ccbc and achieving the dream

Scaling Up at CCBC: Going Above and Beyond with an Academic Success Course

February 29, 2012

“D.R.E.A.M.” Achieving the Dream’s 2012 Annual Meeting on Student Success

Susan Delker, Dr. Mark McColloch, Sonya Caesar Mark Williams and Dr. Estelle Young

CCBC and Achieving the Dream

How to Deliver Student Success Change at Scale

CCBC = 74,000 Students

Pilots Evaluatedfor Scalability

No Boutique Programs

Term 1 Term 2 Term 3 Term 4

So, Acceleration in Developmental Education Tested and Doubled Each

Term

Comprehensive Academic Advising

Group Labs

Technology

Faculty Role (including ACDV)

Close Gap

Financial Literacy– reach every student

CRT aiming at all faculty

•ACDV 101 – Academic Development: Transitioning to College

•Scalable - the course is required in the first semester for all new full-time and part-time degree-seeking students.

•Cost effective- 1 credit; 1.5 contact hours, max class size 22.

What Did We Do- ACDV 101

Major topics include life skills, academic skills, CCBC policies and resources, introduction to career exploration, academic planning, technology skills for learning.

Standard grading system; D is passing.

ACDV Course Overview

Experiential

Face-to-Face, Online and Blended

Continuous collaboration

Overview

•Four AcademiesHealth ProfessionsBusiness and Social SciencesArts and HumanitiesSTEM

•ChallengesRegistrationCurriculumCollege readinessFinancial needsFaculty training

Original Concept

Program Evaluation

Spring to fall retention

Developmental education needs vs College readiness

Preliminary Outcomes

Rates of Completion for African American Students

African American/Black students success rate in ACDV 101 was 59% while Caucasian/White students success rate in ACDV 101 was 71%.

Course Scheduling

Course Delivery System

What We Have Learned?

Create Academies

Increase the number of African American male ACDV sections

Infuse Financial Literacy into the curriculum

What did it mean?

Academies: Why Did We Start?

School of Health Professions (SHP) - Need for early and intentional preparation for entry into rigorous health care career tracks

Challenge: Developmental Education

needs Persistence Existing ACDV curriculum

Prepare Freshman for Requirements of SHP Programs

Technical reading rigor and volume Employ same study methods as SHP Overall allied health focus

Create awareness of various allied health career paths

Infuse time management activities

What Was Our Objective?

Created:

Health academy within ACDV An integrated reading, note-taking,

review, and test preparation module Using Anatomy and Physiology textbook

Career lattice Career and educational plan/activities Focused time management strand

What Did We Do?

Success Rates Time restraints Goal conflict Future integrative opportunities

What Have We Learned?

Revision and refinement of initial design

Potential for growth

What Does It Mean?

An AtD Strategic Strand

Faculty Survey

Financial Literacy:The “Why”

Create awareness Analyze spending habits Needs vs. Wants Refund checks Implementing a Savings plan

Financial Literacy:The Primary “Goals”

ACDV 101 Curriculum OverviewLesson #1 Mini DocumentaryLesson #2

Pre & Post Surveys

Feed the Pig Assessment

Lesson #3

Micro Savings Class Project

Lesson #4

Student Scenarios

Course Design FrameworkTranstheoretical Model of Change

Financial Literacy:The “How”

Preliminary Data Program Expansion

Financial Literacy:The “Outcomes”

African American Cohort

Broadening the scope

What can be changed through institutional means?

Collaboration and Institutional

Student enrollment

Cultural differences

Content development

Responsibility & accountability

Increasing persistence

Collaborative learning

Informal academic experiences

Intrusive advising and journaling

African American CohortStrategic foci of course:

Fall 2011  (all of these were in the first seven weeks)

203 students- 46 % success in the A-C range, 26% failed the course*

9% either withdrew or stopped attending .Fall 2012 scaling to 20 sections

Clean Sections

Future Scaling

African American CohortMaximum participation- Monitoring sections

African American Cohort

• Instructor training- Involving other faculty/staff to teach and promote the vision

• Teacher behavior - Sustained attention and early interventions

Engage adjunct faculty with multiple connections to the College; and base them in a “safe zone”

• Student-faculty informal contacts

• Supportive Leadership

• Willingness to evoke change

• Suit needs of campus

• Face to face exposure with instructors

•Sonya Caesar, Developmental Education Coordinator

•Scaesar@ccbcmd.edu 443-840-3455

•Susan Delker, Department Chair, Academic Development

Sdelker@ccbcmd.edu 443-840-2004

•Dr. Mark McColloch, Vice President of Instruction

•Mmccolloch@ccbcmd.edu

•Dr. Estelle Young, Director, School of Health Professions Student Success Support

Eyoung2@ccbcmd.edu 443-840-1704

•Mark Williams, Director, Career Development and Counseling Services

Mwilliams@ccbcmd.edu 443-840-4334

Contact Information