integrated student success plans in the quebec college system challenges and reality
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Integrated Student Success Plans In the Quebec College System Challenges and Reality By Lyne Boileau , President, Commission des affaires pédagogiques of the Federation of Cégeps in Quebec and Director of Studies at Collège Ahuntsic and - PowerPoint PPT PresentationTRANSCRIPT
Integrated Student Success PlansIn the Quebec College System
Challenges and RealityBy Lyne Boileau , President, Commission des affaires pédagogiquesof the Federation of Cégeps in Quebec and Director of Studies at Collège Ahuntsic and Stephen Tribble, Director of Studies at Champlain Regional College
September 2009
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Quality teaching at the institutional level
Shared responsibilities in a team
The College programs: the educational arena for targeted intervention measures
Student Success Plan: An Institutional Lever
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Organization of Discussion
I : Student Success (1992-2007)II : The College Renewal (1992-
1999)III : The first Phase (1999-
2003)IV : Phase Two(2004-2007)V : Phase Three (2007-…)
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I – Student Success – A Brief Overview of the Period between (1992-2007)
The Principle Phases : (1992-1999) (1999-2003) (2004-2007) (2007-…)
Improvement in Success and Graduation rates: a statistical journey with concrete implications (1992-2006)
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I – Student Success: A brief Overview of the Period between (1992-2007)
77,8 77,2 77,8
81,182,1 82,4 83,1 83,0
84,4 84,9 84,8 84,3
78,4 78,7 79,4
83,3 83,8 83,7 84,3 83,9
84,1 84,8 84,8 84,3
77,0 76,9 77,4
81,4 82,2 82,1 82,6 82,3 82,8 83,5 83,5 83,0
50
55
60
65
70
75
80
85
90
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Cohorte
60
65
70
75
80
85
90
95
100
105
110
Technique
Préuniversitaire
GLOBAL
Source : SRAM, Système PSEP, 2006
First semester success rates for students from the secondary schools
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I – Student Success : A Brief Overview of the Period between(1992-2007)
65,764,263,562,560,160,158,9
57,056,6
71,470,368,868,768,766,465,7
63,663,763,3
66,765,665,365,162,562,160,760,261,2
0
10
20
30
40
50
60
70
80
1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Cohorte
40
50
60
70
80
90
100
110
120
Technique
Préuniversitaire
GLOBAL
Source : MELS, Système CHESCO, novembre 2006
Graduation rates two years after the expected completion date
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I – Student Success: A Brief Overview of the Period between(1992-2007)
Key factors
DES+
Progressive Increase in Success and Graduation Rates
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I – Student Success: A Brief Overview of the Period between(1992-2007)
Characterized by:
The Colleges assuming leadership
A common set of convictions An established culture of student
success and its evaluation A definite maturity
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II – Preoccupations in the Context of Renewal – 1992-1999
Mobilization of the Players in the System
The Program Approach: Actions Converge
Program development within the Colleges
Self-Evaluation of College programs
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II – Preoccupations in the Context of Renewal– 1992-1999
Student Success
A reform orientation in college teaching (1993)
The Estates-General Education (1995-1996) and « Taking the Path for Success » (1997)
The improvement of Student Success and graduation rates as a dominant preoccupation
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III – The Development of the First Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Charactarized by
A Concept Stemming from the Colleges
The first publication of « La réussite et la diplomation au collégial: des chiffres et des engagements » by the Fédération des Cégeps (1999)
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly– 1999-2003
Commitments Based on Analysis
Institutional Action Plans to improve Student Success and graduation rates
Setting realistic objectives adapted to the local context, the disciplines and the programs
Institutional means for the follow-up of actions
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly– 1999-2003
Commitments Based on Analysis
Focusing on program coherence and effective pedagogical intervention
Facilitating the transition from secondary school to college
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Commitments Based on Analysis
Initiating measures for specific categories of students (student who are weak, students who are unsure of their goals and young males)
Encourage student engagement, motivation and « ownership » of their education
Promoting the value of earning a diploma
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Characterized by
The creation of the « Carrefour de la réussite au collégial » (2000)
The summit meetings – Quebec and Youth (2000)
Student Success Plans are made mandatory (2001)
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Characterized by
Six college programs with low graduation rates are targeted (2000)
Setting target graduation rates within the college system – from 61% to 75% by 2010 (2001)
Obliging colleges to have Strategic Plans which include the Student Success Plan (Bill 123, 2003)
Obliging Colleges to submit their Student Success Plans to the CEEC, which is mandated to evaluate them
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly 1999-2003
Student Success Plans: Why are they effective?
Provide leadership to give direction to Student Success
Allows for the development of a wide range of success measures for a diverse population with a variety of complex problems
The Colleges can Include characteristics unique to their milieu in their planning
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III –The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Student Success Plans: Why are they effective?
The Colleges focus on the creative involvement of their own participants
The Colleges can focus on early intervention
A culture of success and evaluation becomes the anchor for setting goals with targets and indicators
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III –The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Student Success Plans: Why are they effective?
Working in collaboration with colleges in the system: Carrefour de la réussite au collégial, the CAP committee for Student Success, training (Performa and AQ PC), etc.
Research in pedagogy expands
Positive indicators of success
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III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003
Drawing Conclusions
The Colleges report findings that should be analysed and documented to clarify future actions:
Researching factors which affect Student Success – obstacles, pedagogy, etc.
Developing information systems to monitor and track Student Success, and to better evaluate existing success measures.
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection – 2004-2007
Characterized by
The Carrefour de la Réussite receives a research – action mandate
The working committee of the CAP examines challenges, difficulties and proposes directions for Student Success (June 2003)
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IV – The Second Generation of Student Success PLANS: Inspired by Critical Reflection –2004-2007
The April, 2004 ReportThe Main Findings of the Colleges
Institutional mobilization and a distinctive culture of student success Student Success initiatives and measures demonstrate progress Daily and systematic support Difficulty in the evaluation of global results
due to the specificity of measures
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007
The April, 2004 ReportThe Vision of Student Success
A complex and multi-faceted phenomena
The Challenge: to better comprehend the complexity and dimensions of Student Success
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007
The April, 2004 ReportA Direction for the New plans Integrated and systemic Student Success
plans Shared responsibilities The program as the focal point for
intervention Improved competency in statistical analysis The institutional strategic direction
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007
The April, 2004 ReportNecessary Conditions
Indicators to permit thorough and precise analysis
Evaluation instruments and analysis of existing student success measures in order to identify their effectiveness
An understanding of characteristics of the college student population
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection 2004-2007
The April, 2004 ReportNecessary Conditions Recurrent funding targeted for student
success Accountability for the results Stronger links with the Secondary Schools
and the Universities Collaboration among colleges for the
implementation of success measures
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007
Student Success Plans: Why are they Effective?
Summary findings of the CAP committee on Student Success (June, 2006): Student Success has become a priority for all college personnel
The follow-up from the 2004 Report conclusions A more sophisticated knowledge and
appreciation of Student Success thanks to research, both within the colleges and through external sources (SRAM, Carrefour, CAPRES, etc.)
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007
Student Success Plans: Why are they Effective?
A clearer conception of indicators: success, perseverance and graduation
A better evaluation of Student Success measures and their effectiveness
Sharing of screening tools Colleges working together: the development
of specialized groups (Information Technology Specialists, etc.)
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IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection 2004-2007
Drawing Conclusions A better understanding of the obstacles to
success (problematic courses, college orientation and preparation, etc.)
Identifying the challenges (perseverance, the critical role of the classroom etc.) and how can we be more effective: flexibility, mobilizing external partners, support from the Carrefour de la réussite, etc.
A College network implication in Student Success
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V – The Third Phase of Student Success Plans: 2007-…
Characterized by
The second generation of college strategic plans
The creation of a tripartite committee with the MELS – Fédération des Cégeps - ACPQ (January, 2007)
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V – The Third Phase of Student Success Plans: 2007-…
Student Success Plans: making them work
A continuous evolution: adjusting and refining success measures
Progress in research A better understanding of our students
(learning challenges, multi-ethnicity, etc.)
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V – The Third Phase of Student Success Plans: 2007-…
Student Success Plans: making them work
Reinvesting in our acquired knowledge while addressing our questions and preoccupations
The work of the tripartite committee: an opportunity to share a common vision of Student Success
A shared institutional leadership
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V –The Third Phase of Student Success Plans : 2007-…
The challenges for our colleges:
Consolidating our knowledge of Student Success
Revitalizing the Strategic Plans
Renewing our energies and maintaining momentum
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END OF THE PRESENTATION