Presentation on theme: "Achieving the Dream at Durham Technical Community College Teaching and Learning Center Presentation September 14, 2005 Fall 2004 Non-Returning Student."— Presentation transcript:
Achieving the Dream at Durham Technical Community College Teaching and Learning Center Presentation September 14, 2005 Fall 2004 Non-Returning Student Survey
Presentation Overview Background on AtD Fall 2004 Non-Returning AtD Students Phone survey—February-March 2005 AtD student challenges Decisions not to re-enroll Strengthening commitments
Achieving the Dream A national imperative to enhance the opportunities for the growing number of students for whom community colleges are the point of entry into higher education A national effort to increase the success of community college students, particularly those in groups that have been underserved in higher education
AtD Helps Students reach individual goals obtain better jobs earn a community college certificate or degree attain a bachelor’s degree
U.S. Higher Education Close to half of all undergraduates are enrolled in community colleges. These community colleges attract particularly high proportions of underserved students, first-generation college goers and students of color. In 2002, community colleges enrolled 47 percent of all African American students, 56 percent of all Hispanics and 57 percent of all Native Americans.
U.S. Higher Education Among students seeking an associate’s degree or higher, only 53 percent earned a degree or transferred to a four-year institution within eight years of initial enrollment Completion rates vary widely by race and ethnicity Students of color attain degrees at significantly lower rates than do white and Asian students
What does it mean to be involved with AtD at Durham Tech? Student centered vision Culture of evidence and accountability Commitment to excellence and equity
Durham Tech is committed to increasing the percentage of students who… complete remedial courses and move on to credit-bearing courses. enroll in and complete “gatekeeper” courses such as introductory math and English. complete the courses they take, earning a grade of C or higher. re-enroll from one semester to the next. earn certificates and/or degrees.
Fall Semester new students enrolled at Durham Tech
Fall 2004 Non-Returning AtD Students 147 (25%) chose not to re-enroll (Spring 2005) 56 students surveyed by phone (February/March 2005)
Fall 2004 Non-Returning Student Demographics
Gender of Non-Returning AtD Students
Number of Students By Race and Gender
Students With & Without Pell Grants by Race totals For Blacks, 67% of females had Pell Grants; 54% of males had Pell Grants. For Whites, 27% of both females and males had Pell Grants – no gender difference.
GPA Distribution for 147 Students 14 of 147 students have a GPA between 0.01 and of 147 students have a GPA between 2.0 and 4.0
Top 5 Programs of Non-Returning Students Associate in Arts Associate in Nursing Associate in Science Associate Business Administration Criminal Justice
Fall 2004 AtD Non-returning Students 147 (25%) chose not to re-enroll (Spring 2005) 56 students surveyed by phone (February/March 2005) 25 of the 56 students surveyed requested referrals to Counseling and Student Development for follow-up consultations
Reasons Why Surveyed Students Did Not Re-enroll 1. Work related responsibilities (24%) 2. Personal/family obligations (22%) 3. Financial problems (16%) 4. Transferred to other colleges (10%) 5. Other (28%)
Two Distinct Groups Non-Traditional Students Traditional Students
Concerns of Non-Traditional Students Frustration at registering for too many courses Unprepared for academic challenges Difficulty adapting to the college environment
“I wish someone would have taken into account how long [ten years] I had been away from school.” Survey respondent
Concerns of Traditional Students Lack of preparation Difficulty with attendance Sense of failure Implicit feeling that they “messed up”
“I feel really badly about this, but what can I do?” Student respondent’s explanation when her grade dropped from an A to an F after missing a number of classes
Student Scenario Role-play from the perspective of an AtD student
“What can I do?”
Positive Answers Seek help Gain confidence Keep trying
Missed Opportunity Many of our AtD students do not realize their potential. Instead of seeking help, they choose not to re-enroll.
“If I have lost confidence in myself, I have the universe against me.” Ralph Waldo Emerson Essayist and poet ( )
A Difficult Question Answered These students lacked the self-confidence and life skills to overcome their failures at Durham Tech. “Some students are so mired in the complexity of staying alive that they may not even be able to understand what goals are and how they could be important.” Glenn Gabbard, Ed.D., Data Facilitator, Achieving the Dream Project
Relief and Gratitude The majority of non-traditional and traditional students expressed relief that there might be another opportunity to succeed.
A Positive Vibe 25 students (45%) stated that they plan to re- enroll 11 were “not sure” (most of these students said that they would like to return to Durham Tech) 13 responded that they would not be returning Most students referred to Counseling and Student Development indicated an interest in returning
“Self-confidence is the first requisite to great undertakings.” Samuel Johnson English author, critic and lexicographer ( )
How DTCC Supports Students New AtD initiatives Minority male mentoring Single parent club Campus learning center Writing and math labs Student senate Regular mentoring program College prep program Student success workshops—test tips, foreign language, time management Accessible instructors, willing to help students understand materials
AtD Promotes Success “The AtD initiative has focused our attention on strengthening the college’s relationship with the students.” Bill Ingram, Senior Vice President/Chief Instructional Officer