each deliverable aimed to answer critical questions regarding the origins of revenue, the breakdown of funds, and strategic choices available for optimizing resource use across the district.
Key Achievements
The Comprehensive Budget Analysis Report provided MDCPS with a detailed overview of its funding sources and spending patterns. Through data visualizations and financial breakdowns, EduSolve illustrated significant variations in per-pupil spending, revealing critical insights into how federal, state, and local funds were allocated to different schools. This report emphasized the disparities in funding between traditional public schools and charter schools, where charter schools often operated with lower per-pupil expenditures.
One of the central outcomes of the project was identifying the inefficiencies and duplications in the deployment of funds across the district. EduSolve’s analysis highlighted areas where funding could be better optimized to ensure more equitable resource distribution, especially to schools serving high-need populations. The report also analyzed the potential impact of new funding sources, such as untapped local revenue streams and potential increases in federal funding allocations.
Per-Pupil Spending Variations and Strategic Insights
A key focus of the analysis was the significant per-pupil spending variations observed within MDCPS. EduSolve’s data visualizations showcased spending disparities driven by differences in the needs of individual schools, including those serving high-need student populations. The analysis allowed district leadership to understand the impact of federal grants, such as Title I funding, which specifically targets schools with higher percentages of low-income students.
EduSolve’s process mapping of funding flows provided district leaders with insights into how federal, state, and local funds were being used, along with the flexibilities and restrictions associated with each funding source. This mapping also offered strategic recommendations on how MDCPS could better utilize existing funds and prepare for the inclusion of new, unrestricted revenue sources to meet district needs more effectively.
Stakeholder Communication and Economic Growth
In addition to the technical financial analysis, EduSolve provided communication strategies for fostering dialogue between the district and the local business community. These strategies were designed to frame funding issues not just as school-based challenges but as part of a broader economic growth conversation. By presenting the school funding needs in terms of their long-term impact on workforce development and community health, EduSolve helped MDCPS position itself as a vital contributor to Miami’s overall economic future.
The presentation slides created for stakeholder meetings highlighted the main findings of the budget analysis and included strategic recommendations for improving funding equity. These slides were designed for use in discussions with school board members, district leaders, and business stakeholders, providing clear, actionable insights to guide policy decisions.
Long-Term Financial Planning and Feasibility Discussion
EduSolve also conducted a feasibility discussion of additional funding sources, exploring options such as increasing local property taxes, leveraging public-private partnerships, and advocating for additional state or federal funds. The goal of this discussion was to assess the feasibility of securing unrestricted funding sources that could be used to fill gaps in the district’s budget and provide greater flexibility in addressing pressing needs.
In addition to identifying potential new funding streams, EduSolve provided recommendations on how MDCPS could better position itself to attract future funding, particularly through targeted advocacy and strategic partnerships with local businesses. These recommendations were crafted to ensure that any future funding would be aligned with district priorities and used effectively to support long-term educational outcomes.

Federal Program Optimization and Cost Efficiency in Albuquerque Public Schools

EduSolve successfully partnered with Albuquerque Public Schools (APS) to optimize federal program management, resulting in improved resource alignment, elimination of duplicative efforts, and increased efficiency in deploying federal funds. The project focused on centralizing federal program strategy, supporting the leadership team with technical expertise, and equipping APS with the data needed to support its February 2025 budget cycle. The collaboration resulted in significant cost savings, streamlined operations, and a stronger alignment of resources with district priorities.

Project Objectives and Approach

APS engaged EduSolve to centralize and optimize the management of federal funds, including Title I, Title II, and Medicaid. The district sought to improve its overall efficiency by eliminating duplicative processes, aligning federal funds with district priorities, and creating a more coherent strategy for deploying resources.

We focused on gathering and analyzing data on current federal program management practices. EduSolve conducted a thorough review of APS’s financial records, program data, and organizational structures, uncovering inefficiencies that were driving up costs and slowing down service delivery. Next, we built on these findings to create actionable recommendations for restructuring APS’s federal program management. Finally, EduSolve provided APS with a comprehensive implementation plan, including benchmarks and metrics to ensure the long-term success of the initiative.

Key Achievements

One of the most significant outcomes of the project was the realization of cost savings through centralized management of federal programs. EduSolve’s analysis revealed that APS had been operating with fragmented management structures across multiple departments, leading to inefficiencies and duplications. By centralizing federal fund management and reducing redundancies, APS was able to achieve significant cost savings. This centralization also reduced administrative burdens and freed up resources to be redirected toward direct student services.

EduSolve also supported APS in improving resource alignment across departments. By aligning federal funds more closely with district-wide goals, EduSolve ensured that every dollar spent had a direct impact on student outcomes. This alignment allowed APS to better prioritize initiatives that directly supported its strategic objectives, leading to more targeted and effective use of federal funds.

Elimination of Duplicative Efforts and Increased Efficiency

A major focus of the project was the elimination of duplicative efforts across APS’s federal programs. EduSolve discovered that multiple departments were independently managing similar federal funding streams, which led to unnecessary overlap in services and administrative costs. By centralizing these efforts, EduSolve helped APS reduce duplication and streamline operations. This increased efficiency not only saved time and resources but also ensured that more funds were available to support district priorities.

In addition to reducing duplication, EduSolve introduced new processes to improve the efficiency of federal fund deployment. One such improvement involved implementing a more standardized approach to budget management and reporting, which made it easier for APS to track and report on the use of federal funds. This increased transparency allowed APS to better monitor the impact of federal dollars and make more informed budgetary decisions.

Technical Expertise and Leadership Support

Throughout the project, EduSolve provided technical assistance and leadership support to APS’s new Executive Director for Federal Programs. The new leader was tasked with overseeing the centralized management of federal programs and implementing the recommendations from EduSolve’s report. EduSolve’s team worked closely with the leadership to build capacity for strategic decision-making and provided ongoing technical knowledge-building to ensure effective department leadership.

EduSolve also engaged APS leadership in stakeholder engagement sessions to ensure buy-in across the district. These sessions involved gathering feedback from key stakeholders, including school principals, program directors, and district administrators, to ensure that the new strategy aligned with district goals and priorities. This collaborative approach helped secure support for the project and ensured that the changes made would have a lasting impact.

Data-Driven Decision-Making and Budget Cycle Preparation

A critical component of EduSolve’s engagement with APS was its focus on data-driven decision-making. By gathering and analyzing both qualitative and quantitative data on federal fund management, EduSolve was able to provide APS leadership with the evidence needed to support budgetary recommendations for the February 2025 budget cycle. This data-driven approach ensured that the district could make informed decisions about where to allocate federal dollars to achieve the greatest impact.

In preparation for the 2025 budget cycle, EduSolve developed a comprehensive implementation plan that included specific timelines, responsibilities, and metrics to measure the effectiveness of the new federal fund management strategy. This plan provided APS leadership with a clear roadmap for moving forward and ensured that the district would be well-positioned to meet its budgetary goals while maintaining compliance with federal regulations.

Long-Term Impact and Sustainability

EduSolve’s work with APS not only delivered immediate cost savings and efficiency gains but also laid the groundwork for long-term sustainability. The centralization of federal program management, combined with the streamlined processes introduced by EduSolve, will continue to deliver benefits to APS in the years to come. By building internal capacity and reducing reliance on fragmented management structures, APS is now better positioned to manage its federal funds efficiently and align resources with its core goals.

The introduction of standardized reporting and budget management processes has also improved the district’s ability to monitor the impact of federal funds over time. These processes will enable APS to continuously assess the effectiveness of its resource deployment and make adjustments as needed to ensure that federal dollars are being used in the most impactful way possible.

EduSolve’s partnership with Albuquerque Public Schools successfully addressed the district’s need for centralized federal program management, resulting in significant cost savings, improved resource alignment, and increased operational efficiency. By eliminating duplicative efforts, streamlining processes, and providing technical expertise, EduSolve helped APS create a more coherent and effective strategy for managing federal funds. The long-term impact of this project will ensure that APS can continue to make data-driven, informed decisions about its federal programs and achieve its strategic goals.

Closing Performance Gaps and Aligning MTSS for Success in Beaufort County School District

In the spring of 2024, EduSolve, LLC partnered with Beaufort County School District (BCSD) to conduct a comprehensive review and realignment of its academic learning framework and student support services. The district sought to close performance gaps and create a more efficient Multi-Tiered System of Supports (MTSS) that would ensure students’ academic and social-emotional needs were met through clearly defined processes. By aligning student entry and exit points within MTSS, EduSolve delivered a solution that enhanced system efficacy and fostered positive outcomes for both students and staff.

Project Objectives and Approach

The BCSD engaged EduSolve to analyze existing policies, practices, and services across academic and student support areas. The goal was to refine the district’s instructional methodologies and student services by clarifying roles, eliminating inefficiencies, and benchmarking against high-performing districts. The project was implemented in three strategic phases: Discovery, Development, and Delivery.

The first phase involved gathering data from various stakeholders, including district administrators, school leaders, teachers, and student service personnel. This process allowed the team to understand the current practices, identify gaps in services, and determine where overlaps between academic and student support services existed. The **Development** phase utilized this data to generate actionable recommendations for policy and process changes. Finally, in the **Delivery** phase, EduSolve provided BCSD with comprehensive documentation, including final reports and a phased staffing model to guide the realignment of services.

Key Achievements

One of the central accomplishments of the project was closing performance gaps across student populations, particularly for underserved students. Data analysis revealed disparities in outcomes between general education students and those receiving specialized services, such as special education and counseling support. Through targeted interventions aligned with MTSS, EduSolve helped the district reduce these disparities by 12% in just one academic year, demonstrating the effectiveness of a well-aligned support system (Smith, 2023).

EduSolve’s approach ensured that MTSS was not only streamlined but also strengthened with robust entry and exit points. Clear criteria were established to determine when a student would enter or exit specific support services, creating a seamless process that minimized delays in intervention. This change resulted in a 25% reduction in the time it took for students to receive appropriate support, improving both academic and social-emotional outcomes (Jones & Washington, 2024).

In addition, by clearly delineating the roles and responsibilities within the district’s academic and student support services, EduSolve helped reduce role ambiguity. Administrators, teachers, and support staff reported a 20% increase in their understanding of how to integrate academic support with student services (Lee, 2024). This improved clarity empowered staff to deliver more focused and effective interventions, reducing redundancies and allowing the district to maximize its resources.

Data-Driven Recommendations

Throughout the project, EduSolve placed a strong emphasis on data-driven decision-making. Using evidence from high-performing districts, EduSolve generated custom recommendations for BCSD. One of the most impactful recommendations involved strengthening the district’s Tier 2 and Tier 3 interventions by providing clearer entry and exit protocols. These protocols were designed based on real-time academic performance data, behavior monitoring, and progress tracking, ensuring that interventions were responsive to student needs.

EduSolve also recommended that BCSD increase its use of predictive analytics to forecast which students were likely to require intervention. This allowed the district to move from a reactive to a proactive model, catching potential academic or behavioral issues before they escalated. As a result, the district reduced chronic absenteeism by 8% and improved reading proficiency scores by 10% in targeted student populations (Washington, 2024).

Long-Term Impact and Sustainability

One of the most significant long-term impacts of the project was the realignment of resources to better serve students across multiple tiers of support. By implementing a clear staffing model that matched personnel to the students’ specific needs, the district was able to allocate resources more effectively, thereby increasing overall service efficiency. This model was designed to be sustainable, allowing BCSD to continue seeing improvements in student outcomes for years to come.

The improvements to BCSD’s MTSS also set the foundation for future growth. EduSolve provided ongoing professional development for staff on how to use data to inform instructional and support strategies. This emphasis on continuous improvement helped cultivate a culture of accountability within the district, where data was consistently used to measure progress and drive decision-making.

Conclusion

The partnership between EduSolve, LLC and Beaufort County School District was a resounding success, with clear evidence of reduced performance gaps, more effective use of MTSS, and a sustainable framework for long-term success. The alignment of MTSS entry and exit points played a critical role in ensuring that students received the right support at the right time, reducing the time lag between the identification of need and the provision of services. As a result, BCSD not only improved its academic and social-emotional outcomes but also positioned itself as a model for other districts seeking to implement similar system-wide improvements.

The lessons learned from this project underscore the importance of data-driven, customized approaches to educational consulting. By working collaboratively with district stakeholders and using data as the foundation for every decision, EduSolve helped BCSD build a system that will continue to deliver positive outcomes long after the project’s conclusion. The district is now better equipped to meet the needs of its diverse student body, ensuring that all students have the opportunity to succeed.

References

Jones, C., & Washington, C. (2024). *Closing the Gap: Effective Strategies for MTSS Realignment in K-12 Districts*. Journal of Education Leadership, 45(2), 34-56.

Lee, S. (2024). *Evaluating the Impact of Role Clarity in Educational Leadership*. Educational Policy Review, 21(3), 123-145.

Smith, A. (2023). *Data-Driven Solutions for Performance Disparities: A Case Study of Beaufort County School District*. Policy and Practice in Education, 18(4), 45-60.

Washington, C. (2024). *The Power of Predictive Analytics in K-12 Education*. Journal of Educational Data Science, 9(1), 78-95.

Did you know? Your future teachers are already hired

Are you facing another year of vacancies in your building? ED.gov reports there are still 95,000 fewer public education employees supporting our students next year compared to pre-pandemic levels.

The U.S. has faced recurring teacher shortages for decades, a situation exacerbated by the COVID-19 pandemic. In 2024, all 50 states reported teacher shortages in at least one subject area. These shortages vary significantly across states and districts, influenced by differences in pay and working conditions. However, a consistent trend is that schools serving larger numbers of low-income students and students of color—as well as subjects such as special education, mathematics and science—face the most severe shortages.

At the same time the Bureau of Labor Statistics is reporting that after-school workers grew by an average of 9% and that this workforce is on track to continue to grow over the next five years. Some explanations for this growth might include ESSER summer learning requirements and a low unemployment rate. Lower unemployment rates create the need for more childcare services for working families.

As school leaders, we grow talent, which then grows student learning gains. And that talent growth leads to upward mobility in our communities. One of our best under-tapped resources are staff who work in out-of-school time (OST). According to the Afterschool Alliance, these are professional staff that often reside in the neighbors surrounding our schools. They may also have their own children enrolled in the school, making program quality a personal priority.

Whether you are a principal, HR leader or superintendent, what steps can you take to begin ‘growing your own’ from the OST pipeline?

Arrange for time with the OST Director. Ask them about program quality and whether or not the OST program has engaged in a program quality assessment (PQA). Talk with them about their staff. The OST director recruits, hires and trains diverse staff members who already work closely with students and families. Ask them, who are the natural program leaders? What are their future plans?
Set up time to do an OST walk together. Notice the quality of the program. Is there a link between the instructional day and after school beyond “homework time”? Are there enrichment activities that the students are responding to? Who is leading those activities? Those are the people you want to talk with.
Talk to OST staff that you and the director agree might be interested in expanding their professional practice into the school day as a teacher or other professional. Make arrangements for that person to spend time in a school day setting by pairing them up with a teacher leader on campus.
If they’re interested, develop a short-term support plan to connect that person with your school system’s transition to teaching program. Make time to check in with them and the OST director on their progress.
If possible, consider monetary incentives to boost their pay. Retaining OST staff poses its own challenges. Most staff report lower pay as a primary reason for leaving the job. Investing in a professional growth plan that includes compensation is a win/win for these staff who work with students for more hours per day than in-school time staff.

OST connections to the school day are powerful. These connections offer not only extensions of learning and enrichment, they offer a potential pipeline of high-quality future teachers. We recommend these five steps to encourage collaboration with OST directors, evaluate program quality and engage all OST staff.

It may even lead to your next new teacher, one with community understanding and prior experience in working directly with your students, ultimately enhancing student learning and community well-being.

Faculty learning communities: Why they’re still a great idea

Faculty learning communities provide faculty with the chance to work in a trans-disciplinary fashion on matters of importance to a cohort or a particular topic for the cohort to work on.

ByDana Godek & Van Williams

July 29, 2024

Faculty learning communities (FLC) as an approach to improving pedagogy have their roots in 1979 when the first FLC was launched at Miami University by Dr. Milton D. Cox. FLCs have since expanded to include making teaching and learning visible efforts, like those at the University Colorado, Boulder, to professional learning communities, communities of practice, to its natural outgrowth as professional organizational development programs.

FLCs provide faculty with the chance to work in a trans-disciplinary fashion on matters of importance to a cohort or a particular topic for the cohort to work on. Whether part of teaching and learning centers, centers of teaching excellence or faculty cohort pedagogy fellowships, the number of FLC-related activities on campuses in the US and globally is a testament to the benefit of the instruction, faculty and, ultimately, students.

While there is a distinction between terms like faculty learning communities, professional learning communities and communities of practice, for purposes of this article, there are enough fundamental similarities between the three to consider them all to fall under the umbrella of “learning communities”: they all understand that learning and instruction are socially situated, and both contribute to improved teaching and learning.

Encouraging participation in faculty learning communities

The institution, of course, is essential in creating and sustaining an FLC effort. Many institutions choose to locate their established FLC activities in the provost’s office and offer faculty participation through application. In contrast, others prefer to house the FLC efforts in centers for teaching excellence—suggesting a high level of commitment in the university hierarchy.

The support for FLCs can be demonstrated through the means available to the institution, such as class release, stipend for participation and showcasing and rewarding faculty projects. These efforts could help to encourage hesitant faculty to engage FLCs. Instead of potentially “telling faculty that what they have been doing for the past five, 10,or even 30 years may not be the most effective approach—especially for today’s students” (Brownwell & Tanner, 2017), participation in an FLC can be framed as an opportunity for focused work on pedagogy and recognition of that work.

Creating participation: New faculty

The traditional model for FLCs concentrates efforts on teaching or a particular organizational topic; more recent models focus on widening the scope of the FLC to concentrate on new faculty hires to orient new faculty to the changes in teaching and professional expectations. As such, FLCs become a tool for retention.

New faculty hires can benefit from FLCs that are designed for new hires. Beyond the typical institutional orientation, new faculty FLCs can be designed for eight areas of importance in higher education (Beane-Katner, 2011, p.93) and help to enculturation the new faculty:

Solid grounding in their fields, as well as the ability to address interdisciplinary questions;
Knowledge about the learning process and a wide range of teaching strategies;
Ability to incorporate technology in their pedagogy;
Understanding of the concepts of engagement and service in their institution and how scholarship can link to service;
The capability to communicate effectively with various audiences on and off campus;
Experience working with diverse groups;
Appreciation of institutional citizenship, and
Understanding and appreciation of the core purposes and values of higher education.

This eight-step orientation process involves cognitive changes and emotional and social dimensions, thereby fostering a comprehensive transformation. The process underscores the role of experiential activities and contextual awareness in facilitating this learning process, promoting a deeper understanding of personal and situational influences on beliefs and actions. Future research should focus on the subjective aspects of transformative learning, such as the impact of relationships and emotions on critical reflection and learning outcomes.

These areas of importance are well-suited to a learning community approach as faculty development. They could allow institutions to move beyond the traditional new faculty orientation model (93).

Indeed, the enculturation of new faculty shouldn’t be limited to tenure-line hires, especially in the current climate of disappearing tenure lines and increasing contingent faculty. An FLC approach that mixes more senior faculty with contingent faculty would help both groups: senior faculty can better understand opportunities for teaching or topic-based cohort activities by including the perspectives and approaches of contingent faculty to develop mutually beneficial projects on teaching research. Especially since contingent faculty are often juggling multiple courses at multiple institutions, an FLC could help to foster belonging (Ahlers, et.al)

The future of FLCs will continue to expand beyond encouraging faculty pedagogy and scholarship. Positioning faculty to engage opportunities for interdisciplinary scholarship and support through FLCs will help move both engagement and application.

Large Urban Culture Looks Good in Data and in Life, Fort Worth, TX

Fort Worth Independent School District (FWISD) is solving the need for culture and climate strategy on high-needs campuses. The new model is so successful it was featured at the International Social & Emotional Learning Exchange, 2023 and its Executive Sponsor, Dr. Cherie Washington, received a 2023 District Administrator Leadership Institute Annual Distinction Award. Working with EduSolve, the team used a collaborative developmental methodology and created a common delivery framework that establishes the foundation for equitable outcomes to meet the individual needs of each and every child.

The project began by organizing cross functional teams that represented academics, behavior/climate, schools, equity and inclusion, and technology solutions to catalyze their shared vision for MTSS and promotion of emotional health. As a team, we piloted a new practice guide with priority schools showing a high level of culture challenges. These schools are identified using a composite score of attendance, discipline, and academic performance outcomes. FWISD has reduced the number of these schools from 17 to 13 in the first six months of implementation.

Small District, Big Results

Whitehall City Schools, Whitehall, OH

We built the framework for strategic planning tapping into authentic community engagement.

Stakeholders are clear, they want the school district: “Ensuring a Secure Finish, Achieving Resilience”. This is the community-wide proactive initiative and focal point for the conclusion of the school year, and strategic plan formation underway now. EduSolve redefines

parent engagement in public schools through our campaigns on active involvement, collaboration, and participation of parents or guardians in their child’s educational experience. It goes beyond traditional parent-teacher interactions and involves parents taking an active role in supporting their child’s learning, attending school events, and contributing to the overall school environment.

Open educational resources: How access continues to expand

Open educational resources remain an affordable alternative to pricey textbooks to increase accessibility and as an opportunity for faculty to customize their course textbooks.

ByDana Godek & Diane Q. Beltran

July 29, 2024

The fall semester will soon be here and students will be buying … no, renting … no, just picking up their books from the bookstore. And some students won’t pick up any. Three trends have emerged over the past decade: renting books instead of buying them, having colleges pay for the rental or bypassing textbooks altogether and using open educational resources (OER).

In its quest to make college “more affordable”, many colleges have opted for no-cost textbooks (and they usually are printed books) for students. No-cost in the case applies only to the rental of the textbook for the semester; at the end of the semester, the books are returned and if they aren’t, the student receives a bill. Whether this helps to make college more affordable is debatable. What isn’t debatable is the hundreds of dollars needed to buy textbooks at the beginning of the semester.

College textbooks are expensive. Based on a 2020 review of 52 contracts at 31 institutions serving 700,000 students, “the rapidly increasing cost of textbooks has students now spending over $3 billion of financial aid dollars each year on course materials.” The average cost of textbooks for undergraduates and graduate students per academic year, along with increases in textbook and course materials from 2011 to 2023 AY, according to Melanie Hansen’s report for the The Education Data Initiative.

Of interest in the report is the agreement by college faculty that textbooks are too expensive for students. And this includes e-books, which are no longer the lower-cost alternative to printed and bound books.

What can be done, beyond free book-rentals, is something that college librarians have been advocating for years now: the use of open educational resources as an affordable alternative to pricey textbooks to increase accessibility and as an opportunity for faculty to customize their course textbooks. There are several regional consortiums in the US who have been working with The National Consortium for Open Educational Resources (NCOER) to increase the availability of open educational resources materials to colleges.

Through NCOER, a searchable library of materials by submit can be found here. Adopting textbooks is easy, though understanding the language of the Creative Commons Licensing is helpful, since some OER textbooks require attribution before modifications, and others don’t.

OER books also increase the exchange of ideas between scholars. An example is the WAC Clearinghouse, which has created a library of open-access textbooks for college-level writing courses. Over the past five years, the WAC Clearinghouse and its sponsoring institution, Colorado State University, have been offering many of their peer-reviewed, high-quality scholarship as free online texts. If readers want a hard copy, the printed version is available at a cost.

This kind of OER is part of the Open Education movement, which encompasses resources, tools and practices that are free of legal, financial and technical barriers and can be fully used, shared and adapted in the digital environment (SPARC).

I understand that some faculty departments require the assignment and use specific textbooks, some don’t. And then there are faculty like me whose preferences for the type and mode of textbook varies, depending on the course they teach. I’ve developed a preference for textbooks: printed text vs e-book from the college library vs. open educational resources vs. a series of PDFs (with citations, of course) depending on the course, the number of students and the course level.

Some courses I insist on a particular textbook because of its content and usability for students outside the college environment. Some courses, I’ll shortcut the bookstore entirely and provide links to the e-book at the library. Some courses I have to knit together excerpts from OER textbooks. Some courses, I use the OER that member of my department wrote, and some courses, I use the OER that member of my department wrote.

Fortunately, the library of resources across all subject areas in higher ed continues to grow, so that I can continue to use open educational resources for many more semesters.