presentation 16 career

7/29/2019 Presentation 16 Career

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CAPS

Career, Academic and PersonalSuccess

A Multidimensional Approach to Student Success

Colleen R. Doherty [email protected]

Quinsigamond Community College Worcester, Massachusetts

International Conference on FYE Vancouver, BC July, 2003

Career Academic

Personal Success
mailto:[email protected]:[email protected]


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Title III

The purpose of the Strengthening Institutions Programis to provide grants to eligible institutions of higher

education to improve their academic programs,institutional management, and fiscal stability in order to

increase their self-sufficiency and strengthen theircapacity to make a substantial contribution to thehigher education resources of the Nation. Funds may

be used for faculty development, funds andadministrative management, development and

improvement of academic programs, joint use offacilities, and student services. (US Dept. of Ed. Web

site) Additional information may be found athttp://www.ed.gov/offices/OPE/HEP/idues/titl

e3a.html.
http://www.ed.gov/offices/OPE/HEP/idues/title3a.htmlhttp://www.ed.gov/offices/OPE/HEP/idues/title3a.htmlhttp://www.ed.gov/offices/OPE/HEP/idues/title3a.htmlhttp://www.ed.gov/offices/OPE/HEP/idues/title3a.html


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Title III Team Cathy Livingston, Vice President of Academic Affairs; Project

Manager of Title III Grant

Pat Toney, Dean of Instruction for Humanities and SocialSciences

Jim Rice, Professor of English/Coordinator of Communication

Felix Rizvanov, Director of Instructional Design

Colleen Doherty, Director of Career Development

Anne Shull, Instructor of English as a Second Language

Sheila Booth, Assistant Professor of English

Steve Rayshick, Assistant Professor of English

Betsy Zuegg, Assistant Professor of Developmental English

Elaine Previte, Coordinator of Learning Resources Virginia Asadoorian, Professor of Mathematics

Steve Zona, Professor of Mathematics


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QCC Identified Needs

limited success of developmental students

large % of undeclared majors who do notpersist to graduation

clear need to improve academic advising

course content and delivery methods for

developmental courses


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5 Major Target Areas

College Orientation Course

Curriculum Redesign Research Success of Pilot Courses

Developmental Advising Model

Professional Development Program forFaculty


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Successes

Challenges

Suggestions


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1. College Orientation Course

3 Major Themes

Career Development

College Connection and Knowledge

Learning and Study Skills

Final Project CAPS Plan

Active Instructional Methodologies

Nearly 90 % of students returned thesecond semester


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Community College Focus

Commuter Campus

Busy, Competing Agendas

Minimal Connection to College Large Immigrant Population (Worcester)

High Percentage of Students beginning inDevelopmental Courses

Age Difference


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CAPS PLAN: Career, Academic and PersonalSuccess

Career Academic

Personal Success


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QCCCAPS PLANCareer, Academic, and Personal Success ORT 110 & PSY 115

LEARNING PROFILE (complete 2)

Index of Learning Styles Results _____________________

Modality Questionnaire Results _____________________MBTI (Meyers-Briggs) Results _____________________

GEFT (Embedded Figures) Results______________________

Summarizing Comments: ____________________________________

__________________________________________________________


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CAREER PLANNING(complete 3)

*Self-Assessment

Self-Directed Search Results _____________________

Strong-Campbell Results _____________________

Kuder Results _____________________

Career Link Inventory Results _____________________

MBTI (Meyers-Briggs) Results _____________________

Career Key Results _____________________*Values (complete 1)

Your Values Test Results ____________________

COPES Results ____________________

*Careers Researched (research 2 to 5 careers)

________________________ ________________________

*Career Options Exploring further

Short-term Options Long -term Options coursework/Other

Summarizing Comments:______________________________________


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QCC Course Selection Planning ChartCourse # Offered

Plan toTake

Grade Credits Prerequisites

Fall _____

Spring _____

Summer/Intersession _____

Fall _____

Spring _____

QCC Course Selection Planning Chart


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Institutional Benefits of CAPS Plan

Advising-Comprehensive view of student,including career plan and course selection

Transfer

-Plan, contact schools

General Studies- AdministrativeMechanism

-Provide direction to large % ofundecided students


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Challenges & Suggestions

Faculty Selection Critical

Start up of New Course, RegisteringAppropriate Students

Faculty Training and Compensation

Technology Usage


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2. Curriculum Re-Design

Faculty Release Time

Valuable Dialogue Across Disciplines

Uniformity within course sections Improved Sequences from course to

course

Customized Texts

Course Matrix


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Matrix Categories

Week Topics/Description

InstructionalStrategies

LearningOutcomes

FacultyResources/

Materials

Assessment


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Academic Freedom

Pilot /Field Test Sections

Faculty Use of Technology Adjuncts and Late Notification of

Teaching

Support for Faculty

Changing Instructional Methodologies


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3. ResearchAttrition and Persistence

Fall, 2001 baseline cohort shows thatwithin one semester QCC lost 30% of all

students enrolled in developmentalcourses.

Within One year QCC lost 48.2% of the

above students.


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Retention and Gradesfrom Fall 2002 to Spring 2003

Title III Pilot Results

78.6% for ENG (10.5% increase over Fall, 01).

80.5% for MATH (13.2% increase over Fall, 01).

89.7% for ORT (College Orientation)

(26% increase over Fall, 01).

--------------------------------------------------------

GRADES- % of students with C+ or higher 9.8% higher in Title III Pilot Sections of Math

and English than in Non-pilot Sections.


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ORT 110 College Orientation Course

Developmental Pilots with ORT 110=

75.4% of students in Dev. Pilots receivedgrades of C+ or higher in Pilots.

Dev. Pilots without ORT 110= 60.7% ofstudents in Dev. Pilots received grades of C+or higher in Pilots.

ORT 110 influence resulted in 24.4% increasein student success.


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Integrating Data from Various Sources

Community College Enrollment Patternsdiffer from 4-year colleges

Define and Measure Student Success

from both Quantitative and QualitativeApproaches


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4. Developmental Advising

Goal-

Design a Campus-wide, Comprehensive,Developmental Advising Program thataddresses all Offices or Departments

Involved in Advising.


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External Resources and Models

Valencia Community College- Life Map

NACADA

Work of Virginia Gordon (UndecidedStudents)

Work of Joe Cuseo (Advising, Retentionand First-Year Initiatives)

Work of Terry OBanion


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OBanion

Academic Advising is much larger thanassisting someone in course selection. One has

to go through different stages of developmentin order to ultimately select which courses aremost appropriate. Stages include (1)exploration of life goals; (2) exploration of

career goals; (3) selection of a program major;(4) identification of course choices; and (5)creation of course schedule.


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Developmental Advising Task Force

Stage Model -0-15 credits- Stage One

-15-30 credits- Stage Two

-30-45 credits- Stage Three

-45-60+- Stage Four

-gradual shift of responsibilities to student as they movethrough the stages

Specific Performance Indicators at Each

Stage Existing Campus Resources and

Solutions


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Differing Perspectives and Approachesof Student Affairs and Academic Affairs

New Campus-wide Initiatives needPresidential Endorsement

Allow Ample TIME for Process andResults


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5. Faculty Professional Development

Developmental Course Content Revised

Improving Instructional Methodologies

Inclusive Strategies Reaching ALL Students Use/Integration of Technology

On-going Improvement and Updating ofCourse Content


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Develop and Sustain FacultyProfessional Development

Expand to All Faculty

-Those teaching Title III courses and others

-Include existing training initiatives at college

Train-the-Trainer Model

Resources

-Reflective Practice-Universal Design

-Accelerated Learning


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Teaching EveryStudent in theDigital Age,D. Rose & A.Meyer Creating Significant

Learning Experiences,Dee Fink

The Courage toTeach,

Parker Palmer


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Resources

Technology Availability & Comfort Level

Measuring Change and Improvement

Sustaining Momentum

presentation 16 career

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