Presentation on theme: "Texas Completion by Design June 2012 Funded by the Bill & Melinda Gates Foundation."— Presentation transcript:
Texas Completion by Design June 2012 Funded by the Bill & Melinda Gates Foundation
CBD Panel Alamo Colleges – Dr. Jo-Carol Fabianke Dallas Co. Community College District – Audra Barrett El Paso Community College – Steve Smith Lone Star College System – Juanita Chrysanthou South Texas College – Kristina Wilson
What is CBD? Five year community college reform effort aimed to help more low-income young adults complete more quickly and with greater rates of success The Bill & Melinda Gates Foundation will provide nearly $40 million over five years to four states The largest investment to date in higher education for the Foundation
Who is CBD After a rigorous application process, only four grants were awarded in the nation: Florida, North Carolina, Ohio, Texas Lone Star College System is the Managing Partner for the Texas cadre
Texas CBD Cadre Alamo Colleges Dallas County Community College District El Paso Community College Lone Star College System South Texas College
Collective Impact 289,000 Students = 1/3 of all TX community college students
State Advisory Board - Policy Transfer and Articulation Outcomes Based Funding Developmental Education Financial Aid Assessment/Diagnostics Progress and Completion Best Practices
The Challenge of Completion For Colleges: Financial Incentives aligned with access, not completion Under-resourced Innovations tend to be isolated Change is hard, even when the will is there For Students: Easy to enroll, easy to drop out Many enter without a clear plan, and need developmental education Lack of confidence, financial resources and family support
Question How can a community college raise completion rates for large numbers of students while containing costs, maintaining open access and ensuring quality?
Answer Develop strong completion pathways, defined as integrated policies, practices and programs designed to maximize students’ progress from start to finish.
Gates Foundation Pathway Principles 1. Accelerate Entry into Programs of Study 2. Minimize Time to College-Ready 3. Ensure Students know Requirements 4. Customize/Contextualize Instruction 5. Integrated Student Supports with Instruction 6. Monitor Student Progress and Provide Feedback 7. Reward Completion Focused Behaviors 8. Leverage Technology to Improve Learning
Supporting Student Success: PREVENTING LOSS, CREATING MOMENTUM a system designed for student completion JOBS
How? Analyze and understand the common barriers and milestones that students experience Implement and integrate proven and promising practices to provide students with the quickest, straightest path to a degree Create the conditions for change by empowering interdisciplinary, cross- campus delegations of faculty, staff and administrators Build infrastructure for continuous improvement
Planning Phase Interdisciplinary, cross-functional teams Data Analysis Target Student Groups Applied Inquiry Framework Engagement Faculty, Staff, Students Inventory of Promising Practices Bubble Charts Priority Strategies Model Pathways
CCRC Pathway Analyses 1)College “scoreboard” student completion rates 2)Program of study entry/completion patterns -Characteristics of concentrators vs. non-concentrators -Program entry/completion rates by field -Timing of program entry 3)Pathways of program completers -Courses most frequently taken by program completers -“Stacking” of credentials 4) Trends in awards by field (IPEDS)
Student Groups Target Student GroupsAlamoDCCCDEPCCLSCSSTC First Time In College (sub-groups)15,7859,00010,4327,0632,790 30+ Credit Hours (currently enrolled)1,8436,5851,45121,829n/a Dual Enrollmentn/a 10,458 Business Concentratorsn/a 6,130n/a
Applied Inquiry Framework CYCLE OF EVIDENCE-BASED IMPROVEMENT Stage 1 – Explore how to improve outcomes Stage 2 – Gather meaningful evidence Stage 3 – Discuss evidence broadly Stage 4 – Use evidence to inform change Stage 5 – Measure the impact of change
Sample Bubble ConnectionEntryProgressCompletion Automatic Graduation Reverse Transfer Mandatory Orientation Early Placement Testing, Prep and Remediation Accelerating Students through Developmental Education Getting Students into a program of study Streamlining programs, course options and core curriculum Aligning programs and services with workforce, career and transfer pathways Using technology for a comprehensive advising, tracking and degree planning system (dashboard) Institutional alignment of completion strategies and resources Mandatory Education Plan Alumni Development K-12 curriculum alignment Accelerated learning Student monitoring system (milestones, early alert, audits) Financial Planning and Incentives Mandatory Student success course Student Engagement: faculty advising, etc. Incentivizing completion at institutional and state level: engagement, communication and messaging Packaged degrees aligned with transfer, dual enrollment, career College-going culture Dual enrollment Priority registration; automatic scheduling University curriculum alignment University curriculum alignment
Top 5 Priorities Cadre Top Five Priorities and Alignment with CBD Principles Program of Study (P1, P2, P8) Mandatory Advisement & Pre- Assessment Prep (P3, P6) Enhanced Engagement Strategies (P3, P7) Curriculum Alignment & Coordination (P4, P5) Auto Degree & Reverse Transfer (P6, P7, P8) Alamo Success course; Career Pathways Early student alerts; pre- assessment/orientation; Mandatory declaration of a major in the first semester; intrusive/proactive advising and monitoring Professional Development Ongoing faculty, staff and student engagement Accelerated courses; flexible scheduling; integrated basic skills; sequencing of core curriculum DCCCD Learner Relationship Management (LRM) system; Acceptance letter link to orientation; success course Faculty Advising Professional Development; Use of existing / enhanced technology Streamline Core Curriculum EPCC Career; Exploration; LRM; success course; Informed Intent Early student alerts; case management system; Intrusive/proactive advising Professional development Clarifying Core; Streamlining selections LSCS Success course; Default Schedule; Core; Guided pathways Mandatory Advising; Early Alert; Degree Audit; pre-assessment orientation Use of technology; professional development; faculty mentoring/advising Accelerated courses; stackable credentials; workforce alignment STCLRM; Career Skills Interest Inventory Redesign Advising; Degree Plans; Career Skills Inventory; Dual Enrollment Professional Development; Use of Technology Accelerated DE; Integrated Curriculum Module
CONNECTION ENTRY PROGRESS COMPLETION Terry’s Current Journey Terry’s Future Journey Attends a HS without college prep curriculum Confused by FAFSA; family & school don’t help; doesn’t complete FAFSA Graduates HS and gets a low- wage retail job; delays enrollment for a year; finally enrolls in local community college, but part-time Underprepared, underfunded, enrolled part-time College placement test requirements force 3 semesters of developmental education courses Lack of advising leads to unstructured, part-time enrollment Lecture-based gatekeeper courses create disengagement, boredom, and surface-level learning at best Undirected and barely “college ready” Self Advising leads to extra courses/excessive credits and inability to access needed college supports Semester-based learning model constrains accelerated progression Over-enrolled courses and heavy workload lead her to “stop out” for a semester Stop-out risk Loses job and re-enrolls, continues to struggle Graduation fees present financial and administrative barrier to graduation Lack of career advising leads to low- wage retail work again even after obtaining a credential Lucky to cross the finish line after 5-years Tale of Two Terrys 10 th grade B-student Low-income family Dreams of becoming a teacher Starts at a community college Prepared, supported, enrolled full-time Academically caught up and ready to roll On track in an accelerated program of study A well-connected graduate in 2-years ready to continue learning Attends a PS aligned HS with college prep curriculum HS supports student to complete FAFSA before graduation Financial aid enables her to enroll full-time Chooses to begin at a high-quality community college close to home at significantly lower cost Diagnostic assessment allows for targeted developmental education during the summer and supplemental instruction during the first semester High-quality digital courseware in gatekeeper courses provides more diverse and deeper learning opportunities; results in higher student engagement and improved learning outcomes Intrusive advising steers her into a coherent program of study Learner Relationship Management system alerts her when at academic risk so she can course correct and enables a useful social network of support Innovative competency-based learning options allow her to complete many courses at her own pace Contextual learning supports career relevant work experience Degree audit system automatically confers credentials, including a certificate along the way to the degree Intrusive advising helps her “match” to the right 4-year institution
Panel Discussion 1. What is different about Completion by Design, as compared to other completion initiatives you have been doing in Texas? How is it building on previous initiatives/successes? 2. How did you look at the data differently for CBD? 3. How difficult will it be to create a culture where all faculty and staff see themselves as Completion Advocates? What have you learned so far from the planning work? 4. What will be the main features of your pathways? How will the student experience be different as a results of the CBD work?
Inquiries Amy Welch State Director, Texas Completion by Design Government Affairs & Institutional Advancement Lone Star College System firstname.lastname@example.org www.texascompletion.com www.completionbydesign.org