A Matter of Degrees 2014 Pathways to Progress Institute Sunday, September 21 3:30pm - 4:30pm

High-Impact Practices Initiative Sponsors We are grateful for the generous support of our High- Impact Practices Initiative sponsors. Their focus on identifying high-impact practices in community colleges and their commitment to student success make our work possible.

Three Part Series of Data Collection, Analysis, and Reporting

Four Sources of Information

5 Planning for Success ■Assessment and Placement ■Orientation ■Academic Goal Setting and Planning ■Registration before Classes Begin Initiating Success ■Accelerated or Fast-Track Developmental Education ■First-Year Experience ■Student Success Course ■Learning Community Sustaining Success ■Class Attendance ■Alert and Intervention ■Experiential Learning beyond the Classroom ■Tutoring ■Supplemental Instruction What are the CCCSE Promising Practices?

High-Impact Practices… and Participation

CCIS, CCSSE, CCFSSE Promising Practices Promising PracticeColleges That Report Having It Students Who Report Doing It Full-Time Faculty Who Teach or Facilitate Orientation97%58%13% Student Success Course 84%24%12% First-Year Experience 59%26%17% Learning Community54%13%16% Accelerated Developmental Education 49%29%(devonly)14%

8 Small-scale success does not solve big-scale problems…

Design, Scale, Implementation, and Intensity  Design practices and programs for high impact.  Implement with purpose and include evaluation.  Engineer programs for scale, and require them for all students who can benefit from them.  Boost intensity by weaving multiple high-impact practices together.

High-Impact Practices…and Engagement

Benchmarking – and Reaching for Excellence  The most important comparison: where you are now, compared with where you want to be. 11

CCSSE and SENSE The five CCSSE benchmarks are: –Active and Collaborative Learning –Student Effort –Academic Challenge –Student-Faculty Interaction –Support for Learners The six SENSE benchmarks are: –Early connections –High expectation and aspirations –Clear academic plan and pathways –Effective track to college readiness –Engaged learning –Academic and social support network 12

2014 CCSSE Benchmark Scores by Orientation Participated in Orientation Did Not Participate in Orientation Sources: 2014 CCSSE data

Participated in First Year Experience Did not participate in First Year Experience Sources: 2014 CCSSE data 2014 CCSSE Benchmark Scores by First Year Experience Program

2014 CCSSE Benchmark Scores by Learning Community Participated in Learning Community Did not Participate in Learning Community Sources: 2014 CCSSE data

2014 CCSSE Benchmark Scores by Student Success Course Participated in Student Success Course Did not Participate in Student Success Course Sources: 2014 CCSSE data

2014 CCSSE Benchmark Scores by Accelerated Developmental Education Participated in Accelerated Developmental Course Did Not Participate in Accelerated Developmental Course Sources: 2014 CCSSE data

Higher Engagement, Higher Graduation Rates 18 *Price, D. V., & Tovar, E. (2014). Student engagement and institutional graduation rates: Identifying high-impact educational practices for community colleges. Community College Journal of Research and Practice, 38(9), 766–782, doi: /  Researchers Derek Price and Esau Tovar explored the statistical relationships between student engagement and institutional graduation rates.  They concluded that three of five CCSSE student engagement benchmarks—active and collaborative learning, student-faculty interaction, and support for learners—“correlated to a statistically significant degree with IPEDS graduation rates.”*

Questions to Consider Which students are participating in the promising practice – by gender, race/ethnicity, enrollment status, other targeted group? Why? Do some groups of students benefit more than others from the specific practice? Why? What aspects of the promising practice are most beneficial to specific targeted groups? Why?

Is there a relationship between High- Impact Practices and Student Outcomes?

Positive Relationships Between High-Impact Practices and Student Outcomes…  Completion of at least one developmental education course with grade of C or better  Completion of at least one gatekeeper course with a grade of C or better  Persistence (fall-to-spring and fall-to-fall) 21

OUTCOME 1 22 Completion of at Least One Developmental Education Course With a Grade of C or Better 22 *Source: RTI International. (n.d.). The completion arch: Measuring community college student success (Participation in developmental courses: United States). Retrieved from College Board website:  Approximately 62% of U.S. community college students take at least one developmental education* course within six years of their initial enrollment.  At some colleges, the percentage is even higher.  For too many students, traditional developmental education is a terminal roadblock to success.

OUTCOME 1 23 Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION 23 Source: CCSSE-linked student record data OUTCOMES CCSSE developmental students who reported participating inwereto successfully complete any orientation 1.51 times more likely a developmental math course N=1,773 p= any orientation 1.61 times more likely a developmental English course N=1,773 p< than were students who did not report participating in any orientation.

OUTCOME 1 24 Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION 24 Source: CCSSE-linked student record data PARTICIPATION CCSSE developmental students (N=1,773) Yes (n=1,283) No (n=490)

OUTCOME 1 25 Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION 25 Source: SENSE-linked student record data (entering students) OUTCOMES SENSE developmental students who reported participating inwereto successfully complete any orientation 1.88 times more likely a developmental math course N=2,896 p< any orientation 2.14 times more likely a developmental English course N=2,896 p< than were students who did not report participating in any orientation.

OUTCOME 1 26 Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION 26 Source: SENSE-linked student record data (entering students) PARTICIPATION SENSE developmental students (N=2,896) Yes (n=2,225) No (n=671)

ORIENTATION 27  VIDEO

OUTCOME 1 28 Completion of at Least One Developmental Education Course With a Grade of C or Better LEARNING COMMUNITY 28 Source: CCSSE-linked student record data OUTCOMES CCSSE developmental students who reported participating inwereto successfully complete a learning community during their first academic term 1.59 times more likely a developmental English course N=1,734 p= than were students who did not report participating in a learning community during their first academic term.

OUTCOME 1 29 Completion of at Least One Developmental Education Course With a Grade of C or Better LEARNING COMMUNITY 29 Source: CCSSE-linked student record data PARTICIPATION CCSSE developmental students (N=1,734) Yes (n=207) No (n=1,527)

OUTCOME 1 30 Completion of at Least One Developmental Education Course With a Grade of C or Better LEARNING COMMUNITY 30 Source: SENSE-linked student record data (entering students) OUTCOMES SENSE developmental students who reported participating inwereto successfully complete a learning community 2.58 times more likely a developmental English course N=2,803 p< than were students who did not report participating in a learning community.

OUTCOME 1 31 Completion of at Least One Developmental Education Course With a Grade of C or Better LEARNING COMMUNITY 31 Source: SENSE-linked student record data (entering students) PARTICIPATION SENSE developmental students (N=2,803) Yes (n=176) No (n=2,627)

OUTCOME 3 32 Persistence (Fall-to-Spring and Fall-to-Fall) FIRST-YEAR EXPERIENCE 32 Source: CCSSE-linked student record data OUTCOMES CCSSE non-developmental students who reported participating inwereto persist a first-year experience during their first academic term 1.71 times more likely fall-to-spring N (students)=902 N (terms)=3,221 p= a first-year experience during their first academic term 1.49 times more likely fall-to-fall N (students)=902 N (terms)=3,221 p= than were students who did not report participating in a first-year experience during their first academic term.

OUTCOME 3 33 Persistence (Fall-to-Spring and Fall-to-Fall) FIRST-YEAR EXPERIENCE 33 Source: CCSSE-linked student record data PARTICIPATION CCSSE non-developmental students (N=902) Yes (n=160) No (n=742)

FIRST-YEAR EXPERIENCE 34  VIDEO

OUTCOME 2 35 Completion of at Least One Gatekeeper Course With a Grade of C or Better ACADEMIC GOAL SETTING AND PLANNING 35 Source: CCSSE-linked student record data OUTCOMES CCSSE developmental students who reportedwereto successfully complete that an advisor helped them develop an academic plan before the end of their first academic term 1.45 times more likely a gatekeeper math course N=1,204 p= that an advisor helped them develop an academic plan before the end of their first academic term 1.47 times more likely a gatekeeper English course N=1,204 p= than were students who did not report receiving such assistance during their first academic term.

OUTCOME 2 36 Completion of at Least One Gatekeeper Course With a Grade of C or Better ACADEMIC GOAL SETTING AND PLANNING 36 Source: CCSSE-linked student record data PARTICIPATION CCSSE developmental students who received assistance with developing an academic plan (N=1,204) Yes (n=585) No (n=619)

ACADEMIC GOAL SETTING & PLANNING 37  VIDEO

Implementing Pathways for Students at Alamo Colleges

39 New Academic Pathways A strong case can and should be made – and subject to campus discussion – that community colleges should care deeply about increasing college completion: why doing so requires a fundamental redesign of students’ educational experiences; and the reasons why the conceptual notion of academic and career pathways is gaining support from researchers and practitioners as a means of increasing student success. Kay McClenney and Donna Dare, in Reimagining the Student Experience: Stepping up to the Challenges of Change, Community College Journal, August/September 2013

40 Academic Pathways: A New Model It encompasses a cluster of related programs, so a college might offer six pathways, or 10, or 15, depending on its size, transfer arrangements, and regional labor market needs. Examples could include a STEM pathway; or a health careers and life sciences pathway, to name a few. Kay McClenney in Premise and Promise – Developing New Pathways for Community College Students, Community College Journal, April/May 2013

41 Principles for Guided Pathways O Create clear roadmaps to success that simplify students’ choices O Clearly define program learning outcomes and align with end goals O Monitor student progress, providing frequent feedback and integrated supports Davis Jenkins and Sung-Woo Cho in Get With the Program…and Finish It: Building Guided Pathways to Accelerate Student Completion, CCRS Working Paper No. 66, January 2014

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Creative and Communication Arts American Sign Language Radio-Television-Broadcasting MSAC Level I AAS English Advanced Manufacturing and Logistics Diesel/Light to Heavy Truck Tech. MSAC Level I AAS Aircraft Technician Airframe MSAC Level I Level II AAS Business and Entrepreneurship Music Banking & Financial Services Level I AAS Economics Health and Biosciences Pre-Nursing Dental Assisting Level I ESC Public Service Mortuary Science Level I AAS Political Science Texas Teacher Certification Criminal Justice Science and Technology Computer Programmer MSAC Level I AAS Biology Engineering AlamoInstitutes

45 Refreshers O 16 clock hours Math and 8 clock hours Integrated Reading/Writing Reviews O Required of Students Who are Assessed Below College-Ready Preliminary Data MATH Spring % Advanced 1 or More Levels

46 Faculty Mentoring Phase 1 SmartStart Early Alert Phase 2 Advising at 30 Semester Hours

47 Questions?

STUDENT SUCCESS 48  VIDEO

Questions to Consider  Are we using the power of synergy?  Are we meeting the challenge of scale?  Who participates in high-impact practices?  Where is the lowest hanging fruit?  What are the greatest challenges?  Are we implementing high-impact practices effectively?  Are we listening to students?  Who is engaged these campus conversations? 49

High Performing Colleges … make student engagement inescapable!

QUESTIONS ? Dr. Jo-Carol Fabianke Vice Chancellor for Academic Success Alamo Colleges Dr. Misha Turner Associate Director, College Relations Community College Student Engagement This PowerPoint presentation will be located on the Center for Community College Student Engagement website at:

QUESTIONS ? Dr. Jo-Carol Fabianke Vice Chancellor for Academic Success Alamo Colleges Dr. Misha Turner Associate Director, College Relations Community College Student Engagement This PowerPoint presentation will be located on the Center for Community College Student Engagement website at: