The document discusses strategies for increasing graduation rates at community colleges. It provides details on Jim Simpson's automated processes at Florida State College at Jacksonville to improve graduation outcomes, including Auto-GRAD, Auto-POP, Auto-POS, and Auto-ART. These automated systems help populate student records with accurate program of study codes, audit degrees, and award articulated credit. The document also discusses progression tracking tools and maximizing program design to expand the number of graduates.
Lindamood-Bell Learning Center Results report from 2009 student population. Information on decoding/reading, encoding/spelling, comprehension, critical thinking, vocabulary, math, oral directions, word attack, word recognition, paragraph reading. All grade levels, including adults and students with prior diagnosis of dyslexia, hyperlexia, ADD/ADHD, and autism spectrum disorders.
Brock University Faculty of Social Sciences Annual Report 2010-11BrockSocSci
The annual report summarizes the activities of the Faculty of Social Sciences at a university for 2010-11. Enrolment and graduate numbers increased from the previous year. Faculty produced quality research and teaching. Major contributions were made to research projects and awards were won by faculty and staff. The report provides statistics on enrolment, courses, programs, research, and service.
This document summarizes a briefing on Orange County development. It was presented by multiple sponsors and discussed the residential real estate market, commercial real estate trends, Orange County planning, economic development, Main Street properties, and the Carolina North research campus project at UNC-Chapel Hill. Key points included recovery in the housing market in 2012, trends in different commercial real estate sectors, balancing growth and rural preservation in Orange County, and the planned phased development of Carolina North over 20 years.
The School District of Philadelphia Facilities Master Plan Community Meeting document outlines goals and strategies to improve student outcomes and ensure financial stability. It discusses declining enrollment, poor academic performance in reading and math, budget decreases, and facility utilization rates. The document also summarizes the multi-phase process used to identify schools for potential actions, including public meetings, criteria like academic performance and building quality, and ensuring sufficient space. Finally, it provides context on the Northwest Planning Area and notes that about half of students in that area attend schools outside their neighborhood.
This document provides instructions for students at Lorain County Community College to request an official transcript through their student self-service portal. It outlines the steps to select the transcript request option, choose the institution and option for sending, update the address if needed, and submit the request. Students are advised to complete separate requests if transcripts need to be sent to multiple locations.
This document provides instructions for students to search for global courses in their student center. It details how to access the enroll link, select a term, click add and search to enter a course prefix and use "Contains" and the letters "G" in the course number field to find all global sociology courses matching that criteria.
This document provides instructions for students to pay tuition online through their MyCampus Student Self-Service account. It outlines navigating to the Make a Payment option in the Student Center, selecting fees to add to their cart, entering payment details at checkout, and submitting credit card information to complete the tuition payment.
Lindamood-Bell Learning Center Results report from 2009 student population. Information on decoding/reading, encoding/spelling, comprehension, critical thinking, vocabulary, math, oral directions, word attack, word recognition, paragraph reading. All grade levels, including adults and students with prior diagnosis of dyslexia, hyperlexia, ADD/ADHD, and autism spectrum disorders.
Brock University Faculty of Social Sciences Annual Report 2010-11BrockSocSci
The annual report summarizes the activities of the Faculty of Social Sciences at a university for 2010-11. Enrolment and graduate numbers increased from the previous year. Faculty produced quality research and teaching. Major contributions were made to research projects and awards were won by faculty and staff. The report provides statistics on enrolment, courses, programs, research, and service.
This document summarizes a briefing on Orange County development. It was presented by multiple sponsors and discussed the residential real estate market, commercial real estate trends, Orange County planning, economic development, Main Street properties, and the Carolina North research campus project at UNC-Chapel Hill. Key points included recovery in the housing market in 2012, trends in different commercial real estate sectors, balancing growth and rural preservation in Orange County, and the planned phased development of Carolina North over 20 years.
The School District of Philadelphia Facilities Master Plan Community Meeting document outlines goals and strategies to improve student outcomes and ensure financial stability. It discusses declining enrollment, poor academic performance in reading and math, budget decreases, and facility utilization rates. The document also summarizes the multi-phase process used to identify schools for potential actions, including public meetings, criteria like academic performance and building quality, and ensuring sufficient space. Finally, it provides context on the Northwest Planning Area and notes that about half of students in that area attend schools outside their neighborhood.
This document provides instructions for students at Lorain County Community College to request an official transcript through their student self-service portal. It outlines the steps to select the transcript request option, choose the institution and option for sending, update the address if needed, and submit the request. Students are advised to complete separate requests if transcripts need to be sent to multiple locations.
This document provides instructions for students to search for global courses in their student center. It details how to access the enroll link, select a term, click add and search to enter a course prefix and use "Contains" and the letters "G" in the course number field to find all global sociology courses matching that criteria.
This document provides instructions for students to pay tuition online through their MyCampus Student Self-Service account. It outlines navigating to the Make a Payment option in the Student Center, selecting fees to add to their cart, entering payment details at checkout, and submitting credit card information to complete the tuition payment.
This document provides instructions for viewing a student's financial information in their student center. It outlines the steps to access accounts, view account activity history, check charges due and payment history, see pending financial aid awards, and return to the student center main page. The steps are to click the student center link, then click account inquiry, activity, charges due, payments, or pending aid links to view the relevant financial information.
LCCC's website will be redesigned and launched on February 5th. The new site will feature a redesigned home page focused on students, dedicated "Gateway Pages" for different user groups, and improved navigation tools like a QuickFind search and a Deep Footer visible on all pages. The initial launch will update the look and feel as well as home and gateway pages, while individual page content will be revised over the next year.
The document summarizes a workshop to renovate the Multi-Purpose Center and Physical Sciences and Health Sciences buildings at Lorain County Community College. It discusses assessing space needs, analyzing existing capacities, reviewing trends in learning space design, and developing scenarios and alternatives for renovating the buildings. The goals are to address lab science needs, improve the overall learning environment, and plan for potential continued enrollment growth.
To drop a course, access the Student Center and click Enroll to view current courses, then select Drop and choose the term. Select the class to drop, click Drop Selected Classes, and then Finish Dropping to complete removing the course from your schedule.
The document provides information about two options for high school students to take college courses: PSEO-B and Credit-in-Escrow/Option A. PSEO-B offers free tuition and books, and counts credits toward both high school and college transcripts, but has GPA and assessment requirements. Credit-in-Escrow allows students to pay for courses that count toward college transcripts and potentially high school credit as well, with less stringent GPA requirements. The document outlines eligibility standards, application deadlines and processes, course selection guidelines, financial implications, and potential benefits and risks to consider for these dual enrollment options.
The document provides instructions for viewing the status of an admissions application in a student center by clicking the student center link, viewing any admissions or enrollment holds, and scrolling down to see the status of the application.
LCCC is constructing a new college center. The project began in January 2010 and is expected to be completed by June 2011. When finished, the new building will provide students and faculty with modern classrooms, a student lounge, library, and cafeteria.
This document provides supplemental orientation information for PSEO (Postsecondary Enrollment Options) students at Lorain County Community College. It outlines key details about choosing courses, getting books, withdrawing from classes, registration, and what is needed for success. PSEO students are responsible for following the program policies in the handbook and presentation. They can take a range of college courses and should see their high school counselor for approval and assistance.
This document provides instructions for swapping a course in 3 steps: 1) Click the Swap link in the student center and select the term, 2) Select the class to swap from your class list and search for the new class, 3) Select the new class and click Finish Swapping to complete the swap.
This document provides information about post-secondary enrollment options at LCCC for high school students. It outlines two programs: PSEO-B which provides free tuition and books, and Credit-in-Escrow where students pay for courses. Eligibility requirements vary by grade level. The document reviews the application process, course selection options, limitations, and benefits of participating including reduced college costs and career exploration. Potential cautions discussed include difficulty balancing high school activities and college-level work.
The document outlines two options for high school students to take college courses - PSEO B and Credit-in-Escrow/Option A. PSEO B offers free tuition and books, and the credits count towards both high school and college transcripts, but courses must be taken during the academic year. Credit-in-Escrow allows courses to be taken during the summer as well and has an application deadline 3 weeks before the term starts, but the student/parents pay tuition. The document then details GPA requirements for each grade level to qualify for these programs and potential benefits and cautions for students participating.
The document describes the What-If report feature available on MyCampus Student Self-Service Tools. The What-If report allows students to see the additional requirements needed to complete different degree programs by selecting up to three academic programs and having a report generated showing courses that have been satisfied and those still needed. It also allows students to add specific courses to a report to see how those courses would affect their current program requirements.
This document provides instructions for students to enroll in courses using the MyCampus Student Self-Service tools. It explains that students can search for courses needed to graduate based on their declared degree program or courses they have saved in their academic planner. It outlines clicking the Student Center link, then Enroll, and selecting either "My Requirements" to see remaining degree requirements or "My Planner" to view saved courses.
To search for a blended course, select the Student Center link and then Enroll to choose a term. From there, click Add and Search to see all blended classes, after selecting Blended Method as the mode of instruction in the additional search criteria.
The document is dated June 2009. It does not provide any other context or details within the document itself. A single date of June 2009 is the only information given.
The document provides a strategic energy plan for Lorain County Community College. It recommends investments in building efficiency upgrades, controls/meters, a hot water network, and combined heat and power generation. It also recommends active energy management through scheduling, weather-predictive controls, and greenhouse gas tracking. The plan estimates the college could achieve a 37% increase in energy efficiency and 39% reduction in greenhouse gases, exceeding Ohio's 20% reduction target. The internal rate of return for investments is estimated at 8-15%.
Les facteurs clés pour réussir votre projet d'application mobile en santéInteraction Healthcare
Il existe près de 165 000 applications bien-être et santé sur les Stores. Face à cette offre pléthorique, il est essentiel de se démarquer en mettant en place une méthodologie de conception, de déploiement et de communication adaptée à la cible et aux contraintes juridiques et réglementaires.
Agilité en environnement massivement procédural (Agile Dojo AgilBee de Mai 2013)Jean-Luc MAZE
Support de la présentation effectuée le 14 mai 2013 dans le cadre de la soirée Agile Dojo organisée à Paris par la Sté AgilBee.
Le contenu de la présentation reflète mon analyse personnelle et n'engage que moi
Bonne lecture
Jean-Luc MAZE
The document provides analysis and statistics on JAMB applicants for 2012. Some key points:
- Total applicants were 1,503,889, seeking about 500,000 admission spaces. The fate of the remaining 70% is unclear.
- Federal institutions will admit 68.56% of candidates, state 29.87%, and private 1.57%, despite private institutions outnumbering federal and state.
- Top courses applied to were social sciences, administration, medical, engineering and science. Top institutions mirrored this trend.
- Only 10% of applicants to top institutions like UNILAG are offered admission, highlighting the competitiveness of admission.
This document provides instructions for viewing a student's financial information in their student center. It outlines the steps to access accounts, view account activity history, check charges due and payment history, see pending financial aid awards, and return to the student center main page. The steps are to click the student center link, then click account inquiry, activity, charges due, payments, or pending aid links to view the relevant financial information.
LCCC's website will be redesigned and launched on February 5th. The new site will feature a redesigned home page focused on students, dedicated "Gateway Pages" for different user groups, and improved navigation tools like a QuickFind search and a Deep Footer visible on all pages. The initial launch will update the look and feel as well as home and gateway pages, while individual page content will be revised over the next year.
The document summarizes a workshop to renovate the Multi-Purpose Center and Physical Sciences and Health Sciences buildings at Lorain County Community College. It discusses assessing space needs, analyzing existing capacities, reviewing trends in learning space design, and developing scenarios and alternatives for renovating the buildings. The goals are to address lab science needs, improve the overall learning environment, and plan for potential continued enrollment growth.
To drop a course, access the Student Center and click Enroll to view current courses, then select Drop and choose the term. Select the class to drop, click Drop Selected Classes, and then Finish Dropping to complete removing the course from your schedule.
The document provides information about two options for high school students to take college courses: PSEO-B and Credit-in-Escrow/Option A. PSEO-B offers free tuition and books, and counts credits toward both high school and college transcripts, but has GPA and assessment requirements. Credit-in-Escrow allows students to pay for courses that count toward college transcripts and potentially high school credit as well, with less stringent GPA requirements. The document outlines eligibility standards, application deadlines and processes, course selection guidelines, financial implications, and potential benefits and risks to consider for these dual enrollment options.
The document provides instructions for viewing the status of an admissions application in a student center by clicking the student center link, viewing any admissions or enrollment holds, and scrolling down to see the status of the application.
LCCC is constructing a new college center. The project began in January 2010 and is expected to be completed by June 2011. When finished, the new building will provide students and faculty with modern classrooms, a student lounge, library, and cafeteria.
This document provides supplemental orientation information for PSEO (Postsecondary Enrollment Options) students at Lorain County Community College. It outlines key details about choosing courses, getting books, withdrawing from classes, registration, and what is needed for success. PSEO students are responsible for following the program policies in the handbook and presentation. They can take a range of college courses and should see their high school counselor for approval and assistance.
This document provides instructions for swapping a course in 3 steps: 1) Click the Swap link in the student center and select the term, 2) Select the class to swap from your class list and search for the new class, 3) Select the new class and click Finish Swapping to complete the swap.
This document provides information about post-secondary enrollment options at LCCC for high school students. It outlines two programs: PSEO-B which provides free tuition and books, and Credit-in-Escrow where students pay for courses. Eligibility requirements vary by grade level. The document reviews the application process, course selection options, limitations, and benefits of participating including reduced college costs and career exploration. Potential cautions discussed include difficulty balancing high school activities and college-level work.
The document outlines two options for high school students to take college courses - PSEO B and Credit-in-Escrow/Option A. PSEO B offers free tuition and books, and the credits count towards both high school and college transcripts, but courses must be taken during the academic year. Credit-in-Escrow allows courses to be taken during the summer as well and has an application deadline 3 weeks before the term starts, but the student/parents pay tuition. The document then details GPA requirements for each grade level to qualify for these programs and potential benefits and cautions for students participating.
The document describes the What-If report feature available on MyCampus Student Self-Service Tools. The What-If report allows students to see the additional requirements needed to complete different degree programs by selecting up to three academic programs and having a report generated showing courses that have been satisfied and those still needed. It also allows students to add specific courses to a report to see how those courses would affect their current program requirements.
This document provides instructions for students to enroll in courses using the MyCampus Student Self-Service tools. It explains that students can search for courses needed to graduate based on their declared degree program or courses they have saved in their academic planner. It outlines clicking the Student Center link, then Enroll, and selecting either "My Requirements" to see remaining degree requirements or "My Planner" to view saved courses.
To search for a blended course, select the Student Center link and then Enroll to choose a term. From there, click Add and Search to see all blended classes, after selecting Blended Method as the mode of instruction in the additional search criteria.
The document is dated June 2009. It does not provide any other context or details within the document itself. A single date of June 2009 is the only information given.
The document provides a strategic energy plan for Lorain County Community College. It recommends investments in building efficiency upgrades, controls/meters, a hot water network, and combined heat and power generation. It also recommends active energy management through scheduling, weather-predictive controls, and greenhouse gas tracking. The plan estimates the college could achieve a 37% increase in energy efficiency and 39% reduction in greenhouse gases, exceeding Ohio's 20% reduction target. The internal rate of return for investments is estimated at 8-15%.
Les facteurs clés pour réussir votre projet d'application mobile en santéInteraction Healthcare
Il existe près de 165 000 applications bien-être et santé sur les Stores. Face à cette offre pléthorique, il est essentiel de se démarquer en mettant en place une méthodologie de conception, de déploiement et de communication adaptée à la cible et aux contraintes juridiques et réglementaires.
Agilité en environnement massivement procédural (Agile Dojo AgilBee de Mai 2013)Jean-Luc MAZE
Support de la présentation effectuée le 14 mai 2013 dans le cadre de la soirée Agile Dojo organisée à Paris par la Sté AgilBee.
Le contenu de la présentation reflète mon analyse personnelle et n'engage que moi
Bonne lecture
Jean-Luc MAZE
The document provides analysis and statistics on JAMB applicants for 2012. Some key points:
- Total applicants were 1,503,889, seeking about 500,000 admission spaces. The fate of the remaining 70% is unclear.
- Federal institutions will admit 68.56% of candidates, state 29.87%, and private 1.57%, despite private institutions outnumbering federal and state.
- Top courses applied to were social sciences, administration, medical, engineering and science. Top institutions mirrored this trend.
- Only 10% of applicants to top institutions like UNILAG are offered admission, highlighting the competitiveness of admission.
A. lewis trenton financial review & forecastljhardin
The district has experienced steady growth in revenues over the past 5 years, increasing per pupil funding by 8.8%. It has maintained a budget surplus each year and committed over 50% of available revenues to direct instruction, exceeding peer averages. While non-educational transfers from the general fund could be reduced, the district has strong liquidity and financial capacity to meet ongoing obligations. In summary, through prudent fiscal management, Trenton Public Schools has directed resources toward the classroom to maximize student learning despite challenges in the state economy.
A. Lewis Trenton financial review & forecastljhardin
The district has experienced steady growth in revenues over the past 5 years, increasing per pupil funding by 8.8%. It has maintained a budget surplus each year and committed over 50% of available revenues to direct instruction, exceeding peer averages. While non-educational transfers from the general fund could be reduced, the district has strong liquidity and financial capacity to meet ongoing obligations. In summary, through prudent fiscal management the district has directed resources primarily to the classroom despite challenges in the state economy.
The document summarizes a board meeting presentation about the EOPS and CARE programs at Glendale College. It discusses the 40th anniversary of EOPS, the history and services of EOPS and CARE at Glendale College, student success data showing higher graduation and persistence rates for EOPS students compared to non-EOPS students, and efforts to increase the use of technology and enhance student services through online tools and resources.
Simon School of Business Investors Report August 2012SimonSchool
The document provides an investor's report on the Simon School at the University of Rochester. It summarizes growth in the annual fund and donations from 2004-2012. The school has secured $55 million towards a $85 million campaign goal, creating professorships and supporting student recruitment and entrepreneurship programs. Upcoming strategic planning and career center improvements are outlined, as well as growth of the NYC program with a upcoming May conference. The report thanked investors and asked for any questions.
The UCAS planning forum discussed how UCAS can help higher education planners through data analysis and reporting. UCAS provides national trend analysis, institution-specific data on applications and admissions, and products like Marketscan and Catchment to analyze markets. Future directions may include forecasting student numbers for access agreements, intra-cycle acceptance projections, and institutional demand forecasts to aid strategic planning. Attendees were encouraged to provide feedback on UCAS' current and potential future support.
Making the Case for Future Facilities Funding_CAPPA 2015Sightlines
This session explores how The University of Arkansas was able to create a 15-year Facility Renewal & Stewardship Plan to address their keep-up and catch-up costs while planning for the future despite previously struggling to develop a cohesive strategy to address their alarming growth of deferred maintenance, which totaled approximately $245 million. With a sound project selection process in place and an innovative, yet modest, student facilities fee, The University of Arkansas has prevented the accumulation of additional deferral, while also reducing the backlog by over $75 million.
This session features Mike Johnson, Associate Vice Chancellor for Facilities at The University of Arkansas, and Matt Bausher, Senior Director of Member Services at Sightlines.
AIESEC UWA LC of the Year Application, July 2012lebedevadawg
AIESEC UWA has experienced significant growth over the past year in key measures such as exchanges (251% growth), members (134% growth in TMP), and finances (8 months of cash reserves). This growth is attributed to developing partnerships, providing opportunities for members, and sustaining existing exchanges. Leadership sustainability is also strong with engaged members wanting to take on greater roles and a 95% retention rate.
TeachforChange aims to connect and support teachers around the world through online networks and teacher exchange programs. Their goals are to leverage digital technologies for learning and foster education for all children. Key programs include Teacher Treks, where teachers physically exchange places and share best practices, and an Online Networked Resource Community for collaboration. Partners will include technology companies, governments, and non-profits. Funding will come from individual donations, foundations, corporate sponsors, and angel investors. The timeline and financial projections cover development of the website and initial operations over the first year.
This presentation discusses collaborative advising methods used to promote student success for a nontraditional nursing student population in a distance learning program. It explores challenges advising students who are mostly New York residents over age 40, with a 1:200 full-time advisor to student ratio. Advisors meet quarterly to share best practices for overcoming common barriers. The nursing program headcount has grown and is projected to continue growing, requiring collaborative work between advisors, faculty, and student services to resolve issues.
The document outlines REIL's strategic funding transition plan to implement a performance-based compensation system. It discusses increasing revenues available through the Classroom Site Fund and a sample district's opportunity to maintain teacher pay-outs while allocating increased funds to performance pay. REIL will provide performance stipends and salary augmentation on a gradual decreasing scale of grant funding and increasing scale of district funding to ensure sustainability.
University Interactive Simulation (UIS) is a powerful interactive simulation of a college or university that calculates outcomes and predicts the trends and results of strategic decisions.
This document provides updates on federal stimulus funding distributions, best practices for leveraging the funding, preparing partners to work with the funding, and new resources for obtaining information. The funding will be distributed through March 2021 in stages with certain amounts going to programs like Pell grants, special education, education technology, and competitive grants. Partners and customers are encouraged to utilize resources on the shared document site to learn how to take advantage of funding opportunities and Microsoft solutions that can help meet education needs.
This business plan proposes establishing a youth sports academy called Sport Evolution Academy. The summary provides the following key details:
- The academy will serve female athletes ages 12-18 in the Chicagoland area, offering individual and group training programs in various sports.
- Financial projections estimate over $333,000 in annual sales by year three, with a net income of over $20,000 in the first year of operation.
- The management structure includes a director, facility manager, office manager, program leaders, and trainers. Partnerships with AAU and local sponsors will provide financial and marketing support.
- An analysis of demographic and economic factors in the target region indicates a market opportunity,
Career Possibilities in the Early Childhood Fieldlharris167
This document provides information on several careers related to education and childcare. It discusses the responsibilities, requirements, and salaries of positions like daycare director, preschool teacher, elementary school teacher, school counselor, school psychologist, social worker, and daycare owner. It notes that while some roles require a minimum of a high school diploma, many in education fields necessitate a bachelor's or master's degree. Salaries vary considerably by role and level of experience, from under $30,000 to over $100,000. The document also outlines the author's short- and long-term career goals in early childhood education.
Tacoma and Student Achievement aims to inspire underserved, low-income students to complete high school and college. Their goal is to increase the number of low-income students graduating from high school and completing postsecondary education. They provide scholarships, mentoring, and support to help students achieve these goals. Over 5,600 eligible low-income students in Tacoma public schools have pledged to participate in the College Bound program. Scholarship recipients from Tacoma high schools have earned over 500 bachelor's degrees as of 2012. The graduation rate of Achievers Scholars from 5 Tacoma high schools was 96% for the class of 2012.
Similar to Lccc moving the needle handouts 1-17-0830 (20)
The document provides instructions for students to log into and use their degree map. The degree map allows students to:
1) View their overall progress toward graduation requirements and identify remaining classes
2) Plan future courses needed for degree completion by adding them to their personalized plan
3) Explore career information and compare progress toward other degrees.
The document provides instructions for using the Schedule Planner tool to generate class schedules that fit with a student's availability. It outlines the four main steps: 1) selecting criteria like term and sessions, 2) adding desired courses, 3) defining breaks in availability, and 4) generating schedules. It emphasizes checking prerequisites and consulting an advisor to avoid issues. The tool allows adjusting course options and filtering schedules to find one that meets a student's needs.
The document provides instructions for using the Schedule Planner tool to generate class schedules that fit with a student's curriculum needs and availability constraints. It outlines selecting courses, defining breaks when unavailable, generating schedule options, and finalizing registration through the student center. Key steps include checking prerequisites, discussing options with an advisor, and reviewing generated schedules before sending to the shopping cart.
The document provides instructions for using the Schedule Planner tool to generate class schedules that fit with a student's curriculum needs and personal schedule constraints. It outlines selecting courses, defining breaks when unavailable, generating schedule options, and reviewing/selecting schedules to import to course registration. Key steps include checking prerequisites, discussing options with an advisor, and adjusting course details like locations before finalizing a schedule to register for classes.
The document provides instructions for using the Schedule Planner tool in MyCampus to generate class schedules that fit with a student's curriculum requirements, availability, and other constraints. It outlines the four-step process: 1) selecting criteria like term and sessions, 2) choosing courses, 3) defining breaks in availability, and 4) generating schedules. It emphasizes checking prerequisites and consulting an advisor to avoid issues. Students can then send their preferred schedule to their shopping cart to complete registration.
This document provides information about the College Credit Plus program at Lorain County Community College. It describes the different course options for high school students to earn both high school and college credit, including at the high school site, LCCC site, or online. It outlines important deadlines and eligibility requirements. The document also details the benefits of the program in reducing college costs and time to degree, and lists services available to CCP students. It provides guidance on the application process and course registration.
This document provides information about the College Credit Plus program at Lorain County Community College. It describes the different course options available, eligibility requirements, application deadlines and processes, responsibilities of students, benefits and potential limitations of the program. Key details include free tuition and textbooks for eligible high school students, earning both high school and college credits, a maximum of 30 credit hours that can be taken per year, and advising available to enrolled students.
This document provides information about the College Credit Plus program at Lorain County Community College. It describes the different course options available, eligibility requirements, application deadlines and processes, advising and registration procedures, benefits and potential challenges of the program. Key details include free tuition and books for eligible high school students, earning both high school and college credits, a maximum of 30 credit hours that can be taken per year, and academic requirements and deadlines for applying.
Students can check their midterm grades by logging into MyCampus at https://mycampus.lorainccc.edu, clicking the Student Center link, selecting Grades from the Group drop-down list, clicking Go, selecting the term, and clicking Continue to view their midterm grades.
The document provides information about dual enrollment opportunities for high school students at Lorain County Community College (LCCC). It outlines two dual enrollment options: College Credit Plus, which allows students to take college courses for free at the college campus or high school; and Credit-in-Escrow, where students pay for courses that count on their college transcript. It details eligibility requirements, application deadlines and processes, course restrictions, and benefits of dual enrollment, such as earning college credits while in high school and reducing overall college costs.
LCCC participated in 23 festivals and 16 parades across Lorain County in 2013 to promote the college to prospective students and connect with local citizens. A team of student interns organized the festival participation with guidance from marketing staff. The interns scheduled volunteers, maintained materials and equipment, and ensured smooth operations. Over 200 volunteers contributed nearly 900 hours to make the season a success. Top volunteers and a core facilities team that provided set up support were recognized.
LCCC's website will be redesigned and launched on February 5th. The new site will feature a redesigned home page focused on students, dedicated "Gateway Pages" for different user groups, and improved navigation tools like a QuickFind search and a Deep Footer visible on all pages. The initial launch will update the look and feel as well as home and gateway pages, while individual page content will be revised over the next year.
Program design can increase graduation rates by maximizing program length, embedding certificate programs within degrees, limiting electives and prerequisites, removing structural barriers, and capitalizing on synergies between related programs. Strengthening online courses and advising are also important. The optimal program length is 60 credits; additional hours reduce graduation rates. Certificates of all lengths provide value for students and employers.
The document discusses several engineering technology programs including applied electronics, mechanical design, quality assurance, and welding technology.
The applied electronics program provides hands-on lab experience and prepares students for jobs in electronics fields like engineering technicians. Mechanical design uses computer-aided design to produce drawings and models. Quality assurance courses cover topics like quality measurements, management principles, and process improvement. Welding technology teaches how to join materials through welding and prepares students for careers in manufacturing, building, and repair.
The document provides an overview of engineering as a career path. It discusses the different types of engineering fields like civil, mechanical, electrical, chemical, aerospace, industrial, and biomedical engineering. It also addresses why someone may choose engineering, the typical engineering curriculum, where to study engineering, and large engineering employers in Northeast Ohio.
The document discusses opportunities in IT careers. It notes that demand for IT workers is higher than the supply as businesses increasingly rely on technology. There are many growing areas of IT like software development, cybersecurity, and data analysis. While some basic IT jobs may move overseas, jobs requiring business knowledge and close collaboration will remain. To succeed in IT, one needs relevant degrees, certifications, experience through internships or projects, and strong technical and business skills. Overall, IT careers offer high growth, pay, and flexibility for creative problem-solvers interested in emerging technologies.
MyCampus Student Self-Service Tools allows students to plan their academic pathway using the My Planner tool. My Planner links to course scheduling information to help students map out a plan to complete their degree requirements on time. It guides students through adding courses to their planner by browsing the course catalog, viewing individual course details, and adding qualifying courses to their planner or shopping cart. My Planner also helps satisfy degree requirements by listing which ones are met by courses already completed or planned.
This document provides instructions for students to view their academic requirements and degree audit using the MyCampus Student Self-Service tools. It outlines how to access the advisement report through the Student Center page by clicking on My Academics and then View my advisement report. The advisement report shows which degree requirements have been satisfied by completed coursework and which remain unsatisfied, including in-progress courses that will satisfy requirements once finished.
This document provides information for parents and students about Lorain County Community College's Post Secondary Enrollment Options program. It outlines the eligibility criteria, application deadlines and processes, course restrictions, and benefits and cautions of the program. Students can earn both high school and college credits through the program by taking classes at the community college or at their high school. The document encourages early application and advisement to ensure admission and a smooth registration process.
To pay tuition online, students should log into their student center and select "Make a Payment." From there, they should click through to the CashNet site and select "Fees" to add the payment amount to their shopping cart. After checking out, students need to select a payment method and enter their credit card information before submitting payment.
2. Goal: 8,000,000 Additional Graduates
Source: The College Board Advocacy & Policy Center., College Completion Graph, State-by-State
College Completion
3. Ohio Share
290,111 additional degrees
needed by 2020.
4,396 additional degrees
needed each year to reach
the goal
4.1% average annual
percentage increase in
degree production needed.
Source: Kelly, Patrick; (April, 2010), “Closing the College Attainment Gap between the U.S. and Most Educated
Countries, and the Contribution to be made by the States”, National Center for Higher Education Management
Systems
4. 10 Year Growth in Graduates
Source: Community College Week; June 16, 2012; Volume 24, No 22
6. Community College Graduation Rates
(150%) for Full Time Students
24.0
23.6%
22.9% 22.9%
23.0
22.0
21.9%
21.5%
21.0
20.6%
20.3%
20.0
19.0
18.0
1999 starting 2000 starting 2001 starting 2002 starting 2003 starting 2004 starting 2005 starting
cohort cohort cohort cohort cohort cohort cohort
Source: US Department of Education, National Center for Education Statistics, Derived from: Graduation rates of first-time
postsecondary students who started as full-time students. Table 341
8. What Does this Mean to You?
0.185
0.180
You must improve your 0.179
0.175
efficiency by increasing the 0.176
0.170 number of graduates per FTE 0.170
0.173
0.165 0.167
0.166
0.164
0.160
0.161
0.158 0.158
0.155
0.156 0.156
0.154
0.150
0.145 0.147
0.144
0.140
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Efficiency Needed Current Efficiency
9. Why Are We Falling Short?
Inadequate Academic Preparation
Poorly Designed and Delivered remediation
Broken Credit Transfer Policies
Confusing Financial Aid Programs
A Culture that Rewards Enrollment Instead of
Completion
A System Too Often Out of Touch with the Needs
of Today’s College Students.
Source: Complete College America, (2010) The Completion
Shortfall: Access without Success is an Empty Promise
11. Need to Rethink College Practices
Connection Entry Progress Completion
From interest to From enrollment to From program entry to From program
enrollment entry into a program of 75% of program completion to
study requirements credential of value for
completed further education and
labor market
advancement
Design (at scale) and align with every stage
Source: Jenkins, D., January 2011, Redesigning Community Colleges for Completion: Lessons from Research on
High –Performance Organizations, CCRC Working Paper No. 24; Columbia University Teacher
College, Community College Research Center
12. Potential Graduates in a Year
Students Who Have
Completed Their
Course Requirements
for a Degree or
Certificate
13. Typical College Profile
Did Not Graduate
POS POS Does
Reflects Not Reflect
Intent Intent
Graduated
14. Goal 1: Capture Your Graduates
Graduated
POS Reflects
Intent
16. 6 Key Strategies to Exponentially
Increase Graduation Rates
Automate Processes
Implement Progression Tracking Tools
For Managers
For Students
Maximize Program Design
Advise for Impact
Schedule for Success
Promote Active Learning Strategies
17.
18. System Design
Does your college use automated systems in your
graduation process?
(Example: Automated Degree Audit Processes)
Advantages of automated processes:
Sustain graduation rates without relying on manual
processes which may have a single point of failure.
Translate gains a college may have in retention into
graduates automatically.
Implementation of automated processes may allow a
college to have substantial gains in graduation rates in a
short period of time.
19. FSCJ’s Automated Processes
Auto – Graduation
Auto – Populate
Auto – Program of Study
Auto - Articulation
20. Automated-Graduation
(Auto-GRAD)
What is Auto-GRAD?
Auto-GRAD is an
automated degree
audit that is run
periodically on
every degree
seeking student at
the college.
21. Typical College Profile
Did Not Graduate
POS POS Does
Reflects Not Reflect
Intent Intent
Graduated
23. Automated-Graduation
(Auto-GRAD)
Impact of Auto-GRAD at FSCJ
Students no longer are required to apply for
graduation
Number of total Workforce graduates
increased by 42% in one year
Graduate yield per Workforce FTE increased by
31% in one year.
24. Automated-Graduation
(Auto-GRAD)
As a Result of Auto-GRAD
Led to creation of student Progression
Matrix in the program managers’
dashboard and in the student portal.
Led to the creation of the Auto –
Population process
Led to the creation of the Auto-Program
of Study Process
25. Automatic-Graduation
(Auto-GRAD)
Limitation
For Auto-GRAD to have a major impact
on enhancing graduation rates the
Program of Study codes in your student
records must be reasonably accurate.
26. Automated-Population
(Auto-POP)
What is Auto-POP?
Auto-POP is an
automated process for
populating program of
study codes for college
credit certificate
programs that are
embedded into existing
Associate degrees.
27. Automated-Population
(Auto-POP)
Why Auto-POP is Needed
For Auto-GRAD to work for college credit certificate programs
a program’s program of study code must be in the student’s
record.
College credit certificate program of study codes are seldom
added to a student’s record
Advisors very seldom added college credit certificate program of study
codes to a students record when initially advising students.
Program Managers frequently forgot to add college credit certificate
program of study codes to a student’s record when advising students.
Students seldom added college credit certificate program of study codes
to their own record when changing their program of study.
29. Automated-Population
(Auto-POP)
Impact of Auto-POP at FSCJ
Provided a technology solution to the issue of
students not having the relevant program of study
codes for embedded certificate programs in a
student record
Certificate graduates increased by 61% in one year
Graduates per FTE for certificate programs increased
by 48% in one year
30. Automated-Population
(Auto-POP)
Limitation
For Auto-POP to have a major impact on
enhancing graduating rates in certificate
programs the Program of Study codes in
your student records must be reasonably
accurate.
31. Automated-Program of Study
(Auto-POS)
What is Auto-POS?
Auto-POS is an automated process for
populating program of study codes, in
a students record, based on the
student course taking behavior. The
Auto-POS process is combined with
Auto-POP to automatically populate
certificate program of study codes.
32. Automated-Program of Study
(Auto-POS)
Why Auto – POS is Needed
Tracking should be based on
“students actual course-taking
behaviors rather than declared
major or intent, which can change
and are unreliable indicators of
student behavior.”
Source: Jenkins, Davis, April 2011, Get with the Program: Accelerating Community College Students’ Entry
into Completion of Programs of Study. CCRC Working Paper No. 32. Columbia College Teachers
College, Community College Research Center.
33. Automated-Program of Study
(Auto-POS)
Why Auto-POS is Needed
For Auto-Grad to work well program of study codes
that reflect the students course taking activity must
be reasonably accurate.
Program of study codes in student records are not as
accurate as we would desire.
During advising rush, Advisors rely on program codes they have
memorized
AA Intended Transfer is a “safe” program of study code.
Students don’t notify anyone when they change their program of
study
34. Automated-Program of Study
(Auto-POS)
How is Auto-POS Performed?
Most programs have unique courses found only in
that program.
FSCJ has 173 total programs of which 122 are stand-alone programs
(college has 51 embedded certificate programs)
119 stand-alone programs (97%) have unique courses that are taken
either in the first semester or second semester of the program.
Those unique courses serve as the “trigger” course
for automatically adding program of study codes to
a student record.
35. Automated-Program of Study
(Auto-POS)
How is Auto-POS Performed (continued)?
When the student takes a “trigger” course the
program of study for that program is automatically
added to the student’s record.
If a degree program of study code is added that has embedded
certificate programs, the certificate program of study codes are
automatically added via the Auto-POP process.
The students “original” intent is highlighted.
No program of study codes are deleted from a students record.
Student can view the program of study codes (and the
percentage of degree completion) in their student portal.
36. Auto – POS Profile
Graduated
POS Reflects
Intent
37. Automated-Program of Study
(Auto-POS)
Impact of Auto-POS at FSCJ
Number of total Workforce graduates
increased by 14% in one year
Total graduate yield per Workforce FTE
increased by 3% in one years.
38. Automated-Program of Study
(Auto-POS)
Limitations of Auto-POS
Auto-POP can not be used with VA students.
100% of programs will not have unique “trigger” courses
occurring within the first year of program of study.
Students will be duplicated in multiply programs of study
for any reports you may generate.
Students may be confused by seeing multiply program of
study codes on their student portal
39. Automated-Articulation
(Auto-ART)
What is Auto-ART?
Auto-ART is an automated
process for awarding college
credit based on existing
institutions internal and
external articulation agreements.
40. Automatic-Articulate
(Auto-ART)
Why Auto-ART is Needed
Colleges have a large number of articulation
agreements.
FSCJ has 85 state mandated articulation
agreements.
Most college’s processes for awarding
articulated credit require individualized
action and a student with a lot of patience.
41. Automatic-Articulate
(Auto-ART)
Why Auto-ART is Needed?
Nationally, high school students with accelerated college
credit are 18.1% more likely to enroll in college
In Florida, high school students with accelerated college credit are 19.8%
more likely to enroll in college and 28% more likely to persist to the 2nd year.
Nationally, each course of accelerated college credit
results in a 5.9% increased likelihood of a student
graduating.
In Florida, students with accelerated college credit are 2.4x’s more likely
to graduate as compared to a student with no accelerated college credit
Sources:
1. Adelman, C.; (2006), The Toolbox Revisited: Paths to Degree Completion from High School Through College; US
Department of Education.
2. Copa, N., & Alexander, J.; (2008), High School Students Who Take Acceleration Mechanisms Perform Better in SUS
Than Those Who Take None: Zoom Edition 2008-1, Florida Department of Education
42. Automatic-Articulation
(Auto-ART)
Limitation of Auto-ART
Auto-ART will work best on articulated
agreements with where the articulated
course has been transcripted on an
electronic transcript (high school or
college).
43.
44. Goal is to Expand the “Box”
Graduated
POS Reflects
Intent
45. Progression Tracking Tools
FSCJ’s Progression Tracking Tools
75% Completion Report
Used by Program Managers to schedule courses for students
nearing completion of their program.
Progression Matrix
Used by Program Managers and District Administrators
Student Portal
Used by Students
46. 75% Completion Report
75% Completion Report was run 3 times per
year.
Listed those students who had completed
75% of their program course requirements.
Provide a listing of courses that the students
needed to complete in order to graduate
Managers used the report for scheduling.
48. Progression Mapping
Currenty 25% 33% 50% 66% 75% 100% Graduated
Active Completed Completed Completed Completed Completed Completed
Current Status 3 Year Graduation Pace
51. Goal is to Expand the “Box”
Graduated
POS Reflects
Intent
52. Maximize Program Design
Guiding Principles
Relevant Programs. Programs leading to high-
wage, high-skill jobs.
Program Length & Design. Ideally, Associate
degrees should be designed to be no longer than
60 credit hours in length.
Certificates. Wherever possible, “building block”
certificate programs should be embedded into
Associate degrees.
53. Relevant Programs
Questions to Ask
Do you have a targeted program listed
based on local labor market data?
Do you do periodic labor market
reviews of existing programs?
Do you have an active Advisory
Committee Structure?
Do you measure that activity?
54. Program Length
Core questions to ask in designing
program length:
Are you required by statute, licensure, or
accreditation to offer a program over 60
credit hours?
If the answer is no, ask yourself do the
additional hours result in significant
value added for the graduate?
55. Texas Example
In Texas, associate degrees are given an
allowable range of credit hours (60 to 72).
10 largest community college in Texas were
examined for length of identical programs.
Business
2 of 10 required 60 hours. Range from 60 to 69 hours.
Average = 63.7; Median = 64
Office Systems
1 of 10 required 60 hours. Range from 60 to 72 hours.
Average = 65.5; Median = 66
56. Texas Example
Impact of Additional Hours
Assumptions: College A has a 66 credit hour
program. 35% of the students are full time, these
students have a F2F retention rate of 60%. Part
time students have a 40% retention rate.
Theoretical graduation rate in three years for a 66
credit hour program is:
Full Time = 32.5%
Part Time = 4.9%
Weighted = 13.3%
57. Texas Example
Impact of Additional Hours (continued)
Theoretical graduation rate in three years for a 60
credit hour program is:
Full Time = 36% (9.7% higher than 66 hour program)
Part Time = 6.4% (24% higher than 66 hour program)
Weighted = 16.8% (13.3% higher than 66 hour program)
The college with the shorter program will need
21% fewer students to produce he same number
of graduates as the longer program
58. Associate Median Length = 66 hours
15%
13%
72%
Program Length
60 to 64 65 to 69 70 or Longer
59. Impact of Additional Hours at LCCC
For every credit hour over 60, a LCCC program
reduces the number of graduates it can
produce by 2.6%.
60. Impact of Certificate
Programs on
Graduation Rates
A student is 33% more
likely to graduate with
an associate degree if
they graduate from an
embedded certificate
program.
Source: Simpson, Jim (2007); Impact of Certificate Graduates on AS/AAS Graduate Rates at FCCJ;
Florida Community College at Jacksonville Internal Study
61. Certificate Programs
Added Benefit
In Florida, the median earnings is 27% greater
($8,000 more per year) for certificate holders than
those who leave without any credential.
In Florida, the overall median earnings are higher
than those who complete an AA degree and went
immediately into the workforce.
In Florida, certificate graduates did not attend high
schools with either above average performance or
graduation rates. These graduates were more
likely to be in a disadvantaged groups
Source: Jacobsen, L. & Mokher, C., (2008) Pathways to Boosting the Earnings of Low-
Income Students by Increasing Their Educational Attainment, The Hudson Institute and
CAN,
62. Certificate Median Length = 30 hours
45%
26% 5%
24%
Credit Hour Length
12 to 19 20 to 28 29 to 38 39 or higher
63. Good Program Design
Limit Program Options
FSCJ Practice 1:2 Ratio on
Electives
Limit “Or” Statements
Remove Hidden and Non-
Enforceable Prerequisites
Remove Structural Barriers
Capitalize on Program Cluster
Synergy
Adapted From: D. Jenkis, S. Cho, 2012, Get with the Program: Accelerating Community
College Students’ Entry into and Completion of Programs of Study, CCRC Working Paper
No. 32. Columbia College Teachers College, Community College Research Center
64. Good Example – Removing
Structural Barrier
CAS 101 Documents Processing (3)
This course is an intermediate keyboarding class
emphasizing further development of typing speed
and accuracy, as well as the proper formatting and
editing of business documents. Prerequisite: CAS 100
Keyboarding or successful completion of the Special Exam
for Course Credit.
65. Bad Examples of Program Design
42 Credit Hour Digital Media Certificate
22 hours of hidden perquisites in the Certificate program made the
certificate a 64 credit hour program. The AAS degree in Digital Media
was 60 credit hours long.
`
64 Credit Hour AAS Accounting Program with 3
credit hours of electives
Allowed for 69 hours of elective of which 33 credit hours were
accounting courses not found in the AAS degree.
62 Credit Hour AAS Marketing Program
No course prerequisites in the entire program.
66. The Ugly
Death By Sequence Program
21 Credit Hour Networking Certificate
Every course in the certificate program
(7 total) was a prerequisite for the
previous course.
3.5 Years to complete for either full
time or part time students
67. Impact of Program Design at FSCJ
Total Programs
250
240 236
230
220
218
210
200
190
180
173
170
160
150
2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2009-2010 2010-2011
68. Impact of Program Design at FSCJ
Percent of Programs - High Wage/High Skill
(Regional = mean $19.67 per hour)
100.0%
92.5%
88.4% 87.8%
90.0%
80.0%
70.0%
60.0% 57.5%
50.0%
40.9%
40.0% 36.3% 37.7%
35.5%
29.4%
30.0% 26.6% 26.9%
20.0%
10.0%
0.0%
2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
69. Impact of Program Design at FSCJ
Impact on FSCJ Associate Degrees
3% reduction in the median length of an
Associate degree since 2000-2001
From 66.5 to 64.5 credit hours in length in 2010-2011
17% gain in projected (Theoretical)
graduation rate
11.4% gain for full time students
30% gain for part time students
70. Impact of Program Design at FSCJ
Impact on Certificate Programs
63% increase in the number of certificate programs
since 2000-2001.
From 60 to 98 certificate programs in 2010-2011
76% increase in the number of certificate programs
that are 20 credit hours or less in length since
2000-2001
From 29 to 51 certificate programs that are 20 credit
hours or less in length.
71.
72. Advising Questions
What intrusive strategies can you
launch targeted at students who
earn W’s?
Nationally, a student who receives a “W” on 20% or
more of the credits they attempted decreases the
probability of graduation within 3 years by 51%.
In Florida community colleges, a student who
receives a “W” on 20% or more of the credits they
attempted decreases the probability of graduation
within 3 years by 83%.
73. Advising Questions
What student intrusive strategies
will you implement for Spring
semester for those students who
receive a letter grade of F in the
Fall?
In Florida community colleges, a student who
earns a “F” in 20% of their credit hours
decreases the probability of a college ready
student graduating within 3 years by 91+%.
74. Advising Questions
57.90% How are you going
60% to maximize the per
50% student course
40% yield?
19.40%
30% A FTIC who earns 20
20% credit hours is 2.98 x’s
more likely to graduate
10% than a student who
0% doesn’t earn 20 credit
Earned 20+ Credits in First year in First Year
Did Not Earn 20 Credits hours.
Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein, October 2009, Steps to
Success: Analyzing Milestone Achievement to Improve Community College Student
Outcomes, Institute for Higher Education Leadership & Policy.
75. Advising Questions
How are you going
60%
45%
to build a buzz for
50%
Summer?
40%
A FTIC student who is
30% continuously enrolled in
20%
14.5% their first year has a 3.1
x’s higher graduation rate
10% than a student who did
0%
not earn credits in the
Earned Summer Did Not Earn summer.
Credits Summer Credits
Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein, October 2009, Steps to Success: Analyzing
Milestone Achievement to Improve Community College Student Outcomes, Institute for Higher Education
Leadership & Policy.
76. Advising Questions
Completed Course Did Not Complete Course
What strategies will you
70%
61.10% use to encourage FTIC
60%
51.20%
college-ready students
50% to take a college level
40%
Math & English in the
30%
first two years?
22% 21.20% Students taking CL Math in first
20% two years have a graduation rate
that is 2.78 x’s greater.
10%
Students taking CL English in first
0% two years have a graduation rate
that is 2.4x greater.
Complete CL Math Completed CL
in 2 Years English in 2 Years
Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein, October 2009, Steps to Success: Analyzing
Milestone Achievement to Improve Community College Student Outcomes, Institute for Higher Education
Leadership & Policy.
77. Impact on FSCJ
“W” Holds Process Implemented Fall 2010
College does not process student drops for one week in
order to notify faculty member so that the faculty member
can make contact with the student.
Early Alert System Implemented Fall 2010
Allows students to identify students for follow-up
services
Programs increasingly require College English as a
prerequisite for a Technical Course in the first 20
hours of a program.
78. Impact on FSCJ
Implemented “Achievement” Coach’s in Workforce
Programs.
5 full time Achievement Coach’s were hired utilizing Perkins
funds.
Coach’s are assigned to specific programs that are having
issues with student progression.
Overall goal of the Achievement Coach’s is to increase
retention and graduation rates in targeted programs.
79.
80. Scheduling Questions
Are your students taking advantaged of
“compressed” terms (Terms less than 16 weeks in length)
Study examined the impact of course length on student
learning. n = 45,000+ students,
“After controlling for student demographics and other
characteristics, intensive courses, do result in higher
grades than traditional 16 week semester length courses
and that this benefit peaks at about 4 weeks.
“Grades reflect a real increase in knowledge and are not
the result of lowering the bar.”
Source: Austin, A., Gustafson, L., (2006), Impact of Course Length on Student Learning.
Journal of Economics and Finance Education., Volume 5, Number 1
81. The Advantage of Compressed Terms
4 Week Term 16 Week Term
95%
89%
Richland College experienced an 8% increase
90%
in student success (C or higher) and 29%
85% reduction in W’s as compared to students
enrolled in same courses over 16 weeks.
79%
80%
77%
75%
70% 72%
65%
60%
Session 1 Session 2 Session 3 Session 4
Source: de los Santos, G; Cruise, D, (1999), Get on the Fast Track to Learning; Learning
Abstract, Volume 2, Number 1; League for Innovation in Community Colleges
82. Scheduling Questions
Are your students taking advantaged of hybrid
courses?
Study examined the impact of hybrid courses on
completion (n = 50,102 students in 323,528 courses)
After controlling for student characteristics. students
were equally likely to complete a hybrid course as to
complete a face-to-face course and lower withdrawal
rates than do fully online courses.
Source: Xu, D., Jaggars, S. March 2011, Online and Hybrid Course Enrollment and
Performance in Washington State Community and Technical Colleges. CCRC Working
Paper No. 31. Columbia College Teachers College, Community College Research Center.
83. Impact on FSCJ
More use of Online and Hybrid Modalities to
Increase Scheduling Choices
27.1% of total FTE is online
Workforce = 30.3% of FTE
AA = 25.9% of FTE
5.3% of total FTE is hybrid
Workforce = 9.6% of FTE
AA = 3.6%
More use of Compressed Terms
Workforce = 42% of FTE
84.
85. Active Learning Strategies
Cooperative Learning
Project Based Learning
Internships/Coops
Simulation
Learning Communities
Supplemental Instruction
Technology Enhanced Classes
“Right Start” Orientation
On-going Active Teaching
Strategy Training for Faculty
86. Strengthen On-Line Courses
What are you doing to bolster and strengthen your
online courses?
Student are more likely to fail or withdrawal from a fully
online course as compared to a face-to-face course.
Students who took online coursework in early terms were
significantly less likely to return to college in subsequent
terms.
Students who took a high proportion of credits online were
significantly less likely to attain an educational award or
transfer to a four-year institution.
Source: Xu, D., Jaggars, S.; March 2011, Online and Hybrid Course Enrollment and Performance in
Washington State Community and Technical Colleges. CCRC Working Paper No. 31. Columbia College
Teachers College, Community College Research Center.
87. Sirius Course Elements
Infusion of Mastery Learning
Research based
Constructivist Approach
Activities grounded in everyday
content
Topics with multiple perspectives
Collaboration
Cooperative Learning
Social engagement
Group Projects
88. Impact Sirius on FSCJ Online
Impact on Online
2008-2009 27.0% of total online FTE used
Sirius materials
2009-2010 38.8% of total online FTE used
Sirius materials
2010-2011 45.6% of total online FTE used
Sirius materials
2010-2011 Sirius Registrations
18% higher student success rate (A,B, or C)
4.8% lower withdraw rate
89. Impact on FSCJ
Source: SENSE: Survey of Entering Student Engagement: Florida State College at Jacksonville: 2011 Key Findings: A
CCSSEE Initiative , University of Texas at Austin, College of Education, Community College Leadership Program, Center
for Community College Student Engagement
92. Impact on Workforce Programs
150% Increase in total workforce
graduates over 10 years.
Growth in graduates is 4.7x’s growth in FTE in
workforce programs
Growth in graduates is 2.5x’s growth in unduplicated
headcount served by workforce programs
83% increase in workforce graduates per
FTE in 10 years
From 0.42 to 0.77
93. Impact on STEM Programs
249% Increase in STEM Graduates
From 143 to 534 total graduates
Growth in STEM graduates is 19.2x’s the national growth
rate of 13% for STEM graduates over same 10 year period.
Greater percentage of College graduates are
from STEM programs
From 5.6% to 7.1% of total graduates produced by the
College
From 0.3% to 1.08% of total STEM graduates in the nation.
More graduates per program.
From 3.1 to 14.8 graduates per STEM program
Source: Community College Week; June 13, 2011, Volume 23, No. 22
94. Contact Information
Jim Simpson
Associate Vice President of Degree and Career Programs
Florida State College at Jacksonville
501 West State Street
Jacksonville, FL 32202
E-mail: simpsonjamesd@gmail.com
Editor's Notes
In Florida:Students with accelerated credit are 14% more likely to pass ENC 1101 with a C or better; In MAC 1105 they are 23% more likely to pass with C or higher
In Florida the median earnings is 27% greater for certificate holders than those who left without any credential. ($8,000 per year more)Overall median earnings was higher for those who gained certificates than for those who completed an AA degree and went immediately into the workforce.The longer the certificate the higher the earnings.
California Community College System -25% of FTIC students achieve this goal.ExampleIf your school increased the percentage from 25% to 30
19% took classes in summerIf raised to 25%10% increase in your graduation rate or 2 graduates per 100 FTIC
California Community College System- Take Math = 29%54% attempt no math two years29% enrolled in math but only at the remedial level 17% enrolled in a college level math but dropped or failed.-Take College English = 36%Math if increased to 34% (from 29%)6% increase in graduation or 2 additional graduates per 100 FTICEnglish if increased to 41% (from 36%)5% increase in graduation or 1.5 additional graduates per 100 FTICIn Florida, students with accelerated credit are 14% more likely to earn a C or higher in ENC 1101 and 23% more likely to earn a C or higher in MAC 1105