Necc atd lacc_presentation_final_b

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Necc atd lacc_presentation_final_b

  1. 1. Los Angeles Community College District Annual Summit Friday September 23, 2011 Keynote: Experiencing Achieving the Dream at Northern Essex Community College
  2. 2. Be alert for the Epiphanies… … and think hard about how to use them
  3. 3. Keynote Agenda Introduction/Background Impact of Achieving the Dream at Northern Essex Fishbone Exercise Epiphany: The Importance of Policy Faculty Interest in Achieving the Dream
  4. 4. Your Guides Rick Lizotte: Professor of ESL, instructional designer, faculty leader; 26 years at NECC Co-Chairs of the Northern Essex Community College (NECC) Achieving the Dream Core Team: Bill Heineman: Faculty member, Dean, and now Vice President of Academic Affairs; 15 years at NECC
  5. 5. NECC Facts Located in Haverhill and Lawrence, Massachusetts
  6. 6. NECC Facts Over 7000 credit students each semester On suburban Haverhill campus And urban Lawrence campus Demographics 62% part-time 62% female 40% minority (28% Hispanic) Average age: 27 Median age: 23
  7. 7. Achieving the Dream Comes to NECC Four principles of institutional improvement Committed leadership Use of evidence Broad engagement Systemic institutional improvement
  8. 8. Precursors to Achieving the Dream Strategic Planning Key Performance Indicators Process Management Other “pockets” of a research-based approach: in grants by individual faculty in their own inquiry
  9. 9. A Faculty Member’s Perspective Why join Achieving the Dream? <ul><li>Frustration with previous projects </li></ul><ul><ul><li>Got good results, but </li></ul></ul><ul><ul><li>No institutional follow-through </li></ul></ul><ul><ul><li>No support for the research </li></ul></ul>
  10. 10. A Faculty Member’s Perspective Why join Achieving the Dream? <ul><li>Achieving the Dream’s Attraction </li></ul><ul><ul><li>Focuses on research and evidence </li></ul></ul><ul><ul><li>Relies on committed leadership (at all levels) and institutionalization of efforts </li></ul></ul><ul><ul><li>Provides support for research in the data facilitator </li></ul></ul><ul><ul><li>Has connection to other colleges with other ideas </li></ul></ul><ul><li>So I became the Core Team co-chair </li></ul>
  11. 11. A Faculty Member’s Perspective Investment Grant Year tasks <ul><li>Based on IR data and other explorations </li></ul><ul><li>Identified </li></ul><ul><li>Cohorts with retention problems </li></ul><ul><ul><ul><li>males, younger students, Hispanics </li></ul></ul></ul><ul><li>Possible interventions for these cohorts </li></ul><ul><li>math, advising, first year-experience </li></ul>
  12. 12. A Faculty Member’s Perspective Investment Grant Year tasks <ul><li>Initial look at causes of cohort problems: </li></ul><ul><li>fishbone diagramming exercise </li></ul><ul><ul><li>Committees and departments asked to complete diagram in advance—why are students not retained? </li></ul></ul><ul><ul><li>All-college forum: staff and faculty </li></ul></ul><ul><ul><li>Rich ideas on causes of lack of retention </li></ul></ul><ul><ul><li>English Dept. asks for more and better data! </li></ul></ul><ul><ul><li>Indication that practices and policies also involved </li></ul></ul>
  13. 13. A Faculty Member’s Perspective Investment Grant Year tasks <ul><li>Devised three interventions based on </li></ul><ul><ul><li>IR data </li></ul></ul><ul><ul><li>previous research at other colleges </li></ul></ul><ul><ul><li>and these initial exploration of causes </li></ul></ul>Built five teams <ul><li>Began </li></ul><ul><ul><li>to use effort to clarify challenges for students </li></ul></ul><ul><ul><li>to focus on initiatives addressing those challenges </li></ul></ul>
  14. 14. A Faculty Member’s Perspective AtD produced results <ul><li>An example: Math </li></ul><ul><ul><li>IR work showed worst problems in developmental math </li></ul></ul><ul><ul><li>Strategies were proposed </li></ul></ul><ul><ul><li>Better results after four years in math—a sample of our results (still need to see if trend continues ) </li></ul></ul>48% 53% 64% 60%
  15. 15. A Faculty Member’s Perspective AtD changed the college <ul><li>More focus on student success goals from AtD </li></ul><ul><li>Broad cultural change across the college toward use of evidence </li></ul><ul><ul><li>Both in looking at causes of problems </li></ul></ul><ul><ul><li>And in evaluating solutions </li></ul></ul><ul><li>This process produced results which were </li></ul><ul><ul><li>Summative, in the retention and graduation data </li></ul></ul><ul><ul><li>But also formative-with surveys of all stakeholders indicating effectiveness of interventions and relation to retention </li></ul></ul>
  16. 16. A Faculty Member’s Perspective AtD changed the college <ul><li>Achieving the Dream spurred other efforts, among them </li></ul><ul><ul><li>Staff-faculty interest group on Latino male student retention </li></ul></ul><ul><ul><li>Staff-faculty interest group on reading skills development </li></ul></ul><ul><ul><li>Writing alignment group for transition from ESL to Basic Writing to English Composition I </li></ul></ul>
  17. 17. Fishbone Diagram Exercise your turn to theorize about causes of effects
  18. 18. Filled-in Fishbone Diagram
  19. 19. Back to Fishbone: Lessons Learned? Including a wide constituency promotes broad engagement taps valuable experience/multiple perspectives Models culture of inquiry you are trying to build starts with questions develops hypotheses searches for evidence to prove/disprove
  20. 20. One Epiphany for NECC … So do college policies, both large and small Changes in policy proposed and passed No more late registration Mandating developmental prerequisites The “three-peat” rule Eliminating marks that encourage course dropping One-year limit on placement exam results Although instruction, advising, and support in first-year do influence student success…
  21. 21. Thank You! Questions? Rick Lizotte: [email_address] Bill Heineman: wheineman@necc.mass.edu
  22. 22. Achievements in Years 1-3 Mostly modest but steady progress in the numerical goals we set for students

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