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Creating an On-Ramp from High School to College LEARNING COLLEGE SUMMIT 2012.

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Presentation on theme: "Creating an On-Ramp from High School to College LEARNING COLLEGE SUMMIT 2012."— Presentation transcript:

1 Creating an On-Ramp from High School to College LEARNING COLLEGE SUMMIT 2012

2 89% …of traditional-age entering students responding to the Survey of Entering Student Engagement say they believe they have the motivation to do what it takes to succeed in college.

3 Looking ahead…what will college be like?

4 I

5 I Have a Goal! On the SENSE survey, traditional-age entering students say… 78% want to obtain an associate degree. 79% want to transfer to a four-year institution. 61% want to complete a certificate program.

6 Where am I heading?

7 I Next step – college!

8

9 86% …of traditional-age entering students responding to the SENSE survey say they’re academically prepared for college.

10 I think I’m ready…

11 71% of traditional-age entering students responding to the SENSE survey learned that they are not ready for college-level courses that require skills in reading, writing and/or math...

12 The challenges of dev ed…

13 Was I ready for college?

14

15 New students years of age… More attend full-time Work fewer hours than older students Have fewer family responsibilities Yet… they spend less time preparing for class.

16

17 During the first 3 weeks of community college, students years old … 46% came to class unprepared at least once. 28% skipped class at least once. 29% did not turn in an assignment at least once.

18 Younger community college students are more likely to… Turn in an assignment late Not turn in an assignment Come to class unprepared Skip class

19 48% drop out before the beginning of their second year.

20 David Conley, Distinguished Professor, University of Oregon:  “Nobody manages the transition very well. For most institutions of higher education, it isn't a transition at all. The student just shows up…there is very little process or systematic thought for what is going on for the student in terms of all the dimensions that are required to make that transition.”

21 SENSE Benchmarks for Effective Educational Practice Early Connections High Expectations & Aspirations Clear Academic Plan & Pathway Effective Track to College Readiness Engaged Learning Academic & Social Support Network

22 Welcome to college!

23 We wear them down…

24 Students don’t know what they don’t know… but we think they should…and behave as though they do!

25 The students in our focus groups who reported the best experience registering at their college had something in common. What was it?

26 Creating an on-ramp to college…

27  48% …of younger entering community college students say they never saw an advisor during their first three weeks. 37% for non-traditional-aged students SENSE 2011 Cohort Data

28 Younger students are less likely to… Use academic advising and planning They ask their friends what to do… 53% vs. 42% for older students SENSE 2011 Cohort Data

29 I have an advisor…

30 What year old new community college students are telling us: 28% enrolled in a class designed to teach them the skills needed to succeed in college.

31 Creating an on-ramp to college…

32 Some students find the on-ramp to college while they are still in high school…

33 Creating an on-ramp to college…

34 What makes a class a good class?

35 Is this learning?

36 This is learning!

37 Creating an on-ramp to college…

38

39 Younger community college students are less likely to… Go to a tutor Go to math, English and computer labs Ask an instructor for help Discuss an assignment or grade with an instructor

40 In high school, I needed help…

41 In college, I need help, but…

42 Students don’t do optional!!

43 Will James return to college?

44 What questions does the information raise for you? What is one thing you and the college can do to address these findings?

45 Collaborating to create change:  El Paso Community College  League for Innovation -- Significant Discussions

46 El Paso Community College College Readiness Initiative – Placement test and refresher courses while in high school Summer Bridge Program -- Improve basic skills More students college-ready, more place in highest level of developmental math Students by-passing developmental courses or spending less time in them

47 Houston Community College Student Success Class Fall to spring persistence increased for all groups except Asian students, which remained constant at 78%. Largest gain has been for African American students – from 69% to 75%.

48 Skagit Valley College Pilot Fall-Winter Persistence

49 Zane State Mandatory testing & placement, mandatory orientation, mandatory FYE course, mandatory advising for at-risk students 3-year mandatory FYE course associated with 10% increase in fall-to-fall persistence. 3-year graduation rate for developmental students now exceeds 50%.

50 What Matters Most for Student Success?

51 Some Observations about Entering Students Students experience culture shock and academic shock. Students don’t know what they don’t know…but we expect them to! You have to ask to be told…but what if you don’t know what to ask?

52 What does this mean for community college leaders? Create an “on-ramp” to college life. Show students the relevance of what they’re doing – help them understand the “what” and the “why.” Make everything more personal – show them we care! If we know what students need – make it mandatory!

53 High Performing Colleges …make student engagement inescapable!

54 Inescapable…

55 Arleen Arnsparger, Project Manager Initiative on Student Success Center for Community College Student Engagement (CCCSE)


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