1. Dr. Kevin Pollock President St. Clair County Community College

3.  Response to outside “drivers” (state, community)  Internal “drivers” (staff, students, faculty)  Accreditation  Vision and Mission  Assessment  Student Success concept  AND create a campus atmosphere of inclusiveness?

4.  Prepare students for academic transfer;  Provide vocational-technical education, continuing education, developmental education;  Provide community service through cultural and recreational events.

5.  Education is necessary for the maintenance of a democracy;  Education is essential for the improvement of society;  Education helps to equalize opportunities for all people. Rouche, J. (1993). Between a Rock and a Hard Place. American Association of Community Colleges.

6.  Evolution of the community college now includes such things as distance learning and open admissions policies that ensure no member of the community need miss the chance to attend.  Community colleges are now involved in leadership strategies for community, economic, and workforce development.

7.  Responsibility for academic transfer preparation  Vocational-technical education  Developmental education and community service  Remediation in basic academic and workplace skills  English as a second language  Training in technology  Continuing education and enrichment programs  How many of these items identify at-risk students?

8.  “ Community colleges have long been caught between a rock and a hard place – trying to provide access and opportunity for all who can profit, while maintaining academic standards in the face of increasing underpreparedness”. John Rouche Between a rock and a hard place: the at-risk student in the open door college

9.  Access  Community Responsiveness  Clear focus on student learning  Resourcefulness  Entrepreneurial Spirit  Creativeness  Innovativeness Dr. George Boggs President of American Association of Community Colleges

10.  Inadequate Financial Support  Increasing Student Costs (tuition hikes)  Financial Aid policies (Loans versus Grants)  Challenges to Image (Second class?)  Problems with transferability Dr. George Boggs President of American Association of Community Colleges

11.  Access (Turning away students by not being able to offer enough sections)  Student Success (Beyond Access)  Accountability Dr. George Boggs President of American Association of Community Colleges

12.  Chronic versus (and) Crisis Situations

13.  National Issues ◦ P-20 Concept ◦ U.S. Dept. of Ed Action Plan for Improving Measures of Postsecondary Student Success (Obama Initiative) ◦ AACC Completion Agenda  State Issues  The “Basics” of Enrollment Management: create a plan, work with faculty, increase retention, connect students to the campus, etc.  A lot of information available based on “four- year” models; tougher for “two-year” colleges  What does this mean for us?  Let’s take it step by step

14. 1. The “Open Door” and its ramifications; 2. Needs of nontraditional students; 3. Needs of the Employed student; 4. Accountability; 5. The opportunities and attainment gap; 6. Remediation and basic skills; 7. Transfer and articulation; 8. Noncredit and workforce development; 9. Financial aid; 10. Supportive learning environments.

15. Time is the Enemy Complete College America  “Four out of every ten college students are part- time”  “Seventy-five percent of today’s students are juggling some combination of families, jobs, and school while commuting to class”  “Only one quarter go full-time, attend residential colleges, and have most of their bills paid by their parents”  “Part-time students rarely graduate; only a quarter ever make it to graduation day”  “Students are taking too many credits and take too much time to graduate”  “Remediation is broken, producing few students who ultimately graduate”

16. Copyright © 2011 Complete College America. All rights reserved.

20.  Remedial education is a fixture in community colleges with 95% of community colleges offering remedial classes  42% of entering students are underprepared in at least one of the basic skills (reading, writing, math)  Mathematics is the greatest hurdle No One to Waste McCabe (2000)

21.  “One who is financially independent, attends part time, works full time, delays enrollment after high school, has dependents, is a single parent, or does not have a high school diploma”. Kay McClenney League for Innovation

22. St. Clair County Community College September 9, 2011 FALL SEMESTER CAMPUS UPDATE Accountability – Coming Attractions: Voluntary Framework of Accountability College Readiness Measures Report of % of students referred to developmental education (DE) who: -attempt first math or English/reading DE course; -complete highest level math/English/reading DE course; -complete first college-level course in math/English/reading -complete all DE courses Progress Measures Report of % of students who: -successfully complete in term one; -reach credit threshold by end of year two -are retained from fall of term one to next academic term; -who reach year two outcomes; -who successfully complete at end of year two

23. St. Clair County Community College September 9, 2011 FALL SEMESTER CAMPUS UPDATE Accountability – Coming Attractions: Voluntary Framework of Accountability Outcomes and Success Measures Report on students who: -earn an associate’s degree – without transfer and with transfer; -who earn a certificate – without transfer and with transfer; -who transfer to a 4-year with no degree or certificate; -who laterally transfer.

24.  Pennsylvania community colleges have become the first statewide system in the country to adopt the Voluntary Framework of Accountability created by the American Association of Community Colleges.

25. St. Clair County Community College September 9, 2011 FALL SEMESTER CAMPUS UPDATE Accountability – Coming Attractions National Community College Benchmark Project 12 Colleges in Michigan currently reporting on 130 metrics including the following  Student and Student Outcomes -Fall to Spring and Fall to Fall persistence rates -Educational goal attainment -Institution-wide grade information -Developmental course retention and success rates  Institutional Effectiveness -Average credit section size -Student/faculty ratio -Instructional faculty load -Cost per credit hour and FTE student  Community and Workforce Development -Market penetration rates -Business and industry productivity

26.  Outcome measures ◦ Degrees awarded annually (number and change over time) ◦ Graduation rates ◦ Transfer rates  Progress measures ◦ Remediation (entry and success) ◦ Success in first-year math and English ◦ Credit accumulation ◦ Retention rates ◦ Course completion ◦ Time and credits to degree

27.  In God we trust, all others bring data.

28.  Indiana’s State Commission for Higher Education’s goals  Double the number of graduates by 2025  Increase on-time grad rates to at least 50% at four-year schools and 25% at two-year schools by 2018.  Community College Week April 2, 2012

29.  We are being asked to “prove” that learning is happening;  We are being asked to provide data;  We are asked how we do business and how we compare to other institutions;  We are asked: how many students are in a class, why don’t we have more classes on Friday and weekends, why isn’t there more financial aid, why does it cost so much?  We have local people who wonder about the use of their tax dollars.

30.  Governor proposal on degrees in STEM  Senate proposal based on contact hours, local strategic value, administrative costs, 4 of 5 goals certified by board  House proposal helps pay down retirement

31.  Make higher education universal;  Create community compacts for educational attainment (partnerships)  Improve institutional completion measures;  Expand opportunities for “Early College” achievement (dual enrollment)  Improve the transfer process and award dual degrees (transfer wizard)  Target adults seeking to complete postsecondary credentials.

32.  We are in the middle;  We are hearing things we have been saying for years;  We are experts in many ways;  We need to inform our co-workers why these issues are important and how this affects them  We need to adjust what we do as well as take a stronger leadership role

33.  More data  A greater focus on students and their success  Less funding  More rules  Questions like, “Who gets credit for graduates”?  Transfer issues  What can we do about all of this?  Does this mean change?

34.  “Students Finish What They Start”  Tallahassee Community College

35.  Student Access to Student Success

36.  Are we student-first oriented?  Honestly ask ourselves, “Are we more concerned if our decisions impact our students or us?  Is our quality movement working “under the radar”?  Fairly new to quality improvement, student success. Do we have a definition and measurement?  Are we adverse to cultural change?  We will have limited resources  Accreditation  How are we responding to internal and external drivers?

37.  One definition: “Students attaining their educational goals in the most efficient manner”.  Student Success is the elimination of barriers that hinder students from accomplishing their educational goals.  Student Success is NOT the lowering of academic standards.  A strong student success model will help raise retention rates

38.  Mobilize the silent majority (minimize the doom and gloom)  Change the culture  Establish that everybody makes a difference  Recognize that we are in the education field because we care about students

39.  “Do the right thing for the right reason and when in doubt, lean toward the student”

40.  Take the lead  Stand up and speak  Utilize data;  Keep the focus on student success;  Realize you have to help others understand what student success is all about;  Ask, “who can we help”?

41.  Classes that don’t transfer  Dual enrollment credits that don’t transfer  Programs that don’t align so students transfer before completing a degree  Transcript issues – should they be standardized?  UIC – Unique Identification Codes  Portability  How agreements are maintained  Direct credit issues  Clean agreements  Seamless transfers  Advising issues

42.  Understand SEM (or student success)  What is the potential for your campus?  Define the reasons for pursuing student success?  What are the issues?  Is the rationale cogent and clear?  What are we facing: high school decline, student satisfaction, large retention issues, financial?  Define a role in transfer issues (president to president)

43.  Recruiting?  Advising?  Mentoring?  Attending programs?  Learning outcomes and assessment of classes and programs?  Developmental Education?  Working with K-12?  A student friendly class schedule?  Working with peer faculty from other institutions on transfer agreements  Program Review  Accountability  What else?

44.  To receive faculty buy- in they need to be part of the process  A great opportunity for faculty to see the “big picture”  An opportunity to work with others outside of their department and share their expertise  Decisions must be data driven

45.  Every course, every program, every college is perfectly designed to get the results it is currently getting.

46.  “Take nothing on its looks; take everything on evidence. There’s no better rule.”  Charles Dickens (1812-1870) ◦ - Great Expectations

47.  How is our customer service?  How well do our students get through our maze?  Are we looking at all the things that affect students?  How well do we work with our partners?  How well do we work with our colleagues?  Are we trying to be great at what we do?

48.  Have a winning attitude  Make a commitment to the customer  Use proper grammar and enunciate  Work on oral communication skills  Increase your phone ability  Develop stronger listening skills  Use different problem-solving techniques  Have the confidence to deal with difficult customers  Manage job stress  Exceed customer expectations

49.  Recruitment  Application  Admission  Orientation (mandatory?)  Testing and course placement  Scheduling  Registration  Bill payment  Book purchases  Advising  Financial aid  Mentoring  Online issues

50.  Examine course availability  Correct course placement  Do courses “line up”?  Ask yourself honestly, “Is the schedule done in the best interest of the students or the faculty”?  Identify high risk courses  Identify killer combinations of courses and ask why we allow students to take them  Create and enforce a campus attendance policy

51.  Advising – the volume of students, bad advice  Do you track success through data and interviews?  Do you have a student success class? ◦ One or three hours long? ◦ Required or not?  Time management issues ◦ Related to study time ◦ Related to family time

52.  May have difficulty in assessing the value of an education;  May regard public education as a form of entitlement rather than a good or service;  May not have as much of a choice in public education compared to most goods and services;  May lack access to third-party ratings of public education services;  May not realize that the burden of success lies with them;  May not recognize that classmates can affect their individual level of benefit.

53.  Learning the norms of campus culture  Finding a niche  Putting down roots  Transferring successful behaviors from other settings  Developing focus  Resisting peer pressures  Compartmentalizing family and work pressures  Exhibiting classroom habits of successful students  Building relationships with teachers  Asking for help  Levitz, R. S., Noel, L., & Richter, B. J. (1999). Strategic moves for retention success. New Directions for Higher Education (108), 31- 49.

54.  More students take online classes than ever before  Digital divide between students at community colleges  Use technology to streamline institutional functions such as application process, registration, orientation, advisement, and assessment  Use web sites to deliver what students need, not what faculty and staff desire

55.  Instructional programs (relevant programs and content, concerned faculty, appropriate technology, student friendly class schedule, academic support system);  Institutional policies and structures (early alert, mandated testing and placement, learning communities, standards of academic progress;  Institutional culture (service excellence, engagement, connection, student centered philosophy);  Services and support (advising, tutoring, financial aid, counseling supplemental instruction).

56.  Know why our students don’t succeed or leave;  Eliminate barriers that impede success for our students;  Feel that we have done everything possible in terms of supporting our students;  Be able to measure our success;  Not point fingers; this is a campus-wide effort  Be able to provide data and answers to questions raised locally, state-wide, and nationally;  Realize that we are going to be held to a higher level of accountability.

57.  Create a culture of responsibility, high standards, and clear expectations;  Provide a deep and broad array of student support services;  When in doubt lean in the direction of the student;  Recognize that students are much more than customers, but recognize that they are also customers;  Create a student processes taskforce.

58.  The success of our students is the responsibility of all of us;  We need a comprehensive systematic effort;  We need to have students feel connected to the campus, supported, and integrated into the campus community;  We need to understand why students depart.

59.  Use data to help, not to hurt  Have a passion for your work  Be tenacious  Stay Strong

60.  Be supportive  Take a more active role in the direction of the institution  Use data  Be a team  Work in harmony  Listen to what is going on around you  We can all be right separately but wrong together  Remind everybody that it is all about the students

62. 810-989-5545 kapollock@sc4.edu