Across higher education, identifying stakeholders who are engaging in similar initiatives or working toward mutual student success goals can be a challenge, and this is true at the institutional level as well.

In a 2024 survey of student success professionals conducted by Inside Higher Ed and Hanover, over half (59 percent) of respondents said they believe their institution is very or extremely effective at making student success an institutional priority.

Two administrators at DePaul University in Chicago created a one-day event on campus to unite practitioners and leaders who care about student success to identify common goals and challenges.

“It’s so necessary … to think about the gathering of individuals, because it really elevates what was most important for us, which is student success being everyone’s job,” says Ashley Williams, director of student success initiatives.

Gathering together: The inaugural summit took place Dec. 3, 2024, with 350 staff, faculty members and administrators participating. The event featured outside experts, such as Monica Hall-Porter from the University of Texas at Austin as the keynote speaker, and the university president and provost addressed institutional goals for student success and closing achievement gaps.

The goals for the summit, as outlined by organizers, included defining student success, determining how success is measured, fostering a coordinated culture for student success, charting a road map for enhancing student success and creating awareness of technology, systems and data relevant to student success, as well as sharing of best practices in place at the institution.

The summit was titled Charting Student Success From Orientation Through Graduation, to reflect the student life cycle and how each practitioner contributes to student success. DePaul, as a Catholic institution, also frames student success through St. Vincent DePaul’s mission.

Organizers were intentional about selecting individuals from various areas and disciplines across the university to drive creative and diverse conversations, says Michael Roberts, senior assistant dean for student success.

“I think folks can get … tunnel vision in trying to solve their problems and [trying] to cultivate expertise within their immediate or closest community,” Williams says. “We know there’s a lot of knowledge and strengths that exist across in the institution and in places you may not necessarily [be] thinking about in your day-to-day.”

Unsiloing the institution and breaking organizational barriers allows for sharing resources, strengths, ideas and innovation through collaboration, Williams says.

Putting it together: When creating the summit, Roberts and Williams prioritized institutional buy-in and ensuring their work was collaborative and not in competition with the work of others who engaged in student success spaces.

The organizers engaged with others who were leaders in student success to contribute to planning and guide decision-making to ensure the event could execute goals in the ways they intended, Williams says.

Partnerships also included identifying internal and external groups that could contribute resources and serve as sponsors to finance and run the event.

One facet that was important to Roberts was not having the summit be a pep rally to gather enthusiasm, but something that could apply to faculty or staff members’ work directly. “Like, ‘this event is going to matter to me, and I’m going to be able to take something away from this and actually make use of it,’” he says.

Looking ahead: The inaugural summit had a goal of 50 attendees, so reaching over 300 was a happy surprise, Roberts says. Attendees were a mix of faculty and staff, and feedback was overwhelmingly positive, Williams shares.

Anecdotally, organizers heard that having a space to discuss topics and be exposed to other work happening across campus was valuable to attendees, as was building community with peers.

“People felt informed; they walked away enlightened and kind of motivated, inspired to think about how they could lead, how they could pivot some of their work to better fit within a standard model of student success,” Williams says.

In the future, organizers are looking to implement more programming that allows practitioners to participate in hands-on activities that allow them to engage in work directly.

What’s being done at your institution to ensure administrators and practitioners in various areas are aware of and using data relevant to student success? Tell us about it.