dr. kevin pollock president st. clair county community college
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Pathways to College and Beyond: Institutional
Planning Dr. Kevin Pollock
PresidentSt. Clair County Community College
Vision, Mission, Strategic Plan, SEM, Student Success
Executive Role, Drivers Marketing, Recruitment, the Student Maze
and Developmental Education Social Media, Connection to campus and
Retention Setting Goals, Data Collection, Budget,
Challenges Worksheet
Agenda
How do you connect:
Response to outside “drivers” (local, state, community)
Internal “drivers” (staff, students, faculty)
Accreditation Vision and Mission Assessment Student Success
concept AND create a
campus atmosphere of inclusiveness?
The Perfect Recipe…
Utilizes main ingredients that compliment each other
Allows room for seasonings to taste
Has a desired end result
National Issues◦ P-20 Concept
State Issues The “Basics” of Enrollment Management:
create a plan, work with faculty, increase retention, connect students to the campus, etc.
A lot of information available based on “four-year” models
Tougher for “two-year” colleges
Let’s start with the “Basics”:
1. The “Open Door” and its ramifications;2. Needs of nontraditional students;3. Needs of the employed student;4. Accountability;5. The opportunities and attainment gap;6. Remediation and basic skills;7. Transfer and articulation;8. Noncredit and workforce development;9. Financial aid;10. Supportive learning environments.
“Keeping America’s Promise: Challenges for Community Leaders”
Recruit adult students Enroll dual enrollment students Define, and work with, at-risk students Open access and its ramifications Benchmark data Creating and marketing an institutional
image
Two-year institutional concerns:
Nontraditional student definition: “One who is
financially independent, attends part time, works full time, delays enrollment after high school, has dependents, is a single parent, or does not have a high school diploma”.
Kay McClenneyLeague for Innovation
Remedial education is a fixture in community colleges with 95% of community colleges offering remedial classes
42% of entering students are underprepared in at least one of the basic skills (reading, writing, math)
Mathematics is the greatest hurdle
No One to Waste McCabe (2000)
Consider the following:
Startling statistics:Time is the Enemy
Complete College America
“Four out of every ten college students are part-time”
“Seventy-five percent of today’s students are juggling some combination of families, jobs, and school while commuting to class”
“Only one quarter go full-time, attend residential colleges, and have most of their bills paid by their parents”
“Part-time students rarely graduate; only a quarter ever make it to graduation day”
“Students are taking too many credits and take too much time to graduate”
“Remediation is broken, producing few students who ultimately graduate”
Part-time students rarely graduate —even when they have twice as much time.
Copyright © 2011 Complete College America. All rights reserved.
Students are wasting time on excess credits
Copyright © 2011 Complete College America. All rights reserved.
... and taking too much time to earn a degree.
Copyright © 2011 Complete College America. All rights reserved.
Remediation: Too many students need it, andtoo few succeed when they get it.
Copyright © 2011 Complete College America. All rights reserved.
Remedial students are much less likely to graduate.
Copyright © 2011 Complete College America. All rights reserved.
Some Simple Questions:
Are students customers?
Why are you looking at SEM or Student Success?
What are your realistic goals and expectations?
Worksheet question #1
Originally created by state legislatures to: Prepare students for
academic transfer; Provide vocational-
technical education, continuing education, developmental education;
Provide community service through cultural and recreational events.
Education is necessary for the maintenance of a democracy;
Education is essential for the improvement of society;
Education helps to equalize opportunities for all people.
Rouche, J. (1993). Between a Rock and a Hard Place. American Association of Community Colleges.
“Junior Colleges” were the outgrowth of some basic democratic philosophical assumptions:
Evolution of the community college now includes such things as distance learning and open admissions policies that ensure no member of the community need miss the chance to attend.
Community colleges are now involved in leadership strategies for community, economic, and workforce development.
Today’s community college:
Access Community Responsiveness Clear focus on student learning Resourcefulness Entrepreneurial spirit Creativeness Innovativeness
Dr. George BoggsPresident of American Association of Community
Colleges
Community College Values
Recent Threats to Community Colleges: Inadequate financial support Increasing student costs
(tuition hikes) Financial Aid policies (Loans
versus Grants) Challenges to image
(Second class?) Problems with transferability
Dr. George BoggsPresident of American
Association of Community Colleges
Access (Turning away students by not being able to offer enough sections)
Student Success (Beyond Access) Accountability
Dr. George BoggsPresident of American Association of
Community Colleges
New Challenges for Community Colleges:
What is the community college role? Responsibility for academic
transfer preparation Vocational-technical
education Developmental education
and community service Remediation in basic
academic and workplace skills
English as a second language
Training in technology Continuing education and
enrichment programs Others specific to you?
Do you have:
A vision A mission A strategic plan A focus that can be
agreed upon? Do your people know
the vision, mission, strategic plan and can they relate to them?
Were they all part of the process?
Who are we? (Principles and Values)
Where are we going? (Vision)
What will we do? (Mission and Purpose)
What do we expect to achieve? (Outcomes)
What are our indicators of success? (Goals)
How will we proceed? (Planning)
Connect the “Dots”
Values
Values are a set of understandings in an organization about how to work together, how to treat other people, and what is most important. Before mission, vision, and strategy, a company must come to agreement on what it stands for.
Scott, Jaffee & Tobe Organizational Vision, Values & Mission
No vision…
Without a clear picture of a desired future state, no plan can claim to be moving an institution in any desired direction
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
SC4 MissionSt. Clair County Community College provides lifelong educational and enrichment opportunities. SC4 Vision St. Clair County Community College strives to be a leader in our community's renaissance by establishing dynamic partnerships and focused programs that are the top choice for students.
Why Strategic Planning?
Strategic Planning and a Vision will provide faculty and staff with a common set of values and assumptions about change.
When presented with a diverse group, take advantage of it.
"If you don't know where you are going, you are certain to end up somewhere else."- Yogi Berra
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
SC4 Strategic Plan Goals
Goal I: Maximize the success of our students.
Goal II: Cultivate a campus culture that is nurturing and supportive of all students, faculty and staff. Goal III: Provide high-quality certificates, degrees, programs and training to meet present and future needs of students and the community. Goal IV: Develop and align quality partnerships and strategically manage college resources to maximize benefits for our students and community.
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Strategic Plan format is being modified to monitor progress• Link initiatives to goals/objectives• Establish indicators, identify targets and assess progress towards goals
Goal Objective Initiative Indicators Targets Assessment
I. Maximize student success
Improve graduation rate
Advising outreach to promote grad
Overall Graduation Rate (IPEDS)
Current = 21%Goal = 25%Critical = 15%
Measure grad rate annually
II. Cultivate supportive campus culture
Hire, orient and retain the best employees
Gather feedback from faculty/staff
Faculty/staff Survey results
Current = 69%Goal = 75%Critical = 60%
Measure annually with employee surveys
If community college students are not taking accountability for their success who should step up and take that accountability?
A Question:
Strategic Enrollment Management DefinedDolence
SEM is a comprehensive process designed to achieve and maintain the optimum recruitment, retention, and attainment of students where “optimum” is defined within the academic process.
Strategic Enrollment Management definedBlack, 2001 SEM Anthology
SEM is a comprehensive process that consists of research, planning, strategies, evaluation, human resource management, integration of services and information, knowledge management, and culture change.
SEM Plan Components:
Define student success
Relate it to vision and strategic plan
Environmental scan Data Identify vital issues Response to issues
(rate them) What will it take to
make a difference?
Set goals: enrollment, marketing, program mix, policies, procedures
Create a sample Include
measurement: KPI Communicate with
campus
Challenges to Institutional ChangeBuilding a Culture of Student Success
Resistance to change
Power issues/governance issues/multi-unit systems issues
Project mentality Institutional silos Lack of
stakeholder involvement
Challenges to Institutional ChangeCreating a Culture of Evidence
Lack of institutional research capacity
Aversion to data Unreliable data Lots of data but
nobody actually using it
Challenges to Institutional ChangeEffective Planning and Resource Allocation
Absence of strategic planning (…that anyone uses)
Overload, “initiative fatigue.” competing or unclear priorities
Failure of focus Reluctance to
reallocate
Lack of governing board awareness/support Inappropriate governing board involvement Legislative mandates Conflicting state policies
Challenges to Institutional ChangePolicy Conditions
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Progress is a nice word. But change is its motivator. And change has its enemies.
~Robert Kennedy
Getting People on Board
Why are you changing?◦ Financial situation◦ Reorganization◦ Expansion◦ New opportunities◦ Better service to
students?
What are the advantages for change? For students For the college For the staff How can you cut
through the red tape?
“…It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try.”
Atul Gawande, Better: A Surgeon’s Note on Performance
“Better is Possible…”
What are the roadblocks?
Finances Transformation
questions: process changes, type of building, what do we value, etc.
People and staff◦ Always did it this way◦ We can’t work together◦ It’s not my job◦ Simple difficulty of
handling change STRESS!
What is the focus?
Agree on the focus◦ Student focus◦ User focus◦ Stakeholder focus◦ What is your focus
and does your staff agree with it?
Dealing with Change
Find out what the needs are
Use an assessment model such as SWOT
Bring in an outside resource (neutrality)
Agree on the vision, mission, values
Design an action plan
Finally
Determine how communication is flowing
Determine if there is collaboration
Is continuous quality improvement a part of the change?
Determine who are the champions of change?
Eliminate the stress!
Things you need to address: Rules Regulations Internal set up Anxiety Unions? Uncertainty What else?
A Simple Motto:
“Do the right thing for the right reason and when in doubt, lean toward the student”
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
One-fifth of the people are against everything all of the time.
~Robert Kennedy
Understand SEM What is the potential for your campus? Define the reasons for pursuing SEM What are the issues? Is the rationale cogent and clear? What are we facing: high school decline,
student satisfaction, large retention issues, financial?
The Executive Role:
Major or minor player? Determine others initial role What type of structure: committee,
coordinator, division Remember issues: reporting lines,
accountability, campus culture Who are the decision makers:
implementers, student services, instruction, administrative services, students
Define the executive role
Students Faculty Board of Trustees Upper administration Student Services Local needs State issues and needs Federal requirements National initiatives Accreditation
Are you responding to the drivers?
Vision and strategic plan Statement of importance Professional development Collegiality and inclusion Define student success Define major goals Define major data collection needs and requirements Tie initiatives to state and federal requirements,
grants, national initiatives Determine budget implication Determine how to communicate with the campus Professional development
The Executive Role
Can you state why SEM (Student Success) is important on your campus?
Have you done so?
Worksheet #8
Statement of Importance
Recruiting? Advising? Mentoring? Attending programs? Learning outcomes and assessment of
classes and programs? Developmental Education? Working with K-12? A student friendly class schedule? What else?
What is the faculty role?
The faculty perspective and concerns
Standards must remain high
Open enrollment and its impact
Moving to a learning centered environment
Need for gathering data Working with K-12 Impact on faculty (class
scheduling, course offerings, remediation)
Need to be involved in the process
Points to Consider: Faculty
To receive faculty buy-in they need to be part of the process
A great opportunity for faculty to see the “big picture”
An opportunity to work with others outside of their department and share their expertise
Decisions must be data driven
Doing Education Differently Intensive student
engagement High expectations
and raised aspirations
Focus on the front door
More structure, fewer options, clearer pathways
What is educational quality?
What is institutional effectiveness?
What are the indicators of achievement?
What are the evaluation criteria?
What assessment methods will be used?
Fundamental Questions
Every course, every program, every college is perfectly designed to get the results it is currently getting.
What matter most
Focused, sustained efforts, targeted to significant number of students, can produce real improvements in student engagement, learning, persistence, and academic attainment.
Enrollment headcount Student quality Student diversity Retention rates Graduation rates Student satisfaction Staff satisfaction and professional growth Institutional image
What goals are you setting and why?
What are you measuring? What are you comparing yourself to (state,
federal)? What will you do internally with the data? What is required by state, feds? Worksheet #10
What data will you need?
Building a Culture of Evidence “Take nothing on its
looks; take everything on evidence. There’s no better rule.”
Charles Dickens (1812-1870) ◦ - Great Expectations
Student goal attainment
Persistence Degree completion
rates Placement rate in the
workforce Licensure
certification/pass rates Client assessment of
programs and services Demonstration of
critical literacy skills
Demonstration of citizenship skills
Number and rate of who transfer
Performance after transfer
Success in subsequent, related course work
Participation rate in service area
Responsiveness to community needs
Core Indicators of Community College
Effectiveness (Roueche, J.E., In Pursuit of Excellence, 2001)
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATEAccountability – Coming Attractions:Voluntary Framework of AccountabilityCollege Readiness Measures Report of % of students referred to developmental education (DE) who:-attempt first math or English/reading DE course; -complete highest level math/English/reading DE course; -complete first college-level course in math/English/reading-complete all DE courses
Progress Measures Report of % of students who:-successfully complete in term one;-reach credit threshold by end of year two-are retained from fall of term one to next academic term;-who reach year two outcomes;-who successfully complete at end of year two
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions:Voluntary Framework of AccountabilityOutcomes and Success Measures Report on students who:-earn and associate’s degree – without transfer and with transfer;-who earn a certificate – without transfer and with transfer;-who transfer to a 4-year with no degree or certificate;-who laterally transfer.
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming AttractionsNational Community College Benchmark Project12 Colleges in Michigan currently reporting on 130 metrics including the following
Student and Student Outcomes-Fall to Spring and Fall to Fall persistence rates-Educational goal attainment-Institution-wide grade information-Developmental course retention and success rates
Institutional Effectiveness-Average credit section size-Student/faculty ratio-Instructional faculty load-Cost per credit hour and FTE student
Community and Workforce Development-Market penetration rates-Business and industry productivity
St. Clair County Community College September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming AttractionsEducation Department’s Committee on Measures of Student Success
Report issued contains recommendations for community colleges to collect and disclose more information on:Graduation rates (national rate is 32%)
Student learning
Academic quality
Remedial students
Employment
Outcome measures◦ Degrees awarded annually (number and change
over time)◦ Graduation rates◦ Transfer rates
Progress measures◦ Remediation (entry and success)◦ Success in first-year math and English◦ Credit accumulation◦ Retention rates◦ Course completion◦ Time and credits to degree
From Time is the EnemyComplete College America
The Enrollment Funnel:
Inquiries Suspects Prospects Applicants Admits Enrollers Maintainers Graduates
Marketing and Student Recruitment Need for community
impact studies and need for data
Service district issues and limitations
Possible inability to follow traditional “four-year” models of recruitment
Need to focus on high school students, adult students, workforce development, and senior citizens needs
Outreach: School visits College fairs Website Information pieces Mailings Outreach to middle school Campus events Calling campaigns Electronic communication (text,
email) Billboards Relationships with business and
industry Community events Arts Fundraising Targeted populations Worksheet #11
Tours
Campus visit Does the campus
look good? Can anybody assist a
student? Is it well planned
out? Consider everything
a student has to experience before he/she gets to campus.
Online tours Do you have a virtual
tour? Easy to find? Does it consist of maps
and photos? Is it a slideshow
format? Can students do live
interaction? Webcams? Zoom in and out; 360
degree views?
Technology: More students take online
classes than ever before Digital divide between
students at community colleges
Use technology to streamline institutional functions such as application process, registration, orientation, advisement, and assessment
Use web sites to deliver what students need, not what faculty and staff desire
Technology part II
Frequently asked questions
Podcasts Online video Blogs CD-Roms and DVDs Are students required to
turn off cell phones and computers when they enter the classroom?
How do your faculty members utilize technology?
Customer Service is more than just words
“Some folks make you feel at home, while others make you wish you were there”
Have a winning attitude Make a commitment to the customer Use proper grammar and enunciate Work on oral communication skills Increase your phone ability Develop stronger listening skills Use different problem-solving techniques Have the confidence to deal with difficult
customers Manage job stress Exceed customer expectations
10 Steps to Customer Service
Remember:
It is not easy to change somebody’s personality; but it isn’t impossible
Astonishing customer service is more than just personality; it means that superior processes have to been in place as well. If this doesn’t happen all we have is enthusiastic incompetence.
Relationships Being treated as an individual Multiple effective channels of
communication Response time Costs Location What else?
What Influences Student’s Decisions:
The Student Maze:
Recruitment Application Admission Orientation (mandatory?) Testing and course
placement Scheduling Registration Bill payment Book purchases Advising Financial aid Mentoring Online issues
Examine course availability Correct course placement Do courses “line up”? Ask yourself honestly, “Is the schedule done
in the best interest of the students or the faculty”?
Identify high risk courses Create and enforce a campus attendance
policy Worksheet #13
The Schedule
Considers late registration the week before classes start
Students can’t register for classes that have already started
Late start classes are available for “late” students
One college:
Advising – the volume of students, bad advice
Do you track success through data and interviews?
Do you have a student success class?◦ One or three hours long?◦ Required or not?
Time management issues◦ Related to study time◦ Related to family time
Student Issues:
RetentionStudent connection, strategies, Developmental Education, At-Risk students and At-Risk classes
Student satisfaction Create campus-wide emphasis on retention Continuous intervention Address performance and attendance
patterns Increase faculty participation rate Plan to improve student performance Data, data, data
Retention
Facebook and social media are now part of a generation’s lifestyle
Do you utilize these to connect students to the campus?
In the classroom? Student announcements? Registration and enrollment? Text books?
Facebook and Social Media
Testing and class placement Advising Mentoring Tutoring Supplemental Instruction What else do you do? These efforts usually deal with traditional on
campus students and their needs. What about the online students?
Numerous known retention efforts (check those that you currently do):
Peer to Peer Student to Faculty Student to Institution Mentoring Advising
Connecting Student to the Campus
Implement student success, not enrollment management to create a more seamless environment
Create innovative programs for increasing support for at-risk students such as increasing pre-enrollment activities and orientation, eliminate late registration, conduct basic skills assessment, improve financial aid, expand mentoring programs
DEFINE AT-RISK
Counseling and Support:
“Drive-in” students Determine role of the student services office
in connecting students to the campus Define the role of faculty in connecting with
students Fix “disjointed” services
Student engagement and Connection:
Retention Strategies
Financial Aid Transition Course Learning
Communities Early Intervention Peer Mentoring Supplemental
Instruction Academic Support
May have difficulty in assessing the value of an education;
May regard public education as a form of entitlement rather than a good or service;
May not have as much of a choice in public education compared to most goods and services;
May lack access to third-party ratings of public education services;
May not realize that the burden of success lies with them;
May not recognize that classmates can affect their individual level of benefit.
Students:
Learning the norms of campus culture Finding a niche Putting down roots Transferring successful behaviors from other
settings Developing focus Resisting peer pressures Compartmentalizing family and work pressures Exhibiting classroom habits of successful students Building relationships with teachers Asking for help
Levitz, R. S., Noel, L., & Richter, B. J. (1999). Strategic moves for retention success. New Directions for Higher Education (108), 31-49.
We have probably overrated student’s abilities in the following areas:
After 15 credit hours or more students must have a degree plan
Alamo Community College
Think of this:
Library Parking Tutoring Center Achievement Center Cafeteria Student Services
◦ Admissions◦ Financial Aid
◦ How do students rate these services? How do you know? Survey?
◦ Worksheet #14
How are your campus services?
Pre-Reqs Gaps Specialized plans Type of course delivery Three or four hour classes Labs Block scheduling and learning communities Work with K-12?
Worksheet #15
Developmental Education
Your definition of an at-risk student:
Your major retention initiatives for at-risk students:
How do you measure success?
Worksheet #16
Your Institution:
The emphasis in supplemental instruction is on historically-difficult courses (those classes with a 30 percent rate of grades of D. F. and Withdrawals) rather than high-risk students.
How do you determine an at-risk class?
2002 Previous three years
Previous five years
Intro to College Writing
39.7% 30.0% 33.4%
Intro to College Reading
40.4% 33.5% 36.2%
Pre-Algebra 38.1% 35.4% 29.2%
“D, F, & W” Rate for Developmental Classes (Rate of Failure)
The next step involved the faculty… Shared the data with the
math faculty The math faculty
determined that a three hour class that met twice a week was inadequate
Changed course to a four hour class that met four times a week
Hired a developmental math instructor (who became a member of the Student Success Team)
Support mechanisms needed to be in place… Tutors were made available
for the classes Supplemental Instruction was
added as a support mechanism
Began an intrusive mentoring program through the Student Success Team
Students had to meet with mentors
Students were physically taken to where help was provided
Student’s goals were determined and the students were emotionally supported
Measurement:
Compare D,F, W rates with previous data
Create a student survey based on a five point scale (-2 strongly disagree, -1 disagree, 0 no opinion, 1 agree, 2 strongly agree)
Discussion among the mentors
D,F,W rate for 1st year:
1st year of Mentoring program
0.00%5.00%
10.00%15.00%20.00%25.00%30.00%35.00%40.00%
Five-year average Fall 2004 non-mentor
Fall 2004 Mentor
MMTH 051
CENG 051
First Student Survey
English Math Combined
Connected -0.1 0.4 0.1
Adjusted -0.2 0.2 0.0
Find -0.3 0.1 -0.1
Comfort -0.1 0.1 0.0
Accessible 0.4 0.6 0.5
Helpful 0.6 0.6 0.6
Knowing 0.9 0.6 0.7
Recommend 0.1 0.2 0.1
Continue 0.1 0.3 0.2
Peer -0.2 -0.1 -0.1
Scattered success Scattered methods of communication;
phone, in-person, email Utilized support mechanisms, particularly
STaRS Overall evaluation was varied Suggestions included the fact that more
contact was needed
Student Survey Comments:
Same classes Intro to College Writing (20 students) and Pre-Algebra (11 students)
Mentors met with students in the first class and set appointments
Students were taken to the STARs program during class (tutoring, etc)
Second semester:
Second Student Survey:
English Math Combined
Connected 0.3 0.6 0.4
Adjusted 0.3 0.8 0.5
Find 0.8 0.3 0.6
Comfort 0.5 0.5 0.5
Accessible 0.5 1.1 0.8
Helpful 0.8 1.1 0.9
Knowing 0.8 1.3 1.0
Recommend 0.8 1.0 0.9
Continue 0.4 0.8 0.6
Peer 0.5 -0.5 0.1
D,F,W Rate Since Mentoring:
Before Mentoring 2004-2005
Intro to College Writing
39.7% 22.7%
Intro to Reading 40.4% 25.7%
Pre-Algebra 38.1% 19.8%
87% of successful students in Intro to College Writing earn a “C” or better in English Comp I
78% of successful students in Intro to College Reading earn a “C” or better in American National Government (required class)
76.5% of successful students in Pre-Algebra earn a “C” or better in Intro to Algebra
89.4% of successful students in Pre-Algebra earn a “C” or better in Business Math
Success in Subsequent Courses:
Ask yourself right now:
Where are you and where do you want to go?
Do you know who you are?
Do you remember the “basics”?
SEM is too large and complex Lack of consensus Process in fits and starts Determination of the best structure Determination of SEM components Budget Fight against cultural change
Challenges to face:
Create and market and institutional image to reach all types of students
Connect students with each other, the college, faculty and staff, and course content
Use technology to assess student skills, provide distance learning, and streamline student services
Provide effective counseling and support, especially with “at-risk” students
Identify and measure critical enrollment goals
Five Challenges:
Remember…
You will have false starts; don’t give up
Bringing people together doesn’t always mean you have to agree with them
Put students and their needs first
Determine enrollment and performance objectives
Be proactive, not reactive Work with other community colleges Create a method to determine goal
objectives and attainment throughout the entire tenure at the institution
Enrollment goals:
Stop late registration Math refresher before assessment Assessment Placement Orientation Student success course for those not
college ready Advising (leading to a plan) Learning lab participation
Make Effective Practice Mandatory
Learning communities (Developmental Math linked with Student Success course)
Basic skills imbedded in career programs Supplemental instruction Active and collaborative learning (cooperative
learning) Fast-Track math/modular math Summer bridge programs (boot camps) Case management (incorporated in learning
communities) Course redesign/curricular alignment
Encouraging/Promising Practices
Use block schedules with fixed predictable classroom meeting times
Allow students to proceed toward degrees or certificates at a faster pace
Simplify the registration process by enrolling students in one single, coherent program
Reduce the amount of time students must be in the class by using technology and demonstrated competency
Form peer support and learning networks Embed remediation into the regular college curriculum Provide better info on every program’s tuition,
graduation rates, and job placement outcomes
Taking it one step further:Time is the Enemy
Require formal, on-time completion plans Enact caps of 60 hours for an associate
degree Create a common general education core
program to ensure consistency Require full transferability of common core
courses Adopt alternate pathways such as Advanced
Placement, online learning, and accelerated competency-based courses
As well as:
As you wander during the process (and you will): Always focus on
why we are here…the students!
What do you really need?
How do you know for sure?
Are you really serving the community?
Can you prove it?
Create a culture of responsibility, high standards and clear expectations;
Provide a deep and broad array of student support services;
When in doubt, lean in the direction of the student;
Recognize that students are much more than customers, but recognize that they are also customers.
Putting Students First:
Purposeful Alignment
Successful practice requires alignment of:
Values;Intentions;Actions;Assessment;Analysis;Evaluation;Evidence; andAdjustment
to achieve outcomes, improve quality, and enhance effectiveness.
Do missions reflect institutional values?Are values modeled by daily practice?Are outcomes identified or implied?Are they congruent with values & mission?What are the indicators of achievement?How do actions relate to intentions?Are achievements inferred by completion or affirmed by assessments?
Who assesses? Who evaluates? Why?
Considerations
Who are we? (Principles and Values)
Where are we going? (Vision)
What will we do? (Mission and Purpose)
What do we expect to achieve? (Outcomes)
What are our indicators of success? (Goals)
How will we proceed? (Planning)
Connect the “Dots”
#17 Committed Leadership #18 Use of Evidence #19 Broad Engagement #20 Systematic Improvement
What types of policies, strategies, and indicators do you have for each of these areas? What needs to be adjusted?
Final worksheets:
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