FTCC - Executive Leadership Track


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Mike Alexander's presentation at the Fayetteville Technical Community College Teaching and Learning Summit, Executive Leadership Track.

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FTCC - Executive Leadership Track

  1. 1. Fayetteville Technical Community College Teaching and Learning Summit 2/12/10 Executive Leadership Track Mike Alexander VP of National Accounts
  2. 2. Goals of Summit <ul><li>Examine issues that impact student success in hybrid and online learning environments at local community colleges in concert with local community needs </li></ul><ul><li>Discuss solutions to these issues </li></ul>
  3. 3. Goals of Executive Leadership Track <ul><li>Examine the following issues at the executive leadership level </li></ul><ul><ul><li>Student retention </li></ul></ul><ul><ul><li>Enrollment Growth </li></ul></ul><ul><ul><li>Partnering in Workforce Development </li></ul></ul><ul><li>Discuss best practices and solutions </li></ul>
  4. 4. Are Students Ready? <ul><li>More than half of 2007 ACT-tested high school graduates were not prepared to take a credit-bearing, entry level College Algebra course. </li></ul><ul><ul><li>(ACT) </li></ul></ul><ul><li>Deficits in basic skills cost businesses, colleges and states up to $17 billion annually in lost productivity and remedial costs. </li></ul><ul><ul><li>(Achieve Inc.) </li></ul></ul><ul><li>20% of graduating seniors at four-year colleges and 30% at two-year colleges struggled with such basic quantitative tasks as balancing a checkbook, figuring out a tip, or determining the amount of interest on a loan. </li></ul><ul><ul><li>(American Institutes for Research ) </li></ul></ul>
  5. 5. Are Students College-Ready? <ul><li>For every 100 9 th graders: </li></ul><ul><li>68 graduate on time </li></ul><ul><li>Of those, 40 enroll directly in college </li></ul><ul><li>Of those, 27 are still enrolled the following year </li></ul><ul><li>Of those, 18 earn an associates degree within 3 years or a bachelors within 6 years </li></ul><ul><li>82 don’t make it </li></ul><ul><ul><li>(National Center on Education and the Economy ncee.org) </li></ul></ul>
  6. 6. Progress & Completion: CC Graduation Rates (2007)
  7. 7. Are Students Life-Ready? <ul><li>2008 Oxford Survey of “Most Important Employee Skills” </li></ul><ul><li>Employers said employees achieved 15% of these regularly </li></ul>
  8. 8. Defining Retention <ul><li>Retention – continued student participation in a course, program, institution or system </li></ul><ul><li>Attrition – a decline in the number of students from the beginning to the end of a course, program, institution or system </li></ul><ul><li>Persistence – the result of a student’s decision to continue his/her participation in a course, program, institution or system </li></ul>
  9. 9. Common Measures of Retention <ul><li>Course Completion Rate </li></ul><ul><ul><li>Student completes a course </li></ul></ul><ul><li>Success Rate </li></ul><ul><ul><li>Student completes a course with a C/D or better </li></ul></ul><ul><li>Start to Add/Drop or Add/Drop to End of Term </li></ul><ul><li>Term-over-Term Retention </li></ul><ul><ul><li>Student enrolls in the next term </li></ul></ul><ul><li>Program Retention </li></ul><ul><ul><li>Student completes program </li></ul></ul><ul><li>Other Examples? </li></ul>
  10. 10. Drivers of Attrition? <ul><li>Isolation </li></ul><ul><li>Academic Difficulty </li></ul><ul><li>Adjustment to College </li></ul><ul><li>Lack of Goals (Academic/Life/Career) </li></ul><ul><li>Lack of Family Support </li></ul><ul><li>Financial Strain </li></ul><ul><li>Uncertainty/Confusion </li></ul><ul><li>Lack of Commitment </li></ul><ul><li>Poor Integration With Community </li></ul><ul><li>Incongruence </li></ul><ul><li>Lack of Appropriate Follow-up </li></ul>
  11. 11. Challenge <ul><li>How do you identify and manage these drivers before students drop out? </li></ul>
  12. 12. Opportunity <ul><li>Support students attain their educational goals </li></ul><ul><li>Identify trends in course/program completion rates </li></ul><ul><li>Take appropriate action to increase quality of courses and programs </li></ul><ul><li>Quickly respond to at risk students </li></ul>
  13. 13. Developing a Retention Strategy <ul><li>Ensure college-wide commitment to improving retention </li></ul><ul><ul><li>Develop a student retention “culture” </li></ul></ul><ul><li>Assign responsibility for student retention </li></ul><ul><ul><li>Ensure that someone “owns” the process & outcomes </li></ul></ul><ul><li>Analyze the entire student lifecycle </li></ul><ul><li>Establish college, program and course-Level goals for retention: </li></ul><ul><ul><li>What is your benchmark today for every step of the student lifecycle? </li></ul></ul><ul><ul><li>Define your metrics </li></ul></ul><ul><ul><li>Commit to on-going measurement and analysis </li></ul></ul>
  14. 14. Prioritize Your Efforts <ul><li>“Top 10/Bottom 10” </li></ul><ul><ul><li>Specific programs </li></ul></ul><ul><ul><li>Developmental/Gateway courses </li></ul></ul><ul><li>Key elements of the new student experience </li></ul><ul><ul><li>Enroll to start? </li></ul></ul><ul><ul><li>Start to add/drop? </li></ul></ul><ul><ul><li>Add/drop to end of term? </li></ul></ul>
  15. 15. Prioritize Your Efforts (Cont.) <ul><li>Identify and define your at-risk factors </li></ul><ul><ul><li>Course activity/engagement </li></ul></ul><ul><ul><li>Prior grades </li></ul></ul><ul><ul><li>Course load </li></ul></ul><ul><ul><li>Job situation </li></ul></ul><ul><ul><li>First time online student </li></ul></ul><ul><ul><li>When the student enrolled </li></ul></ul><ul><ul><li>Others? </li></ul></ul>
  16. 16. Student Retention Lifecycle
  17. 17. Beatty - Guenter
  18. 18. Student Retention Lifecycle
  19. 19. Typical On-Ground Student Support System <ul><li>How does this translate to online students? </li></ul>
  20. 20. Enroll to Start <ul><li>Common for 20%-50% of newly enrolled online students not to start </li></ul><ul><li>Survey past dropped students to begin identifying risk factors </li></ul><ul><li>Survey and segment the population of starting students based on “readiness” and risk factors </li></ul><ul><ul><li>Target discrete segments and not the whole universe </li></ul></ul><ul><ul><li>Provide pro-active messaging and services to individual students based on their needs – writing skills, math skills, time management, etc. </li></ul></ul>
  21. 21. Enroll to Start (Cont.) <ul><li>Preparing the student for the online experience – setting the right expectations </li></ul><ul><ul><li>Orientation to your institution’s online experience – navigation, assignments, threaded discussions, synchronous activities </li></ul></ul><ul><li>Prior to start </li></ul><ul><ul><li>Establish full plan for course of study </li></ul></ul><ul><ul><li>Assign an advisor to the student – “warm transfer” </li></ul></ul>
  22. 22. Start to End of Term – Operations <ul><li>Analyze high risk periods/factors </li></ul><ul><ul><li>Start to add/drop, 1st 3 days of term, FA award notification, 2 nd term, course time/activities completed </li></ul></ul><ul><li>Leverage daily reporting on reporting of “at-risk” students and faculty to proactively support/intervene </li></ul><ul><li>Analyze trends in student and faculty activity that correlate to student retention </li></ul><ul><ul><li>By program, course, section </li></ul></ul><ul><ul><li>Term over term, year over year </li></ul></ul>
  23. 23. Start to End of Term – Academics <ul><li>Provide faculty with on-going training and support </li></ul><ul><li>Establish an on-going program and course audit process to assess those below retention standards </li></ul><ul><li>Leverage 3 rd party tutoring resources such as Smarthinking </li></ul><ul><li>Evaluate supplemental publisher content such as MyMathLab , etc. </li></ul><ul><li>Identify programs/courses where synchronous sessions could improve student engagement </li></ul>
  24. 24. Retention Strategy Components <ul><li>Strategic </li></ul><ul><ul><li>Make it an institutional priority; embed in strategic planning process </li></ul></ul><ul><ul><li>Solicit senior leadership support, including the Board </li></ul></ul><ul><ul><li>Build bridges/breakdown silos between Academic and Student Support </li></ul></ul><ul><ul><li>Seriously consider joining the Achieve the Dream movement </li></ul></ul><ul><ul><li>Adopt a culture of evidence based on data </li></ul></ul><ul><ul><li>Engage in “courageous conversations” </li></ul></ul>
  25. 25. Retention Strategy Components (Cont.) <ul><li>Operational </li></ul><ul><ul><li>Identify key student and faculty trends by program, course & section that correlate to retention </li></ul></ul><ul><ul><li>Establish benchmarks for program, course and section faculty / student time and activity </li></ul></ul><ul><ul><li>Define at-risk factors based on retention data </li></ul></ul><ul><ul><li>Indentify reporting requirements/data defined by strategic analysis </li></ul></ul><ul><ul><li>Run daily/weekly reporting of student and faculty activity, grade-to-date, etc. </li></ul></ul><ul><ul><li>Identify at-risk students and faculty based on their course-level activity </li></ul></ul>
  26. 26. Retention Strategy Components (Cont.) <ul><li>Support </li></ul><ul><ul><li>Evaluate placement tests for effectiveness </li></ul></ul><ul><ul><li>Make student orientations mandatory and meaningful (embed academic advising) </li></ul></ul><ul><ul><li>Require study skills courses, such as ACA 111 and 112 </li></ul></ul><ul><ul><li>Consider more “pairings” (student cohorts, faculty members with counselors/advisors, developmental courses with gateway courses) </li></ul></ul><ul><ul><li>Accelerate developmental courses </li></ul></ul><ul><ul><li>Consider more pre-requisites (English/Reading before History) </li></ul></ul><ul><ul><li>Identify “at-risk” students based on Help Desk activity </li></ul></ul><ul><ul><li>Offer professional development for faculty on advising/counseling (in addition to just teaching and learning methods) </li></ul></ul>
  27. 27. Summary <ul><li>Gain and reinforce college-wide commitment to student retention </li></ul><ul><li>Analyze the entire student lifecycle </li></ul><ul><li>Leverage student and faculty activity data to identify key trends </li></ul><ul><li>Continually evaluate the “Top 10/Bottom 10” </li></ul><ul><li>Implement a program and course audit and enhancement process </li></ul><ul><li>Evolve your retention metrics and process as your program evolves </li></ul>
  28. 28. Best Practice Example - CPCC <ul><li>In 2003, Central Piedmont Community College developed and began implementing an Integrated Retention System to address the needs of under-prepared students entering the College </li></ul><ul><li>Components of the System fall under the Gates Foundation’s focus on post-secondary improvement and improving student access, retention and support </li></ul><ul><li>Components of the system include: </li></ul><ul><ul><li>Improved Student Services </li></ul></ul><ul><ul><ul><li>An expanded and improved model for high risk students operating from student success centers at each campus </li></ul></ul></ul><ul><ul><ul><li>Two new assessment instruments to determine student learning cognitive styles and personality types </li></ul></ul></ul><ul><ul><ul><li>An accelerated schedule (one week) of ACA111 for all entering high risk students – 40 sections planned for summer 2010 </li></ul></ul></ul>
  29. 29. Best Practice Example – CPCC (Cont.) <ul><ul><li>Improved faculty skills </li></ul></ul><ul><ul><ul><li>A faculty training series to integrate student learning styles and student success strategies into teaching </li></ul></ul></ul><ul><ul><ul><li>An online supplemental instruction tutoring program for developmental English and reading </li></ul></ul></ul><ul><ul><li>Improved technology for student tracking </li></ul></ul><ul><ul><ul><li>An online student profile providing faculty and staff with access to demographic and performance data, student goals and assessment results </li></ul></ul></ul><ul><ul><ul><li>A predictive modeling/early warning program to identify students for intervention services </li></ul></ul></ul>
  30. 30. Best Practice Example – CPCC (Cont.) <ul><li>CPCC has achieved excellent, measurable results in both student success and retention of entering at-risk students. </li></ul><ul><ul><li>In-term retention rates for all developmental students have improved from 67.7% in 2001 to 87.8% in 2009. </li></ul></ul><ul><ul><li>In-term retention rates for this same population who successfully completed the ACA111 orientation course was 93.5%. </li></ul></ul><ul><ul><li>Fall to Spring term new student retention increased from 58.4% in 2003 to 67.0% in 2008. </li></ul></ul><ul><li>A college-wide Retention Committee was established in 2005 to take an organized approach to issues related to student retention. Using a “research first” approach, best practices studied, benchmarks are set, and then pilot projects are used to test ideas for improving retention. </li></ul>
  31. 31. Managing Online Enrollment Growth <ul><li>Fall 2008 online enrollments were up 17% year-over-year, with about 4.8 M students taking at least one course online. </li></ul><ul><ul><li>(2009 Sloan Survey of Online Learning) </li></ul></ul><ul><li>The share of students taking at least one course online reached 25.3%. </li></ul><ul><ul><li>(Babson Survey Research Group) </li></ul></ul><ul><li>96% of community colleges offer fully online courses and 66% offer hybrid courses </li></ul><ul><ul><li>(the Campus Computing Project) </li></ul></ul><ul><li>More courses are taught fully online and/or in a hybrid mode than traditionally taught courses </li></ul><ul><ul><li>(Gartner 2007 Higher Education Survey) </li></ul></ul>
  32. 32. Managing Online Enrollment Growth (Cont.) <ul><li>Students who take all or part of their course fully online perform better, on average, than those taking the same course through traditional face-to-face instruction </li></ul><ul><ul><li>(Evaluation of Evidence-based Practices in Online Learning 2009 – DOE) </li></ul></ul><ul><li>Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face than did fully online instruction </li></ul><ul><ul><li>(Evaluation of Evidence-based Practices in Online Learning 2009 – DOE) </li></ul></ul><ul><li>Fully online learners report “deeper approaches” to learning than classroom-based learners </li></ul><ul><ul><li>(The National Survey of Student Engagement NSSE) </li></ul></ul>
  33. 33. Managing Online Enrollment Growth (Cont.) <ul><li>Many chief academic officers doubt that their faculty truly respect online learning. </li></ul><ul><li>The overall numbers of chief academic officers who believe their faculty endorse online learning would be lower if it were not for community colleges and for-profit higher education. </li></ul><ul><ul><li>(2009 Sloan Survey of Online Learning) </li></ul></ul>
  34. 34. Enrollment Growth = Staffing Growth <ul><li>Student to Teacher Ratio </li></ul><ul><ul><li>F2F: 17-19 (Best Practice) </li></ul></ul><ul><ul><li>Online: 30-35 (Best Practice) </li></ul></ul><ul><li>Student to Advisor Growth </li></ul><ul><ul><li>UoP: 730:1 </li></ul></ul><ul><ul><li>Average: 150:1 </li></ul></ul>
  35. 35. Enrollment Growth: Faculty Considerations <ul><li>Course Development Help (Shop) </li></ul><ul><li>Faculty Mentors </li></ul><ul><li>Use Student Services for At-Risk Follow-up </li></ul><ul><li>Encourage (Train On) Differentiated Tools For Same Outcomes/Less Work </li></ul><ul><li>Curriculum Integration Events </li></ul><ul><li>Standardize Nomenclature, Templates, Etc. </li></ul>
  36. 36. eLearning Platforms <ul><li>57% of higher education institutions are supported by two or more e-learning platforms. </li></ul><ul><li>Although commercial e-learning platforms are still in the majority, there is a clear movement in the market toward more OSS e-learning platforms. </li></ul><ul><ul><li>(Gartner 2007 Higher Education Survey) </li></ul></ul><ul><li>The maturity of the Internet, along with major advances in software design and security, have positioned Software-as-a-Service (SaaS) as the way IT services will be purchased and delivered in the future. </li></ul><ul><ul><li>(campus technology.com 7/08) </li></ul></ul>
  37. 37. Partnering in Workforce Development <ul><li>Create “fast-track job training programs that support displaced workers complete job training as quickly as possible </li></ul><ul><li>Offer degree programs that prepare individuals for careers in “fast growing” occupations </li></ul><ul><li>Work closely with community agencies to connect displaced workers with resources for advancing their educational credentials </li></ul><ul><li>Offer free information sessions to help individuals better understand program offerings and the Workforce Investment Act (WIA) process </li></ul>
  38. 38. Partnering in Workforce Development (Cont.) <ul><li>Work closely with businesses to identify areas where jobs currently exist or may be in demand in the future </li></ul><ul><li>Create a website that includes information about and links to resources that help individuals transition to new careers </li></ul><ul><li>Work with local businesses to assist with customized training to retain a competitive workforce or with outplacement services </li></ul>