Lake Michigan College

Start to Finish Program Review Mary C. StephensMarch 10, 2014

BHPZ Start to Finish ProgramFall Cohort Demographic Summary

  Fall 2011 Cohort

Fall 2012 Cohort

Fall 2013 Cohort

# of Students 40 45 49School Affiliation: Benton Harbor HS Countryside Academy Dream Academy

 4000

 4500

 29119

Gender: Female Male

 65%35%

 63%37%

 45%55%

Rationale for Program Plan

From “Start to Finish Program Mid-year Report” January 20, 2013, p.1 . Used by permission.

Benton Harbor Promise Zone graduates Transition from high school to college Interventions—emerging needs and barriers Life Coach Success meets program objectives

Rationale for Program Plan (con’t)

(Lake Michigan College, 2014d, p. 1)

From “Start to Finish” PowerPoint, (n.d.), slide 4. Used by permission.

1. Increase the percentage of Michigan residents with degrees or credentials to 60% by 2025.

2. To increase student preparedness by offering implementing the following practices…

General Goals and Objectives

From “Start to Finish” PowerPoint, (n.d.), slides 2, 7. Used by permission.

Intensive Life Coaching/mentoring Supplemental Instruction Life barrier problem Solving Student Success Skill Development

Methods of Increasing Student Preparedness

From “Start to Finish” PowerPoint, (n.d.), slides 2, 7. Used by permission.

Developing competence—intellectual competence, physical competence, and interpersonal competence

Developing purpose—intentionally making and staying with decisions, even in the face of opposition

Chickering’s Seven Vectors

(Evans et al.,, 2010, p. 69)

Attendance Assignments Academic Progress Fall 2012—Start to Finish Launched

Characteristics of Program

(Lake Michigan College, 2014b, pp. 1-2)

Summer Class—College Prep CLS 103 Class Advising/Mentoring Laptop lending Learning communities

Interventions

(Lake Michigan College,2014c)

Supplemental Instruction Transportation Student Success Skill Development Study Skills Specialist

Interventions (con’t)

(Lake Michigan College, 2014c)

Benton Harbor Promise Zone StudentsCohort Comparison: 2011 & 2012 Graduates

Fall Semester After Graduation:

Fall 2011 Promise Zone Cohort

Fall 2012 Promise Zone Cohort

  40 Students 45 StudentsPercent Meeting SAP 32.5% (13/40) 46.7% (21/45)

Average Completion Rate

40% 65.6%

Attendance Percentage

66.4% 77.7%

# Students Enrolled for Following

Spring Semester

25 Students 36

Fall to Spring Persistence

62.5% 80%

Fall to Fall Persistent 35% (14/40) n/a 

Expected Outcomes

“Promise Zone-Lake Michigan College Collaboration Update” p. 2. Used by permission.

2011 Cohort 2012 Cohort 2013 Cohort0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

BHPZ Start to Finish Program Summary2011 - 2013 Cohorts

Attendance PercentageFall to Spring PersistenceAverage Completion RateMaking SAP

Perc

enta

ge2013 Mid-Year Report

From “Start to Finish program Mid-Year Report” (2013), p.1. Used by permission.

   Full Time Life Coach (w/o benefits) $36,400Part Time Life Coach $6562 Part Time Driver 7,2864 Peer Mentors  $3,954 CLS Lab Coordinator $21,050 D 2 D Stipend $1,296 CLS HS Instruction $2,592 CLS HS Training $800 Supp.Instruction/Tutor $5,400 Supplies $2,000 Book Stipends $16,800 Spring CLS 103 $4,860 Misc/Incentives $5,000 Total $114,000

Resources

From “Start to Finish program Mid-Year Report” (2013). Used by permission.

Whirlpool Foundation$50,000 Upton Foundation $25,000 United Way $20,000 MCAN $40,000 Whitwam Foundation$20,000 Total $155,000

Donors

From “Start to Finish program Mid-Year Report” (2013). Used by permission.

Percentage of Budget Spent-to-Date 35.96%

Spent to Date $41,000

Remaining Budget $114,000

Budget Spent-to-Date

From “Start to Finish program Mid-Year Report” (2013). Used by permission.

Attendance Persistence Course completion Satisfactory Academic Progress

Current Assessment/Evaluation Procedures

“Curriculum Review: The Questions to Ask” by Robert M. Diamond and Lion F. Gardiner.

“Resource O” (pp. 367-370) in the textbook Designing and Assessing Courses and Curricula (2008).

Other Considerations

• Consistent with the institution’s mission• Clearly defined outcomes • Best combination of learning experiences • Assessment process • Improve program effectiveness

Quality Educational Program

(Diamond & Gardiner, 2008), p. 367)

“The philosophy of Lake Michigan College, an institution of higher education, is founded on the belief that education is for all who wish to develop their potential. It is fundamental that a community college assist in meeting the educational, career, cultural, wellness and recreational needs of the community it serves through its courses (credit and non-credit), certificates, degrees, and state-authorized baccalaureate programs. This involves a five-fold obligation:”

LMC Mission Statement

(“Mission Statement,” 2013, para. 1-2)

“to provide for the educational aspirations, needs and learning expectations of the individual and the community;

to provide for the occupational needs and desires of the learner and the community;

to provide for the cultural interests and the wellness and recreational needs of the individual, and thus contribute to the development of effective citizens;

to provide an assurance of quality in programs and in people;

to develop an international perspective that prepares students, and develop employees and community members for a world economy and global citizenship.”

LMC Mission Statement (con’t)

(“Mission Statement,” 2013, para. 1-2)

Public transportation Attention and class focus Class attendance Time management Assignment completion Educational planning/need for academic

advising Study skills Supplemental instruction

Student Assumptions

(Lake Michigan College, 2013 May; Lake Michigan College, 2014c)

Life barrier problem-solving Study skills Professional skills Persistence Mentoring/life coaching Laptop lending Summer intensive college preparation

course Tutoring needs Behavior expectations

Student Assumptions (con’t)

(Lake Michigan College, 2013 May; Lake Michigan College, 2014c)

“Learning outcomes are detailed descriptions of what a student must be able to do to reach a goal under the specific conditions that have been established.”

Diamond’s Learning Outcomes

(Diamond, 2008, p. 149)

A verb that describes an observable action A description of the conditions under which

the action takes place The acceptable performance level

Learning Outcomes Formula

(Diamond, 2008, p. 153-154)

Increasing attendance rate Increasing completion rate Increasing grade point average Increasing persistence rate To increase overall g.p.a. to 2.0 for all

cohorts To work closely with Transitional Studies to

increase success rates for reading 087 and English 093

To increase Fall to Fall persistence rates

Formal Program Objectives

(Lake Michigan College, 2014d, p. 1; Lake Michigan College, 2014e, p.1)

The CAAP is an assessment that measures students’ knowledge and skills; however, it does not specifically measure attitudes and “values described as intended outcomes of the…[program].”

Program Quality

(Diamond & Gardiner, 2008, p. 369)

It is unclear whether “intended outcomes [are] being measured…to reveal clearly what graduates know and can do, including their important affective qualities.”

Program Quality (con’t)

(Diamond & Gardiner, 2008, p. 369)

CLS 103—is a three-credit hour class that is “an introduction to learning strategies designed to increase student success by offering an applied approach for increased comprehension and retention of course content. The class will focus on developing inquiry based skills through application to current and future coursework.”

Program Quality (con’t)

(Lake Michigan College, 2014a, p. 60)

Through the use of mentors and life coaches, the program “has been designed so that each student has the sustained opportunity” overcome “emerging needs and barriers;” however, “the knowledge, skills, attitudes, and values” by which students can succeed have not yet been specifically “identified as intended [program] outcomes.”

The Education Process

(Diamond & Gardiner, 2008, p. 369; Lake Michigan College, 2014d, p. 1)

While the Start to Finish Program endeavors to communicate to students “the purpose, structure, and processes of the…[program], their responsibilities for learning and how their progress will be assessed,” it is unclear that students thoroughly understand these issues.

The Education Process (con’t)

(Diamond & Gardiner, 2008, p. 370)

Completion Cost—effectiveness Graduation rate Dropouts Employment

Other Important Considerations

(Diamond & Gardiner, 2008, p. 370)

Early Intervention with high schoolsHigh school feedback systemService Learning & ReflectionSeven Principles of Good PracticeSpecific Learning OutcomesAssessments

Summary of Recommendation

(Merisotis & Phipps, 2008; Conley and Hamlin, 2009; Ash & Clayton, 2008; Diamond & Gardiner, 2008)

Council for the Advancement of StandardsAddress dropouts and failuresBloom’s taxonomy of LearningStudent perception/satisfactionContinuous improvementSecure permanent funding

Summary of Recommendation (con’t)

(Diamond & Gardiner, 2008)

Ash, S. L. & Clayton, P. H. (2008). The articulated learning: An approach to guided reflection and assessment. In Clifton Conrad & Jason Johnson (Eds.), College & university curriculum: Placing learning at the epicenter of courses, programs, and institutions (pp. 734-745). Boston, MA: Pearson Custom Publishing.Conley, P. A., & Hamlin, M. L. (2009). Justice-learning: Exploring the efficacy with

low-income, first-generation college students. Michigan Journal of Community Service Learning. 16(1), 47-58. Retrieved from http://firstsearch.oclc.org.ezproxy.sienaheights. edu:2048/WebZ/FSPage?pagetype=return_frameset:sessionid=fsapp3-51342hcqqupga8ew6lr:entitypagenum=6:0:entityframedurl=http%3A% 2F%2Fwww.eric.ed.gov%2Fcontentdelivery%2Fservlet%2FERICServlet%3Faccno%3DEJ888073:entityframedtitle=ECO%2C+ERIC:entityframedtimeout=30:entityopenTitle=:entityopenAuthor=:entityopenNumber=:Cross, K. P. (2008). What do we know about students’ learning, and how do we know it? In Clifton Conrad & Jason Johnson (Eds.), College & university curriculum: Placing learning at the epicenter of courses, programs, and institutions (pp. 700-708). Boston, MA: Pearson Custom Publishing.Diamond, R.M. (2008). Designing and assessing curricula: A practical guide. San Francisco, CA: John Wiley & Sons, Inc.Diamond, R. M. & Gardiner, L. F. (2008). Curriculum review: The questions to ask. In Robert M. Diamond (Ed.), Designing and assessing courses and curricula: A practical guide. (pp. 367-370). San Francisco, CA: John Wiley & Sons, Inc.

References

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass.Lake Michigan College. (n.d.). Access + college preparedness: The start to finish program as a community collaboration with Lake Michigan College. [PowerPoint slides]. Lake Michigan College. (2013, January 20). Start to finish program mid-year report.

Benton Harbor, MI: Author.Lake Michigan College. (2013, May). Start to finish activities to date: Update and

planning. Benton Harbor, MI: Author.Lake Michigan College (2014a). Class schedule, spring 2014. (2014a). Benton Harbor, MI: Author.Lake Michigan College. (2014b). Promise zone—Lake Michigan college collaboration

update. Benton Harbor, MI: Author.Lake Michigan College. (2014c). Start to finish activities. Benton Harbor, MI: Author.Lake Michigan College. (2014d). Start to finish staff update. Benton Harbor, MI: Author.Lake Michigan College. (2014e). Start to finish standards. Benton Harbor, MI: Author.Merisotis, J. P., & Phipps, R. A. (2008). Remedial education in colleges and universities: What’s really going on? In Clifton Conrad & Jason Johnson (Eds.), College & university curriculum: Placing learning at the epicenter of courses, programs, and institutions (pp. 373-384). Boston, MA: Pearson Custom Publishing.Mission statement. (2013) Lake Michigan College. Retrieved from http://lakemichigancollege. edu/mission-values