Presentation on theme: "AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93 RD ANNUAL CONVENTION The National Council of Instructional Administrators Judy Marwick, Provost, William."— Presentation transcript:
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93 RD ANNUAL CONVENTION The National Council of Instructional Administrators Judy Marwick, Provost, William Rainey Harper College Kris Young, Vice President of Academic Services, Parkland College Bill Mullaney, Bergen Community College Amy Fugate, Vice President for Academic Affairs, Mott Community College A Focus on Learning to Foster Completion
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93 RD ANNUAL CONVENTION Judy Marwick, Provost
A Focus on Student Learning Completion Center for Adjunct Faculty Engagement A collaboration between Academic and Student Services No late registration Developmental course success
Harper College Fast Facts Enrollment (Unduplicated Headcount): Credit: 26,441 Noncredit: 7,554 Faculty: 233 full time Approximately 653 part time Programs Offered: 8 Associate/Transfer Degree Programs 41 Associate of Applied Science Degrees 111 Certificate Programs Campus Size: 200 acres, 24 buildings
C enter for A djunct F aculty E ngagement The Center provides increased support, resources, professional development and oversight for the 650 adjunct faculty teaching at Harper each semester.
Staff Associate Dean Assistant Dean 3 part-time instructional evaluators o Prepare and present new adjunct faculty orientation programs. o Conduct administrative evaluations of all adjunct faculty members. o Develop programming to meet the identified professional development needs of the adjunct faculty. o Engage adjunct faculty in achieving the goals of the student completion agenda.
Orientation Since CAFÉs inception we have doubled the number of sessions. Not required but 100% attendance. No longer paid but appropriate gift bags.
Evaluations Between June 2011 and November 2013, all adjunct faculty members will have been observed. Evaluations may be used to recommend targeted professional development. New adjunct faculty are observed in each of their first 3 semesters and then every 3 years. Evaluations done by CAFÉ compliment those done by department chairs and coordinators.
Professional Development Building Relationships with Icebreakers Engaging you Students in Critical Thinking, Parts I and II Expanding Your Teaching Toolbox Managing Challenging Conversations Game Changers by Diana Oblinger, Book Discussion Formative Assessment Made Easy Promoting Critical Thinking with Clickers and Waffiti Advanced Features in Blackboard Supporting Deaf and Hard of Hearing Students in the Classroom Posting Midterm Verifications & Grades Effective Use of Small Groups in the Classroom Understanding FERPA Mentoring and Engaging Adjunct Faculty (for department chairs and coordinators. Supporting Adjunct Faculty (for department chairs and coordinators
Engage and Connect Completion Measures of Success – Comparison of student success in gateway courses between full-time and adjunct faculty. – Comparison of student success for adjunct faculty who have attended 3 professional development sessions compared to those who have not. – Comments from adjunct faculty association.
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93 RD ANNUAL CONVENTION Kris Young Vice President of Academic Services Parkland College
Defining “The First Year Experience” “The First Year Experience ®” “ Everything an institution does with, for, and to its new students. It is a philosophy and rationale for what should be done and why.” John Gardner, Senior Fellow National Resource Center for the First Year Experience. Note: This term is a registered trademark of the University of South Carolina.
Design Principles for New Student Success – Create clear pathways – Integrated Support – High Expectations with High Support from Everyone – Professional Development to support students’ success – Designing for scale A Matter of Degrees, Promising Practices for Community College Students, Center for Community Engagement. 2012
S.O.A.R. Students: Preliminary Persistence Data
Fall Welcome Convocation
PSY 109: Educational, Career, and Life Planning New text for 2012FA Unified syllabus with common assignments & grading Mandatory academic planning, career research, & student engagement activities Writing assignment techniques & rubrics mirror those in ENG 098/099
First Year Communities Fall 2012 Business Health Professions Criminal Justice Black Males Together We Achieve
Preliminary First Year Community Results
Dual Credit Data Note: Data for most recent years is lower because students may still be attending high school
Leading to Desired Outcomes
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93 RD ANNUAL CONVENTION Bill Mullaney Vice President of Academic Affairs Bergen Community College
On Time Registration Learning Starts DAY ONE!
Where did OTR come from? Survey of Entering Student Engagement (SENSE) – Fall 2010 Entering Student Success Institute (ESSI) – Spring 2011 Network Institutions Valencia Community College Ivy Tech Community College Literature Review Best practices in developmental education Supported by Administrative Leadership Team (ALT)
What is OTR ? Students will not be permitted to enroll in a class that has already met. Why OTR? Reinforce our commitment to learning starts on day one Positively impact student success
Planning & Development Collaboration & Communication Academic Affairs No Overrides Strategic Scheduling Student Affairs Front line staff saying “no” Assist students to find alternatives Current Students Prospective Students College Faculty Staff
Implementation – Fall 2012 Strategic Scheduling Alternative Start classes for top high enrollment courses Capped at 15 until first day of semester Shadow Sections of top high enrollment courses Extended Enrollment Period (EEP) Accommodations (There are no “exceptions”) Right Classing Same Course, Same Instructor Incorrect Enrollments Science Labs Learning Communities Dropped at “no fault” of the student
Evaluation – Fall 2012 Schedule Change Requests (200+) ~40% submitted by Academic Affairs 65% approved Top “reasons” Dropped for non-payment (Wks 1-2) Need required lab or enrolled in wrong lab section (Wk 1) Incorrect enrollment in Learning Community (Wk 1) Unable to self-enroll in a class that started later in the day (Wk 1) Student presented “add slip” signed by instructor after the class met (Wk 1) Right Classing (Wks 1-2) Same course, same instructor (Wks 1- 2)
Evaluation – Fall 2012 Stakeholder Surveys Employees Majority supported the initiative Not enough alternative start classes Communication needs to be improved Students Data Retention by enrollment date Fill rate of classes
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93 RD ANNUAL CONVENTION Amy Fugate Vice President for Academic Affairs Mott Community College