ccbc and achieving the dream
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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 - PowerPoint PPT PresentationTRANSCRIPT
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
•[email protected] 443-840-3455
•Susan Delker, Department Chair, Academic Development
[email protected] 443-840-2004
•Dr. Mark McColloch, Vice President of Instruction
•Dr. Estelle Young, Director, School of Health Professions Student Success Support
[email protected] 443-840-1704
•Mark Williams, Director, Career Development and Counseling Services
[email protected] 443-840-4334
Contact Information