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HANK DUNN, ED.D. – MELISSA QUINLEY ED.S. Community Colleges of the Appalachia June 2013.

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Presentation on theme: "HANK DUNN, ED.D. – MELISSA QUINLEY ED.S. Community Colleges of the Appalachia June 2013."— Presentation transcript:

1 HANK DUNN, ED.D. – MELISSA QUINLEY ED.S. Community Colleges of the Appalachia June 2013

2 AN INSTITUTIONAL APPROACH Embrace Responsibility Achieve Success

3 DESCRIPTION Learn about one college’s approach to: instill student success principles of personal responsibility self-management motivation build commitment for the principles in faculty & staff develop foundational initiatives in instruction & student services implement evaluation

4 ANTICIPATED OUTCOMES Address student success challenges through a systemic approach Discuss the creation of a campus culture of responsibility Explain how to build “soft skills” into a student’s college experience

5 A-B TECH AT A GLANCE Asheville-Buncombe Technical Community College 54 years of continuous operation Located in the mountains of Western North Carolina Enrollment: Approximately 11,000 curriculum students and 16,000 Continuing Education students (unduplicated headcount per year)

6 A-B TECH AT A GLANCE 65 curriculum programs, 56 degrees, 22 diplomas and 71 certificates Vision Statement: Locally Committed ∙ Regionally Dynamic ∙ World-Class Focused College Values: Excellence – Learning – Supportive Environment – Innovation – Inclusiveness – Continuous Improvement

7 SECTION 1 CHALLENGES WITH RETENTION & COMPLETION

8 COMMUNITY COLLEGE COMPLETION Nationally, public community college three year completion rates range from 9% to 53% (state averages) Overall, less than 30% of students pursuing associate degrees graduate within three years Less than half of students who enter community colleges graduate or transfer within six years

9 FACTORS IMPACTING RETENTION External Age F/T vs. PT Spending per student Financial Aid Urban vs Rural Faculty Preparedness Internal Motivation Self-Management (time & resources) Personal Responsibility

10 SECTION 2 A-B TECH’S SERENDIPITY: FINDING ON COURSE ©

11 WHAT IS ON COURSE? A set of principles and strategies developed by Dr. Skip Downing Designed to ensure that students learn the skills, attitudes, and approaches of how to be successful in college & beyond

12 8 ON COURSE PRINCIPLES OF SUCCESSFUL STUDENTS Self-Responsibility Self-Motivation Self-Management Interdependence Self-Awareness Emotional Intelligence Belief in Themselves Lifelong Learning

13 PERSONAL RESPONSIBILITY: VICTIM-CREATOR LANGUAGE Victim If they'd do something about the parking on campus, I wouldn't be late so often. She's a lousy instructor. That's why I failed the first test. I'll try my best this semester. Creator I have been sleeping late which makes it difficult to find a parking spot. I will go to bed on time so I can make it to school and have time to get a parking spot. I failed my first test because I didn't study outside of class, didn't take notes. I will ask the instructor to repeat herself when needed. This semester I will take adequate notes, study consistently and not cram. I will go to the Learning Center when I am stuck.

14 SECTION 3 START AT THE BEGINNING

15 IT BEGAN WITH OUR FIRST YEAR EXPERIENCE COURSE Adopted On Course text for ACA-115 Redesigned course to reflect On Course principles Trained faculty with help of publisher Piloted and fully implemented within 2 semesters Well-received by students and faculty Faculty Quote: Not only has On Course steered my students in the right direction, but it has helped me be more successful in my teaching and in my life. I want everyone I know to experience this course!

16 IMPACT OF CREATOR LANGUAGE ON STUDENT SUCCESS When students adopt the attitudes and language of personal responsibility, it can be life changing. The student on the video you are about to watch demonstrates the impact On Course has on many of our students.

17 HOW ON COURSE IMPACTS STUDENTS

18 MOVING BEYOND FIRST YEAR EXPERIENCE (ACA-115) To continue the momentum developed in ACA-115, we needed to: Ensure that students encountered On Course language and strategies at every juncture Provide training in On Course principles for faculty and front line staff

19 SECTION 4 A-B TECH BECOMES AN ATD SCHOOL Achieving the Dream helps 3.75 million community college students have a better chance of realizing greater economic opportunity and achieving their dreams.

20 ACHIEVING THE DREAM, INC. ATD: Is a non-profit reform network Dedicated to helping community college students earn a college credential Evidence-based, student-centered, nationwide and built on the values of equity and excellence Working through nearly 200 colleges in 32 states

21 SECTION 5 ON COURSE INTEGRATION WITH AtD INITIATIVE

22 NOT YOUR TYPICAL ATD SCHOOL Our College’s Reality Better results initially than many AtD colleges Greater challenge “moving the needle” of student success Our Decision Think more broadly Implement a global set of initiatives to “move the needle”

23 ATD AND ON COURSE AtD Focus Identify target population Young men ages Students testing into more than one developmental course AtD Initiatives Mandatory Orientation No Late Registration ACA-115 in 1 st semester Developmental Advising (Case Management) Young Male Mentoring On Course Adoption

24 REALIZING THE POTENTIAL OF ON COURSE Bold Move Expand On Course from ACA-115 Infuse On Course to all the academic areas of the college

25 SECTION 6 ON COURSE INFUSION IN ACADEMIC AREAS

26 BUILDING THE ON COURSE FOUNDATION FOR FACULTY Faculty needed: On Course to be part of the expectations of their practice In-depth On Course training

27 FACULTY COMPETENCIES BUILD IN ON COURSE Faculty Competencies Faculty Competency 2: Learning-Centered Teaching Methods – KEY INDICATORS: Provides students with engaging, active learning activities (particularly based on On Course methods) across all modes of delivery Aligns course level outcomes with Program level Student Learning Outcomes (SLOs); Plans lessons with clear, measurable goals that align with unit SLOs; Demonstrates how each learning activity relates to SLOs

28 FACULTY TRAINING IN ON COURSE On Course Training Data

29 SECTION 7 EXAMPLES OF ON COURSE INFUSION IN ACADEMIC AREAS

30 English grammar practice manual written in On Course Language Trained tutors in the ALC to interact with students using On Course language Use On Course language in syllabi and in assignments Use On Course student engagement strategies Practice complex language using concepts of personal responsibility ACA-115 Developmental Studies Academic Learning Center Basic Skills ACADEMIC SUCCESS

31 On Course language and principles incorporated into Culinary New Student Orientation and Orientation Packet Intro Culinary course uses On Course as its textbook Panel discussions with former students in Computer Technologies Dept. - how adhering to the OC principles has positively impacted their professional life Culinary Computer Information Technology BUSINESS & HOSPITALITY EDUCATION

32 Med Lab faculty developed a student Personal Responsibility form to track student progress Surg Tech has coupled On Course with the “flipped classroom” and transformed their program from lecture- based to learner-centered instruction Medical Laboratory Technology Surgical Technology ALLIED HEALTH & PUBLIC SERVICE

33 “I have re-designed courses centered around student-created research projects that engage students and make them creators of their own success. ”( Sociology) “I rarely lecture but create learning activities in which students engage with the material and support one another to master it.” (Biology) “I create a trusting On Course environment in which students can provide feedback to fellow writers in groups. Overall their essays have improved in quality.” (English) Biology Sociology English ARTS & SCIENCES

34 “ I rethought how I communicate with my online students. I follow up with them using On Course language, inviting them to exercise responsibility and providing a structure to do so. As a result, I often save several students in each class from dropping. That equates to a lot of retention.”(History) ON COURSE ONLINE

35 Adjunct Coordinator obtained a minigrant to develop a Moodle course “On Course for Adjuncts”. Worked with several adjunct faculty to develop the course, introducing adjunct faculty to the principles of On Course, with discussions related to incorporation into the classroom. ON COURSE FOR ADJUNCT FACULTY

36 Students earn a Workforce Readiness Certificate based on demonstrating On Course principles (soft skills needed for work) Based on attendance, time management, professionalism (attitude/personal presentation) communication, ability to work in groups, quality of work, effort, and critical thinking WORKFORCE READINESS PROGRAM

37 SECTION 8 ON COURSE INFUSION ACROSS CAMPUS

38 On Course Principles are printed inside front cover of Student Handbook On Course based Financial Aid- Class for Students who are in danger of losing FA On Course language in Advising Process Incorporating On Course strategies: Wise Choice Process Forks in the Road Model Victim/Creator Language STUDENT SERVICES

39 Continuing Education and Workforce Development Basic Skills Library Business Services Other “front-line”staff OTHER AREAS OF A-B TECH BENEFITING FROM ON COURSE INFUSION

40 SECTION 9 ASSESSMENT AT EACH STEP

41 HOW DO WE KNOW WE’VE INFUSED? Overall Increase in %age of students successfully completing courses Increase in %age of student retention Increase in %age of students graduating Along the Way %of faculty trained % of faculty using active learning and language of responsibility %of departments who have embraced On Course % of courses/departments personal responsibility metrics for portion of student grades

42 SECTION 10 NEXT STEPS

43 Excellence means we are creators of our college’s future Continuous improvement means we do not wait for something to happen, we innovate Monitor our everyday language and commit to creator communication ON COURSE TO SUPPORT OUR REVISED MISSION, VISION, AND VALUES

44 THANK YOU COME VISIT US AT A-B TECH


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