Stacking the Building BlocksImproving Student Success through Next Generation Learning Challenges Projects

Innovations Conference 2012League for Innovation in the Community College

Nancy Millichap, EDUCAUSENassim Ebrahimi, Anne Arundel Community College Tracy Sleep, Iowa Community College Online Consortium Russ Little, Sinclair Community College

A Unique Partnership

A Unique Collaboration

NGLC’s Mission: Dramatically improve college readiness and completion in the United States by tapping the potential of technology-enabled innovation.

Invest in Innovation

Multiply Impact

Accelerate Adoption

Build an evidence base and create communities of practice.

What NGLC Does

Where We’ve Been

Wave I: Scaling innovations in blended learning, deeper learning and engagement, learner analytics, and open core courseware.

Wave II: Development of interactive course modules to meet the Common Core and deeper learning competencies.

Where We’ve Been

Read all the winner abstracts:

•Wave I: http://nextgenlearning.org/the-grants/wave-i-winners•Wave II: http://nextgenlearning.org/the-grants/wave-ii-winners

What We’re Learning

• Solutions exist but often in silos• Real breakthrough change requires a

dramatic re-envisioning of what education might look like – both in cost and delivery

• We are often hampered by a lack of flexibility and constraints like seat time

• We need greater evidence to drive our decisions and reform

NGLC’s Current RFP:Whole New Degree

Programs

Why Wave III?

Behind the Current RFP:

• Building blocks have received investments• Project teams are working to develop evidence and bring them to scale• The current RFP raises the bar• Next: breakthrough whole models for K12 and for higher education

The Call: Accelerate the development of next generation school and college models that leverage technology to significantly increase student success at equal or lower costs than current norms.

The Call: Breakthrough Models

$12 million ($6 million for K-12, $6 million for higher ed)

• Announced on October 5, 2011• Six $1,000,000 grants to higher education models• Twenty $150,000 incubator grants for middle/secondary

models with $300,000 challenge match to follow

Wave IIIb RFPThe call: To spotlight innovative delivery models that generate high-quality student outcomes at an affordable cost. Grants will stimulate the development of new, next generation online and blended programs that lead to associate's or bachelor’s degrees.

Apply for Wave III• Initial applications accepted on a rolling basis• Selected finalists will be asked to submitfinal proposal materials• Two cycle cutoffs (November, February) are past; one remainsProposal Cutoff Finalist

NotificationWinner Notification

Models should open in:

June 8, 2012 July 8, 2012 September 2012 Fall 2013

Apply for Wave III• RFP online at http://www.nextgenlearning.org/sites/default/files/RFP_WaveIIIb.pdf

• Online application form at: http://nglc.egrant.net • In addition to questions:

o 2-minute video (link to YouTube)o Narrated slide deck (12 slides)

All materials should be uploaded with the online application.

Three Wave I NGLC Projects in Community Colleges

Bridge to Success:

Learning to Learn &

Succeed with Math

Nassim Ebrahimi, PhDDirector, Learning Outcomes Assessment

Anne Arundel Community CollegeInnovations 2012, March 5, 2012

Rationale

60% of first-year college students need at least one developmental course

25% of community college students in a developmental course earn a certificate or degree within 8 years

Provide a bridge to underserved populations who may not otherwise pursue a college degree

Impact of Internet & online access on education Strengthen relationship between educators, learners, & course

content

Goals Expand the range, depth, & access to college readiness content Ensure all materials are open, discoverable, & standards-based Increase awareness & impact of Open Educational Resources

(OERs) to support teaching & learning Conversion of Open University content

Learning to Learn (L2L) Succeed with Math (SWiM)

Pilot exposure to 750 students Content exposure to 6000 students Sustainability & impact of OERs

Learning to Learn Consideration of possible choices

& making plans for the future Increase awareness of individual

qualities, knowledge, & skills Understand the learning cycle Develop personal action plans to

impact personal change Develop essential life skills of

communication, problem solving, and self-management

Activities encouraging reflection, critical analysis, & written response

Video Presentations & transcripts of interviews with three students Reveal Comment: Hints & other discussion points after each video

or activity Case Studies Figures and Diagrams References to further supplement the content are available at the

end of each unit. Length of Time estimates are included for each activity.

http://labspace.open.ac.uk/course/view.php?id=7442

Succeed with Math

Build confidence in using math for home, work, or in other settings Reduce fear of math & math anxiety Improve basic mathematical skills & understand how to use

resources (e.g., using a calculator effectively) Develop problem-solving strategies Practice general study skills

Activities with hints and solutions Video clips, articles, or math games from the Web Audio clips provide background information. Transcripts are

available. Self-check problems and quizzes available at the beginning & end

of each unit. Pencasts are short audio graphic/audio clips – the online

equivalent of ‘chalk and talk’ classroom sessions. Calculator access is provided throughout the course content.

Additional Components

ADA Compliance and Accessibility Learning Management System Integrations Institutional Aggregate Data Tracking – Customize for DLLR Remixing and Wrapping B2S Content Professional Development and Training

0%

20%

40%

60%

80%

100%

120%

140%

120%

Percent of Pilot Insti-tutions

(Goal: 10 Current: 12)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

43.20%

Percent of Pilot Participants (Goal: 750 Current: 324)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

23.97%

Percent of Unique Visitors (Goal: 6000

Current: 1428)

Pilots and Implementation

Face-to-face, online, or hybrid Resource for high school students, returning adult learners, first-

time students, or prospective college students Workforce Development Training Program Courses GED/ABE Courses Standalone, integrated into current curriculum, assignments,

homework, resource material, etc.

Nassim Ebrahimi, PhDDirector, Learning Outcomes Assessmentnebrahimi@aacc.edu; 410-777-7141

or

David LascuProject Manager – Next Generation Grantdmlascu@aacc.edu; 410-777-7078

Using Information at Hand to Increase Student Success &

Retention

Iowa Community College Online Consortium

IOWA COMMUNITY COLLEGE ONLINE CONSORTIUM

• Eastern Iowa Community Colleges

• Iowa Lakes• Iowa Western• Northwest Iowa• Southeastern• Southwestern• Western Iowa Tech

The mission of the Iowa Community College Online Consortium is to offer quality educational opportunities to online students supported by a comprehensive set of student support services.

There are a total of 15 Community Colleges in Iowa.

In 1999, the ICCOC was formed. First classes were offered Fall 2000.

NGLC PROJECT—WAVE I

Focus on further improving Success and Completion in English Composition, College Algebra and Math for Liberal Arts

Provide simple, visual Dashboard identifying at-risk students for instructors

Enhance At-Risk Student Case Management at our colleges

Share our story with others

AGENDA – SHARING OUR STORY

Major Influences for Using Data to Increase Student Success and Retention1. Title III Grant2. Program Review Report3. Enterprise Reporting

How This Journey Has Led Us to Our NGLC Projects

• Instructor At-Risk Dashboard• Retention Alert

STUDENT SUCCESS: TARGETING AT-RISK STUDENTSAwarded a US Department of Education Title III Grant from 2004 -2009• Abstract: “Strengthening Student Performance through Faculty

Development and Student Services” • Established a “user” single point of contact for accessing support

services • Established at-risk online student advising and intervention processes• Implemented a comprehensive faculty and staff professional

development program• Measured persistence from census to term end in courses and

student success as grades of C or better in each course• Comprehensive process for identifying and personally intervening

with at-risk students (piloted summer 2005; in place, fall 2005)

Manual Intervention & Resources

Hired Full-time Student Services Concierge—Now, titled Student Services Manager

Began Leveraging LMS Data Warehouse (Pearson eCollege)

Identify/Track At-Risk Students Provide Manual Intervention

Action Taken

Personalized, Automated Welcome Email

Student Participation Reports At-Risk Report Emails to students---------------------------------------------- Messages via homepage of LMS Website Newsletter Online Tutoring SOS Course-Strategies for Student

Online Success

• 2 different sources of data—Colleges have Student Information Systems & ICCOC has shared data within LMS

• Reporting capability was either custom built reports or Program Intelligence Manager—only grades, activity, completion at high level

Challenges

Student Participation ReportInitially, it was a custom report within LMS that had to be requested the day before it was needed. Report would run overnight and be available the next morning.

85% of all online students were competing courses

77% of completed students passed course with grade of “C” or better

77% of at-risk students completed courses

57% of at-risk students earned a “C” or better

Initial Data Review - Fall 2005

ANALYZING OUR DATA

Looked at historical data as well as detailed 12 month period—2004, 2005, 2006; Reviewed 50 courses from variety of departmentsData Assessment Findings* Students:-Student activity in the first week of a course has an impact on course completion rates Faculty:-Faculty activity in Discussions, Gradebook and other interactive elements has a positive impact on course completion rates-Excess faculty activity in email is correlated to low course completion rates

June 2007ProgramReview Report

ByeCollege

At-Risk Notification Tool - Form Fall 2007 - Custom form/report created by eCollege with Title III FundsAvailable for use in online courses Spring 2008

Form is located in every course

Hidden to the student

Report can be pulled daily or weekly

82% of at-risk students completed their courses

5% Improvement = 801 additional students at census for the year

66% of at-risk students earned grade of “C” or better9% Improvement

Review of the Data – Fall 2007

ACCESSING MORE DATA: ENTERPRISE REPORTINGFall 2009 – Began using Enterprise Reporting (ER)• Access to more data at a more granular level• Updated Student Participation Report with

additional fields of data• Created Student Activity Report for Financial

Aid directors only containing even more specific student activity at the course level

• With ER, Colleges can pull own reports, but it is an all or nothing situation; so, there is limited access at colleges

• Reports can pulled same day that it is requested; data is refreshed on a daily basis

New & Improved Student Participation ReportWith Enterprise Reporting, additional data was available.

FirstName

Course Last

Login Date

Activity Minutes

Activity Submission

Count

Course Points

Earned

Course Points

Possible to Date

Course Average

Grade To Date

Rocky 4/28/11 722 11 133 470 28.30%Melissa 5/8/11 3,053 35 479 530 90.38%Megan 5/5/11 2,981 30 557 556 100.18%Anneliese 5/7/11 5,633 66 509 585 87.01%Bradley 5/8/11 2,613 57 508 820 70.37%Alyssa 5/8/11 3,290 116 625 680 91.91%Lynsey 5/8/11 2,536 72 860 1,000 88.02%Jeremy 5/8/11 1,209 37 62 190 32.63%Angelica 5/7/11 731 24 789 900 87.67%Carrie 4/5/11 103 2 31 145 21.38%

84% of at-risk students completed their courses

Additional 2% improvement in 3 years

68% of successful at-risk students completed courses with a grade of “C” or better

Additional 2% improvement in 3 years

Current Data Review – Fall 2010

Enrollments in Shared Online Courses for Fall Terms

Fall eCourse Term Enrollments at Census

Fall 2000 272Fall 2001 1,225Fall 2002 2,354Fall 2003 3,647Fall 2004 eCourse 4,590Fall 2005 eCourse 6,363Fall 2006 eCourse 7,971Fall 2007 eCourse 9,067Fall 2008 eCourse 10,546Fall 2009 eCourse 13,195Fall 2010 eCourse 13,881Fall 2011 eCourse 14,369

More communication handled by staff at colleges

Feedback loop is incomplete

More reporting to keep colleges informed

Reporting to instructors was lacking

Due to continued enrollment growth, processes have had to change, and the ICCOC has been looking for better solutions.

Instructor At-Risk Dashboard

At Risk Indicators:

1. If user has not logged in to the course for 5 consecutive days (120 hours) or more.

2. If user has not submitted an assignment for the past 10 days.

3. If a student’s Grade to Date falls below 72% for the course.

Note: A student may be at risk in one or more categories. Any student that is deemed at risk in any category will be shown in the dashboard.

Instructor At-Risk Dashboard

Retention Alert Purchased Retention Alert for 6 of 7 colleges

using Datatel; will work with 7th college on custom needs

Send Student Participation Report Data to secure FTP Folder on a daily basis

Pull data into Retention Alert Module Can establish own parameters for “at-risk”

including data from SIS Creates a case file for the student Investigating whether there are other options for

instructor-reported data

QUESTIONS

Tracy SleepStudent Services & Institutional Research Manager

Iowa Community College Online Consortiumtsleep@scciowa.edu

319-759-0497www.iowacconline.org/NGLC

For More Information:Using the Information at Hand to Increase Student Retention

11:00 a.m. - Noon or 2:30 – 3:30 p.m.Room 407, Level 4

What is the Student Success Plan (SSP)?

The SSP is a software system and process for student success, designed to increase the persistence, success, and graduation rates of targeted students.

Through holistic counseling, web-based support systems, and intervention techniques, students who are at risk of failing in college are identified, supported and monitored.

Tools Include:

• Case Management Software• Early Alert• Student Interface• Student Information System (SIS) Integration• Reporting Tools / Data Collection

Established Track Record

• Technology, process and outcomes• 9+ years of experience• 11 National Awards• 35,000+ students served at SCC• Adopted by 5 other colleges• Holistic case management model• Measurable student Action Plans

Evidence of ImpactIn Sinclair’s Experience Students who are

involved with SSP

• Are more likely to complete more courses successfully

• Have higher GPAs

• Are more likely to return next term

• Are more likely to be enrolled two years later

Example Sinclair SSP Outcomes

• Quarter to Quarter SSP Retention (Fall 09 to Winter 10)– Transitioned SSP students (students who have completed the SSP process) had a 23%

higher rate of retention compared to students who qualified for the program but did not participate and a 21% higher rate of retention than students not designated “at risk”.

• Fall to Fall SSP Retention (Fall 08 to Fall 09)– Transitioned SSP students (students who have completed the SSP process) had a 51%

higher rate of retention compared to students who qualified for the program but did not participate and a 30% higher rate of retention than students not designated “at risk”.

• Next Quarter Retention Rate of Minorities– Minority Transitioned SSP students had an 18% higher rate of retention compared to

minority students not designated “at risk”.

• First Term Grade Point Average– Transitioned SSP students had an average grade point average of 3.06 compared to

1.65 for students who qualified for the program but did not participate and 2.42 for students not designated “at risk”.

*Transitioned SSP = students who have completed their SSP process and have met the transition criteria (Challenge issues resolved such as childcare and transportation, decided on a major, GPA 2.0 or higher, passed 1 st quarter Academic Foundation classes )

Ideal Partners Are:

• Student Focused• Desire & Ability to Change• Collect & Analyze Data• Learn & Adapt from Data &

Experiences• Collaborative, Partners vs. Customers• Realistic Expectations

Benefits to Partners

• Proven technology & process• Proven adoption by other colleges• Proven vendor partner with years of SSP

specific technology and process experience. • Large foundation sustainability (pending)• Community governance, resource sharing,

and benchmarking• Demonstrated impact on student outcomes

Reasons We Created SSP• Improve at-risk student retention & success

• Increase graduation rate of at-risk students

• Implement a systematic, comprehensive counseling and intervention process

• Implement an integrated Early Alert intervention process

• Develop and maintain a comprehensive resource of community and college referral sources for addressing challenges to student success and retention.

• Develop a web-based counseling record (case) management system

• Remove silos between offices that support students

• Create self help tools to connect students to resources that help them overcome challenges to their success

SSP Student Groups at Sinclair• Originally designed to manage “At-Risk” student

populations, SSP has been expanded to provide Case Management to many more student groups:

• Counseling Services• Disability Services• High School Students• Distance Learning• Specific Campus Locations• Displaced Workers• Any population you want to case manage

SSP Software SystemSSP Case Management Software•Journal and create Action Plans, review student records•Historical view of all interactions with student•Specific tools; Counseling, Disability, Displaced Worker …etc

Early Alert•Faculty & Staff send early alerts from a roster or search tool•SSP software notifies and routes alert to Support Staff•Feed back loop to let Faculty or Staff know the outcome

Student Interface•Student intake form to collect student data•Self Help Guides to assist student in finding available resources•Action Plan / Task List – Monitor student progress •Connection to Coach – Student contact point to advocate

Student Information System (SIS) Integration•Connects your student data to SSP•Builds rosters for faculty members automatically for Early Alert

SSP Awards • 2012 ITC Awards for Excellence in eLearning - Outstanding Student

Services

• 2010 NASPA Grand Gold (for Early Alert)

• 2009 NASPA Grand Silver, Gold in Category

• 2008 NACADA Program Merit Award

• 2008 NASPA Grand Silver and Gold Awards

• 2007 Bellwether Finalist Award - CC Futures Assembly

• 2006 MetLife Best Practice College Award

• 2005 Macromedia Higher Education Innovation Award

• 2005 National Council for Student Development Exemplary Practice Award

• 2005 League for Innovation Terry O’Banion Shared Journey First Place Award

• 2004 Educause Excellence in Information Technology Solutions Award

Questions