Welcome to the ACE Fellows Case Study Simulation for Ivy Tech Community College: Achieving the Dream…Student Success Courses.
Allow me to introduce you to the members of Team V:Andrew BuckserCamille Kluttz-LeachAdolfo SantosPatricia SendallandPeter WooldridgeEnjoy the rest of our presentation.
There are more than 11 million students attend 1200 community colleges in the USEnrollment rates have surged in recent years due to recessions, the need for unemployed adults to be retrained, and for an affordable option to higher education
Let’s take a look at some national trends and issues regarding student success in higher education with an eye toward community colleges
College completion rates in 2009 for students who enrolled in two-year degree programs were just 28% overallIn July 2009, President Obama challenged community colleges to boost their graduates by 5 million by 2020
The mission of Lumina Foundation for Education is to “expand access and success in education beyond high school, particularly among adults, first-generation college going students, low-income students and students of color. Lumina’s “Big Goal” is to have 60% of the American population hold high-quality college degrees or credentials by 2025. Quality education is defined in terms of student outcomes, particularly learning outcomes, and not by inputs or institutional characteristics.
The Community College Survey on Student Engagement (CCSSE) has introduced national benchmarks of effective educational practice in community colleges. Recent studies have shown that the more actively engaged students are with faculty, staff, other students and subject matter, the more likely they are to learn and to achieve their academic goals. STUDENT ENGAGEMENT MATTERS!
CCSSE benchmarks focus on institutional practices and student behaviors that promote student engagement, and that are positively related to student learning and persistence. The five benchmarks of effective educational practice in community colleges are:Active and Collaborative Learning—students learn more when they are actively involved in their education and engage in joint educational efforts with other studentsStudent Effort benchmark—measures time on task, preparation, and the use of student servicesAcademic Challenge—measures the extent to which students engage in the challenging mental activities, such as evaluation and synthesis, as well as the quantity of rigor of their academic workStudent-faculty Interaction—measures the extent to which students and faculty communicate about academic performance, career plans, and course content and assignments.Support for Learners—measures students’ perceptions of their colleges and assesses their use of advising and counseling services. (CCSSE 2011 Cohort Key Findings, www.ccsse.org)
Achieving the Dream (AtD): Community Colleges Count, was launched in 2004. Its goal is to increase the academic success of community college students, particularly students who have traditionally face the most significant barriers to success, including low-income students, adult learners and students of color. Much of this student success is a result of implementation of First-Year Experience (FYE) programs.First-Year Experience efforts are comprehensive approaches designed to improve success rates and increase retention of first-year students. FYE programs may include interventions focused on the streamlining admissions processes, increasing financial aid uptake, community outreach, student success courses, and targeted orientation and advisement.
Now let’s take a look at a communication plan to prepare constituents for recommended strategies for improvement
In order to ensure the effective development and implementation of the success courses, it’s essential to have easy and effective communications among the different constituencies for the plan. These include the instructional team, student support staff, incoming students, and the larger public.
The instructional team includes not only the course instructors, but also the administrative staff with connections to the program, including academic skills chairs, liberal arts department chairs, and life skills program chairs throughout the Ivy Tech system.
The members of this team need to communicate about a number of issues. They need to consult with one another regarding issues of course design and content; they need to communicate with outside experts as they study the evolving best practices for this kind of instruction; they need to be able to easily get in touch when logistical issues arise with the courses; and they need to be able to communicate in the various phases of the assessment process.
Student support staff include admissions and financial aid officers throughout the Ivy Tech system, who will be identifying prospective students and helping them manage the financial challenges of attendance; the case managers who work with students in the system; the deans of student support at the various campuses, and the senior leaders at the campus and system level.
Members of this group don’t need to know about the day-to-day instructional and logistical happenings of the courses. They do, however, need easy access to information about course scheduling, staffing, and content, and they need to be able to reach instructors easily when they have specific questions.
Students who will be entering the AtD program also need a way to communicate with instructors and administrators.
They need easy access to information about the content of courses, when they’ll be scheduled, what they’ll cost, and what kinds of support will be available. They need to be updated on developments in the logistics of the courses, and they need to be able to consult with faculty and advisors when academic and personal problems arise.
Finally, there are occasions when members of the larger public need access to information about these courses. These include prospective Ivy Tech students throughout Indiana, as well as their parents and family members; leaders of businesses, government bodies, and communities that have an interest in Ivy Tech; and members of the general public who want to find out about Ivy Tech education.
For the most part, this group needs simple, concise information about the purposes and design of the success courses. From Ivy Tech’s point of view, it would also be advantageous if they knew how effective the courses have been.
To achieve all this, we recommend a communications strategy with three basic components: email lists, websites, and meetings.
The email lists will provide easy points of contact for those groups who need ongoing two-way communication. One email list, for example, would include all members of the instructional team throughout the system; this would enable members to easily find their counterparts at other campuses for consultation, and it would provide a mechanism for sending questions, syllabi, helpful materials and organizational queries to all members at once. A second list would include both the instructional staff and members of the support staff, allowing for easy queries from one group to the other. Separate lists of students would allow for ongoing updates about course logistics and scheduling.
Two webpages, one for internal use and another for external, would also facilitate communication. The internal page could be regularly updated to include current information about scheduling, staffing, requirements, and other logistical matters for all Ivy Tech campuses. Such a page would supply most of the communications needs of the support staff and the students on a daily basis. The external page would be much shorter, containing a description of the success courses and information about their impacts, to supply the needs of the larger public.
In addition to these electronic communications resources, we recommend regular system-wide meetings to allow for extended and informal communication among members of the instructional team and the system leadership. A semi-annual conference could gather all of those in supervisory and administrative positions related to the success courses, in order to share developments and strategies and discuss the courses with senior system leadership. An annual conference would gather instructors throughout the system for an extended opportunity to discuss their differing strategies and successes in teaching these courses. Such a conference could include meetings with senior leadership and presentations by external experts.
Team 5 (narrated ppt)
Achieving the DreamStudent Success Courses
Andrew Buckser Camille Kluttz-LeachAdolfo Santos Patricia Sendall Peter Wooldridge
Introduction More than 11 million students attend 1200community colleges in the US Enrollment rates have surged due torecessions
College completion rates for two-year degrees in 2009 28% overallPresident Obama (July 2009) challenge Boost community college graduates by 5 million by 2020 5
Lumina Foundation’s “Big Goal” By 2025, 60% of the American population Hold high-quality college degrees or credentials Quality education: Student outcomes, particularly learning outcomes 6
Community College Survey on StudentEngagement (CCSSE) National benchmarks of effective educationalprocess in community colleges Student engagement matters! 7
CCSSE benchmarks focus on institutional practicesand student behaviors that promote studentengagement, and that are positively related to studentlearning and persistence.Five benchmarks: Active and Collaborative Learning Student Effort Academic Challenge Student-faculty Interaction Support for Learners 8
Achieving the Dream (AtD): Community Colleges CountLaunched in 2004 Goal: To increase the academic success of communitycollege students First-Year Experience (FYE) efforts FYE programs focused interventions 9
STEM for Indiana and Ivy Tech Global Competitiveness and Ivy Tech
Disproportionately large number of jobs of the future will be in STEM fields In 2010, 3.7 Billion invested in STEM education While job growth between 2008-2018 is expected to be 10%, in STEM, expectation is 17% 63% of Associate’s Degree holders in STEM earn more than Bachelor’s Degree holders in non-STEM (Georgetown University Center on Education and the Workforce, Press Release Oct. 20,2011)
Average wages are 14.9% below national average Employment growth: ranks 49th of 50 states and DC Average wage growth: ranks 50 of 50 states and DC There were 4.41 patents per 10,000 employees vs. 6.95 for the US (Institute for Strategy and Competitiveness State of Indiana Economic Performance Indicators)
Education and Health Services Ranks 3rd in Medical devices Ranks 1st in prefabricated enclosures
Ivy Tech’s focus on technology and medical careers and degrees positions it very well for the demand and need that exists
Global Competitiveness Higher Education needs to increase educated workforce to remain globally competitive • Lumina Foundation: By the year 2025, 60 percent of Americans need hold high-quality postsecondary degrees or credentials • Korea, Canada and Japan all have populations of 25-34 year olds with Associate level degrees or higher exceeding 56%. The US – 41%
Indiana’s adult population excluding 65 olds and older– 4,032,925 Enrollment of roughly 165,000 students/ or 4% of adult population A six-fold increase in enrollment would mean Ivy Tech would educate 25% of those between 18 and 65 years of age Given Ivy Tech’s dominance of the community college system, it can has great potential for growth
Implement student preparedness policies and practices Expand and improve learning support services Implement successful scheduling, curriculum and instructional practices Mandatory Support Services for high-risk students Comprehensive Academic Advising System Develop incentives for associate degree completion Simplify transfer-oriented programs Develop a general education core Expand and improve dual enrollment courses Strategies for successful transition from high school Align curricula, academic rigor, assessment and communications Participate in statewide data systems tracking on dual enrollment
Student Success Center Subject Area Tutoring, WritingAssistance and Information Resources
RECENT HEADLINES:CHE Approves New Transfer Program for Ivy Tech Community College – Program Provides a SetCurriculum to Prepare Students for Transfer to All Indiana Institutions
ACADEMIC COURSES College and Life Success Study Skills Research Strategies Critical Thinking
LIFE SKILLS COURSES Health and Wellness Managing Personal Finances
SEMINAR COURSES First Year Seminar New Student Seminar
Key learning outcome terms include “proactive, self- awareness, effective, critical thinking, and creative thinking” Designed for students with no previous college experience Fall 2010 Cohort --Students enrolled in IVY 101 persisted to the spring 2011 semester at a significantly higher rate --Students enrolled in IVY 101 successfully completed their coursework at a significantly higher rate --Rates of persistence and successful course completion were similar across age range, gender, ethnicity, and enrollment in remedial courses
Key learning outcome terms/phrases include “apply, adjust, successfully navigate, impact, critical thinking, and explore” Designed for students with some previous college experience Fall 2010 Cohort: --Students enrolled in IVY 120 persisted to the spring 2011 semester at a significantly higher rate --Students enrolled in IVY 120 did not successfully complete their coursework at a significantly higher rate --Non-significant data trends suggest that gender, age, remedial course enrollment, and ethnicity might impact student performance
AtD report recommendation Communication of Enrollment Expectations IVY 120 Prerequisite Integration of student success course into programs of study
Highlight enrollment expectation Consider required enrollment in IVY 101 or 120 for all students Explore the unique needs of students enrolled in IVY 120 Survey students currently enrolled in IVY 101 and 120 Survey has been developed and deployed Survey results will be presented in January 2012
IVY Tech is well positioned to meet the emerging educational needs of Indiana students The use of student success courses as one piece of a FYE program is in line with national trends and supported by AtD data gathered by participating colleges across the nation An ongoing focus on best practices in the design and instruction of student success courses, and a well coordinated communication plan is critical for the college 44