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BREAKING DOWN SILOS AT TARRANT COUNTY COLLEGE. PRESENTERS Erma Johnson Hadley, Chancellor, Tarrant County College District Joy Gates-Black, Vice Chancellor.

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Presentation on theme: "BREAKING DOWN SILOS AT TARRANT COUNTY COLLEGE. PRESENTERS Erma Johnson Hadley, Chancellor, Tarrant County College District Joy Gates-Black, Vice Chancellor."— Presentation transcript:


2 PRESENTERS Erma Johnson Hadley, Chancellor, Tarrant County College District Joy Gates-Black, Vice Chancellor for Student Success David Wells, Vice Chancellor for Academic Affairs

3 ABOUT TARRANT COUNTY COLLEGE DISTRICT Tarrant County College District - Established in 1965 7 th Largest College or University in Texas 1 College, 5 Campuses + Health Care Professions Campus+ Multiple Community Centers 5 Campus Presidents 3,000 Employees Counting Adjuncts 9/1/2010 - 8/31/2011 Unduplicated Enrollment 74,833 Credit Students 28,714 Non-Credit Students Total Operation and Maintenance Budget $348,992,268 7 Member Board of Trustees (Single Member Districts) Service Area: Tarrant County, Texas – 900 Square Miles – 1.8 M Population


5 “Silos – and the turf wars they enable - devastate organizations. They waste resources, kill productivity, and jeopardize the achievement of goals.” Patrick Lencioni Silos, Politics and Turf Wars, 2006

6 THE WAY WE WERE Silos, Silos, Silos Allowed students to do optional Enrollment driven Primary use of data was for reporting to regulatory agencies – Institutional Research office was staffed accordingly Often people did not understand the data they were getting Most advising was done by counselors No student success/orientation course Few decisions made on the basis of disaggregated data Administrators concentrated on their silo Minimal professional development and faculty renewal The Institution suffered from a lack of focus and a singular vision


8 Each employee must assume ownership for student success Enlightened, motivated, energetic leadership with a transformational agenda Create a strong, complete, creative leadership TEAM Critical and comprehensive self-examination Performance measures Identification of barriers to student success Identification of barriers to institutional success Input from our communities A singular focus on student success Systemic Institutional Improvement Re-Purpose human and financial resources

9 STEPS FOR BEGINNING THE PROCESS OF TAKING DOWN SILOS 1. Recognize continuing to do the same things yields the same results. 2.Establish a shared mission and goals. 3. Secure leadership committed to institutional and student success – e.g., build into your job descriptions and interview process a requirement for every employee to help create a positive collaborative environment for student success 3.Identify the problems with silo manifestation- define them, describe them in meetings and in documents. Call it what it is. Point out how it manifests itself and affects your students. Make everyone aware of the fact that the insular behavior that characterizes silos prevents our leveraging value across the institution. Define the value that accrues to everyone with student success. 4.Create interdisciplinary committees to address matters of student success, instructional improvement, process examination and resolution, and barriers to student and institutional success. 5.Create accountability for student success 6.ETC., ETC., Etc.,...

10 FOUR CRITICAL ACTIONS 1.Required that the Executive Leadership Team endorse the Agenda “We will change this Institution” “Focus will be on Student Access and Success” “We will do this together” 2.Adopted Vision 2015 as the path forward and CELT assumes responsibility for its strategies Goal 1: Support student learning and success through excellence in teaching and learning, support services, flexible instructional delivery systems, student engagement, learning outcomes assessment, and dynamic curricula.Support student learning and success Goal 2: Ensure affordability, accessibility and diversity reflective of the communityEnsure affordability, accessibility and diversity Goal 3: Promote institutional effectiveness through continuous improvement, collaboration with and service to the community, employee engagement, professional development and optimal environment conducive to quality teaching and learningPromote institutional effectiveness 3.Secured Board Endorsement 4. Joined Achieving the Dream


12 BEFORE ACHIEVING THE DREAM Communication Collaboration Cooperation

13 AS A RESULT OF ACHIEVING THE DREAM Change Challenges Continuous Improvement

14 STUDENT ENGAGEMENT Fall 2010 and Fall 2011 Implemented Changes and New Requirements Actions Taken

15 Fall 2010 Implemented a mandatory remediation requirement for all students Assigned advisors to FTIC students required to enroll in developmental courses, and required these students to meet with their advisor twice each semester Implemented a mandatory Transition to College Success course for FTIC students requiring developmental coursework in two areas ACTIONS TAKEN

16 Spring – Fall 2011 Increased advising and peer tutoring through Title III grant Expanded assigned advisors to all FTIC students Assigned advisors to Transition to College Success courses Expanded Transition to College Success Course to FTIC students requiring developmental coursework in one area ACTIONS TAKEN

17 STUDENT ENGAGEMENT: BENEFITS OF CHANGES TO STUDENTS Earlier completion of developmental coursework Intentional connections with advisors Successful acquisition of the tools and self confidence necessary to succeed in college TO THE COLLEGE Increased student engagement Increased interaction with advisors and faculty Increased persistence and retention Improved completion rates


19 Institutional Barrier: Students who register late often enroll in any courses that are still available without giving thought to the course’s requirements, their personal obligations, or their academic preparedness. USING DATA TO INFORM DECISION-MAKING Tarrant County College, 2010 LATE REGISTRATION

20 THE IMPACT OF LATE REGISTRATION ON STUDENT SUCCESS AT TCC Students who registered late had an average success rate (receiving a grade of A, B, C) of 55% in their classes compared to a success rate of 61% for students who registered during regular registration. TOMORROW STARTS HERE (Based on TCC Fall 2010 data)

21 LATE REGISTRATION Effective Fall 2011 TCC Discontinuation of Late Registration Spring 2012 Examining Current Registration Process Action Taken

22 Institutional Barrier: 63% of students surveyed indicated that they skipped class sometimes, often or very often. CCSSE, 2010 USING DATA TO INFORM DECISION-MAKING ATTENDANCE

23 Summer/Fall 2011 Instituted Attendance Requirements For Students Taking Developmental Education Courses Spring 2012 Expanded Attendance Requirements To All Students Action Taken

24 LATE REGISTRATION AND ATTENDANCE REQUIREMENTS BENEFITS OF CHANGES TO STUDENTS Finalized schedule before the start of classes More quality time for staff to assist with information and advising Early attendance at the start of the semester to receive course syllabi, materials and assignments Better understanding of the College’s expectations for attendance and timely registration TO THE COLLEGE Earlier cancellation of course sections can be initiated Students can be notified earlier of course cancellations Faculty will have accurate class rosters and class sizes Bookstore can address any additional textbook needs in a more timely manner More strategic planning for enrollment, instruction and staffing


26 DISRUPTIVE INNOVATIONS AT TCC Changes in Math Curriculum and Modes of DeliveryMandatory New Student OrientationIntentional Advising and Faculty AdvisingEarly Academic Alert SystemMandatory Professional DevelopmentMandatory RemediationMandatory Student Success CourseDiscontinuation of Late Registration


28 OBSERVATIONS How the Completion Agenda, Redirection of State Funding, the challenging economy, and the expectation of our community reinforces what we are doing. Yes, silos are difficult to dismantle, but a leadership team focused on student success and access can take them out Faculty are difficult to move out of a static position and we still have a way to go, but we will get there – we do not have a choice The importance of having a plan to move forward – Vision 2015 – 2020 - 2025

29 Cacy, Add the Triangle graphic from Auturo in this slide.

30 A Specific, Methodical and Consistent Recipe for Student Success (SMaC)


32 GETTING THE RIGHT PEOPLE ON THE BUS AND MAKING SURE THE RIGHT PEOPLE ARE IN THE RIGHT SEATS Erma Johnson Hadley, Chancellor* Joy Gates-Black, Vice Chancellor for Student Success* David Wells, Vice Chancellor for Academic Affairs* Reginald Gates, Vice Chancellor for Communication and External Affairs* Nina Petty, Vice Chancellor for Real Estate and Facilities* Tim Marshall, Vice Chancellor for Information Technology* Mark McClendon, Vice Chancellor for Financial Services* Angela Robinson, Vice Chancellor for Administration and College Counsel* Peter Jordan, President, South Campus* Larry Darlage, President, Northeast Campus Elva LeBlanc, President, Northwest Campus Bill Coppola, President, Southeast Campus* Tahita Fulkerson, President, Trinity River Campus* * Have been in these roles fewer than 3 years.



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