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De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
De for fin aid, ir, registrars group june 2013
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De for fin aid, ir, registrars group june 2013

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  • IR reporting template is a work in progress – we are interested in student success in a college level course.
  • Transcript

    • 1. Developmental Education Redesign Financial Aid/Institutional Research/Registrar’s Retreat June 13th PCC
    • 2. Have you heard about it?
    • 3. Do you know why redesign
    • 4. Current success data
    • 5. High attrition rates are a structural problem • For students who place two levels below a college course there are 5 “exit points” ▫ Do they pass the first course ▫ Do they enroll in the next course? ▫ Do they pass the second course? ▫ Do they enroll in the college-level course? ▫ Do they pass the college-level course? • Students placing three levels down have 7 exit points.
    • 6. Why high attrition rates are a structural problem ▫ Do they pass the first course 63% ▫ Do they enroll in the next course? 80% ▫ Do they pass the second course? 63% ▫ Do they enroll in the college-level course? 80% ▫ Do they pass the college-level course? 63% 63% x 80% x 63% x 80% x 63%
    • 7. Why high attrition rates are a structural problem ▫ Do they pass the first course 63% ▫ Do they enroll in the next course? 80% ▫ Do they pass the second course? 63% ▫ Do they enroll in the college-level course? 80% ▫ Do they pass the college-level course? 63% 63% x 80% x 63% x 80% x 63% .63 x .8 x .63 x .8 x .63 = 16%
    • 8. Scale projects • Locally ▫ Denver ▫ Front Range ▫ Aurora • Nationally ▫ Baltimore ▫ Chabot ▫ Los Medinos ▫ Austin Peay
    • 9. Areas for immediate campus decisions • Math • CCR • Student services • Timing
    • 10. Course delivery • CCR ▫ Soft landing and/or 091/092 ▫ Studio D and/or Studio 121 • Math ▫ Assessment prep delivery ▫ Co-requisite labs, all, some, none
    • 11. Student Services • Minimum three CCSSE strategies for planning, initiating, and sustaining success ▫ Orientation ▫ Goal setting and planning ▫ No late registrations ▫ First year experience ▫ Student success course ▫ Tutoring ▫ Supplemental instruction ▫ Case management/academic advising/career coaches
    • 12. Evaluation • Successful completion of a 100 level college course • How are you going to evaluate the redesign on your campus? • Are there goals or outcome measures your faculty have set on your campus?
    • 13. Timeline Fall 2013 Ramp up projects Spring 2014 Transition Fall 2014 Full Implementation
    • 14. Break into college groups • What are the plans on your campus? ▫ CCR ▫ Math ▫ Student services • How is your office going to be involved?
    • 15. Share college plans
    • 16. Questions
    • 17. Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant awarded to the Colorado Online Energy Training Consortium (COETC).

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