Date post: | 27-Dec-2015 |
Category: |
Documents |
Upload: | egbert-jennings |
View: | 216 times |
Download: | 1 times |
Texas Completion by Design
June 2012
Funded by the Bill & Melinda Gates Foundation
CBD Panel
Alamo Colleges – Dr. Jo-Carol Fabianke
Dallas Co. Community College District – Audra Barrett
El Paso Community College – Steve Smith
Lone Star College System – Juanita Chrysanthou
South Texas College – Kristina Wilson
What is CBD?
Five year community college reform effort aimed to help more low-income young adults complete more quickly and with greater rates of success
The Bill & Melinda Gates Foundation will provide nearly $40 million over five years to four states
The largest investment to date in higher education for the Foundation
Who is CBD
After a rigorous application process, only four grants were awarded in the nation:
Florida, North Carolina, Ohio, TexasLone Star College System is the Managing Partner for the Texas cadre
Texas CBD Cadre
Alamo CollegesDallas County Community College DistrictEl Paso Community CollegeLone Star College SystemSouth Texas College
Collective Impact
289,000 Students = 1/3 of all TX community college
students
State Partners
State Advisory Board - Policy
• Transfer and Articulation• Outcomes Based Funding• Developmental Education• Financial Aid• Assessment/Diagnostics• Progress and Completion Best Practices
Dr. Richard Rhodes, Council Chair Austin Community College
Dr. Armando Aguirre University of Texas at El Paso
David Anthony Raise Your Hand Texas
Rose Benavides Starr Co. Industrial Foundation
Jo Ann Brumit KARLEE Manufacturing Solutions Provider
Dr. Richard Carpenter Lone Star College System
David Crouch Toyota Motor Manufacturing, Texas
Dr. Curtis Culwell Garland ISD
Martha Ellis UT System
Bruce Esterline The Meadows Foundation
Dr. Rey Garcia TACC
George Grainger Houston Endowment
Bill Hammond Texas Association of Business
Jack Jones Temple College / Jones & Harrell, P.C.
Dr. Daniel P. King Pharr-San Juan-Alamo School District
Sandy Kress Akin Gump Strauss Hauer & Feld LLP
Adair Margo Adair Margo Art Gallery
Kay McClenney CCLP
Richard Moore TCCTA
Jeff Moseley Greater Houston Partnership
Dr. Wynn Rosser Greater Texas Foundation
Jeanne Russell San Antonio Mayor's Office
Ex Officio Members
Dan Branch Texas House
Judith Zaffirini Texas Senate
Raymund Paredes THECB
Andre Alcantar TWC
The Challenge of Completion
For Colleges:Financial Incentives aligned with
access, not completion Under-resourced
Innovations tend to be isolatedChange is hard, even when the will is there
For Students:Easy to enroll, easy to drop outMany enter without a clear plan, and need developmental educationLack of confidence, financial resources and family support
Question
How can a community college raise completion rates for large numbers of students while containing costs, maintaining open access and ensuring quality?
Answer
Develop strong completion pathways, defined as integrated policies, practices and programs designed to maximize students’ progress from start to finish.
Gates Foundation Pathway Principles
1. Accelerate Entry into Programs of Study2. Minimize Time to College-Ready3. Ensure Students know Requirements4. Customize/Contextualize Instruction5. Integrated Student Supports with Instruction6. Monitor Student Progress and Provide Feedback7. Reward Completion Focused Behaviors8. Leverage Technology to Improve Learning
Supporting Student Success:PREVENTING LOSS, CREATING MOMENTUMa system designed for student completion
JOBS
How?
Analyze and understand the common barriers and milestones that students experienceImplement and integrate proven and promising practices to provide students with the quickest, straightest path to a degreeCreate the conditions for change by empowering interdisciplinary, cross-campus delegations of faculty, staff and administratorsBuild infrastructure for continuous improvement
Planning Phase
Interdisciplinary, cross-functional teamsData Analysis
Target Student GroupsApplied Inquiry FrameworkEngagement
Faculty, Staff, StudentsInventory of Promising Practices
Bubble ChartsPriority StrategiesModel Pathways
CCRC Pathway Analyses
1) College “scoreboard” student completion rates
2) Program of study entry/completion patterns-Characteristics of concentrators vs. non-concentrators
-Program entry/completion rates by field
-Timing of program entry
3) Pathways of program completers-Courses most frequently taken by program completers
-“Stacking” of credentials
4) Trends in awards by field (IPEDS)
Student Groups
Target Student Groups Alamo DCCCD EPCC LSCS STC
First Time In College (sub-groups) 15,785 9,000 10,432 7,063 2,790
30+ Credit Hours (currently enrolled) 1,843 6,585 1,451 21,829 n/a
Dual Enrollment n/a n/a n/a n/a 10,458
Business Concentrators n/a n/a n/a 6,130 n/a
Applied Inquiry Framework
CYCLE OF EVIDENCE-BASED IMPROVEMENT
Stage 1 – Explore how to improve outcomes
Stage 2 – Gather meaningful evidence Stage 3 – Discuss evidence broadly Stage 4 – Use evidence to inform change
Stage 5 – Measure the impact of change
Sample Bubble
Connection Entry Progress Completion
Automatic Graduation
Reverse Transfer
Mandatory
Orientation
Early Placement
Testing, Prep and
Remediation Accelerating Students through
Developmental Education
Getting Students into a program
of study
Streamlining programs,
course options and core
curriculum
Aligning programs and services with
workforce, career and
transfer pathways
Using technology for a comprehensive advising, tracking and degree planning system (dashboard)
Institutional alignment of completion strategies and resources
Mandatory Education
Plan
Alumni Developme
nt
K-12 curriculu
m alignment
Accelerated learning
Student monitoring system
(milestones, early alert, audits)
Financial Planning and Incentives
Mandatory Student success course
Student Engagemen
t: faculty advising,
etc.
Incentivizing completion at institutional and state level: engagement, communication and messaging
Packaged degrees
aligned with transfer, dual enrollment,
career
College-going
culture
Dual enrollment
Priority registration; automatic scheduling
Universitycurriculu
m alignment
Top 5 Priorities Cadre Top Five Priorities and Alignment with CBD Principles Program of Study
(P1, P2, P8)Mandatory Advisement & Pre-Assessment Prep (P3,
P6)
Enhanced Engagement
Strategies (P3, P7)
Curriculum Alignment & Coordination
(P4, P5)
Auto Degree & Reverse
Transfer (P6, P7, P8)
Alamo Success course;Career Pathways
Early student alerts; pre-assessment/orientation; Mandatory declaration of a major in the first semester; intrusive/proactive advising and monitoring
Professional DevelopmentOngoing faculty, staff and student engagement
Accelerated courses; flexible scheduling; integrated basic skills; sequencing of core curriculum
DCCCD Learner Relationship Management (LRM) system; Acceptance letter link to orientation; success course
Faculty Advising Professional Development; Use of existing / enhanced technology
Streamline Core Curriculum
EPCC Career; Exploration; LRM; success course; Informed Intent
Early student alerts; case management system; Intrusive/proactive advising
Professional development
Clarifying Core; Streamlining selections
LSCS Success course; Default Schedule; Core; Guided pathways
Mandatory Advising; Early Alert; Degree Audit; pre-assessment orientation
Use of technology; professional development; faculty mentoring/advising
Accelerated courses; stackable credentials; workforce alignment
STC LRM; Career Skills Interest Inventory
Redesign Advising; Degree Plans; Career Skills Inventory; Dual Enrollment
Professional Development; Use of Technology
Accelerated DE; Integrated Curriculum Module
Model Pathway
CONNECTION ENTRY PROGRESS COMPLETION
Terry’s Current Journey
Terry’s Future Journey
• Attends a HS without college prep curriculum
• Confused by FAFSA; family & school don’t help; doesn’t complete FAFSA
• Graduates HS and gets a low-wage retail job; delays enrollment for a year; finally enrolls in local community college, but part-time
Underprepared, underfunded, enrolled
part-time
• College placement test requirements force 3 semesters of developmental education courses
• Lack of advising leads to unstructured, part-time enrollment
• Lecture-based gatekeeper courses create disengagement , boredom, and surface-level learning at best
Undirected and barely “college ready”
• Self Advising leads to extra courses/excessive credits and inability to access needed college supports
• Semester-based learning model constrains accelerated progression
• Over-enrolled courses and heavy workload lead her to “stop out” for a semester
Stop-out risk
• Loses job and re-enrolls, continues to struggle
• Graduation fees present financial and administrative barrier to graduation
• Lack of career advising leads to low-wage retail work again even after obtaining a credential
Lucky to cross the finish line after 5-years
Tale of Two Terrys• 10th grade• B-student• Low-income family• Dreams of becoming a teacher• Starts at a community college
Prepared, supported, enrolled full-time
Academically caught up and ready to roll
On track in an accelerated program of
study
A well-connected graduate in
2-years ready to continue learning
• Attends a PS aligned HS with college prep curriculum
• HS supports student to complete FAFSA before graduation
• Financial aid enables her to enroll full-time
• Chooses to begin at a high-quality community college close to home at significantly lower cost
• Diagnostic assessment allows for targeted developmental education during the summer and supplemental instruction during the first semester
• High-quality digital courseware in gatekeeper courses provides more diverse and deeper learning opportunities; results in higher student engagement and improved learning outcomes
• Intrusive advising steers her into a coherent program of study
• Learner Relationship Management system alerts her when at academic risk so she can course correct and enables a useful social network of support
• Innovative competency-based learning options allow her to complete many courses at her own pace
• Contextual learning supports career relevant work experience
• Degree audit system automatically confers credentials, including a certificate along the way to the degree
• Intrusive advising helps her “match” to the right 4-year institution
Panel Discussion
1. What is different about Completion by Design, as compared to other completion initiatives you have been doing in Texas? How is it building on previous initiatives/successes?
2. How did you look at the data differently for CBD?
3. How difficult will it be to create a culture where all faculty and staff see themselves as Completion Advocates? What have you learned so far from the planning work?
4. What will be the main features of your pathways? How will the student experience be different as a results of the CBD work?
Inquiries
Amy WelchState Director, Texas Completion by Design
Government Affairs & Institutional AdvancementLone Star College System
www.texascompletion.comwww.completionbydesign.org