A Comprehensive Transformation to Admission & Advising Access - - PowerPoint PPT Presentation

A Comprehensive Transformation to Admission & Advising

Access binder materials, and take the Embark career assessment:

www.cccc.edu/bellwether

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www.cccc.edu/bellwether

During today’s presentation…

• Introduction to Central Carolina Community College
• The Critical Issues
• Rationale
• Addressing the Need
• Indicators of Effectiveness
• Lessons Learned
• Next Steps
• Opportunity for Scalability

Welcome elcome to to our

• ur

Family….

North Carolina Community College System – 58 colleges

Serves over 16,000 students

in Chatham, Harnett, and Lee counties

Comprehensive – Literacy Education, Short-Term Workforce Education and Training, Customized Industry Training, Academic Degrees, Diplomas, Certificates, University Transfer (Comprehensive Articulation Agreements with Public and Independent)

Welcome elcome to to our

• ur

Family….

Ann Annual He Headcount 6,600+ Curriculum 9,700+ Continuing Ed. Path thways 140 Degrees, Diplomas, and Certificates

Our Student Body….

63% Female 57% White, 20% Black, 17% Hispanic 62% Under 24 years of age 44% First-Generation 39% dual-enrollment 64% receive some form of financial aid

Welcome elcome to to our

• ur

Family….

We need to close the educational attainment gap in North Carolina to enhance economic mobility. That starts with an ambitious goal: ensuring that by 2030, 2 million North Carolinians have a high-quality postsecondary degree or credential.

The he Critical Critical Issue Issue

The he Cr Critical itical Issue Issue

2015-2019 Strategic Plan

Obj bjectiv ive 1.5: 1.5: Advising—

Improve the college's capacity for consistent, accurate, timely, learning-centered, and holistic advising experiences.

Goal

• al 1:

: Learning First – Learning is everyone's responsibility. All faculty and staff are educators committed to engaging students as full partners in the learning process.

The he Cr Critical itical Issue Issue

Onl nly one

• ne
• ut
• ut of
• f four
• ur

students gr graduate. We e ha had to

• do

do be better.

The he Cr Critical itical Issue Issue

Qualit Quality y Enhan Enhancement cement Plan ( Plan (QEP QEP) ) Pr Process

• cess

QE QEP Cor Core Plan anning Tea eam di discovered:

• 64%

64% of students reporting they received NO NO

prior career counseling/exploration.

• Onl

nly 69 69% of employees were satisfied with the advising process in 2015-16.

• Non-completers reported disp

disparate dif differences in satisfaction with varying advising services, ranging fr from 64 64% to 98%.

The he Cr Critical itical Issue Issue

Nor

• rth

th Car Carolina

• lina Roadma
• admap

p to to Excellen cellence ce Project

• ject—2015

2015 The Asp

spen Ins Insti titu tute engaged in a project designed

to advance student success practice and leadership across the North Carolina Community College System. An Aspen Team conducted deep div

dive sit site vis visit its

for 8 selected colleges.

CC CCCC was as cho chosen as as one

• ne of
• f tho

hose sit sites.

The he Cr Critical itical Issue Issue

Nor

• rth

th Car Carolina

• lina Roadma
• admap

p to to Excellen cellence ce - 2015 2015

In Aspen's Feedback Report for Central Carolina Community College, recommendations were directly related to advis

visin ing:

1) Address advising by defining a di

divis visio ion of f labor

• r and clar

arify ifyin ing role les.

2) Improve onb

nboar ardin ing.

3) Create st struc uctur ures es to encourage thou

houghtful l and nd early ly ide dentif ific icatio ion

• f

f a pr prog

• gram ma

majo jor and transfer institution within the first

semester….increasing the likelihood of completing the baccalaureate within the equivalent of two years of full-time study at the transfer institution

The he Cr Critical itical Issue Issue

Nor

• rth

th Car Carolina

• lina Roadma
• admap

p to to Excellen cellence ce - 2015 2015

During the exit interview, one of the Aspen reviewers stated [paraphrasing], “CCCC has ALL the pieces in place. BUT, you need to clarify roles and create a more structured process that informs student decision-making to intentionally support students along their path.”

Source: Achieving the Dream

The he Cr Critical itical Issue Issue

A Commo A Common n Theme heme Emer merged ged

In n 2 2 ye year ars In n 4 4 ye year ars Percent graduated 24% 37% Graduation rate for 0 major changes 30% 39% Graduation rate for 1 major changes 27% 38% Grad aduatio ion rate for

• r 2

2 majo major chan hanges 9% 9% 34%

We could boo boost gr graduation rates through processes that helped be better in inform student dec decis isio ion-making.

Ra Rationale tionale

• Making Infor
• rmed

d Prog

• gram Sel

Selection

• ns
• Creating an Academic Plan Co

Cons nsistent wi with th Goal

• als
• Awareness and

and Use se of Career Services and Faculty Advising

 Resource Awareness  Faculty Training for Advising

• Continuous Mea

easurable Progress s Toward Academic Goals

Ra Rationa tionale le

Bas Based ed on

• n the

the Liter Literatur ture

Ra Rationa tionale le

RIASEC: Proven tool designed to measure six personality traits, defined by John Holland.

Ra Rationa tionale le

• Over 300 students completed the assessment. A sample of 110 students

advised by Admissions Counselors informed by RIASEC scores

• Adjustments were made to fine-tune tying RIASEC scores to distinct academic

programs.

• Of the students who found incongruence between their initial program choice

and their RIASEC score, ALL

ALL BUT ONE E ch changed to

• a

a pr program mor

• re con
• nsi

sistent with ith the heir RIAS RIASEC res esults. s.

• More than 94% of the students felt the RIASEC was a useful tool and would

recommend it for future students.

2016 Pilot of the RIASEC assessment during New Student Orientation.

Ra Rationa tionale le

Dr

• Dr. Da

Davis Jen Jenkins, Sen Senior Res esearch Sch Schola lar

Com Community Col Colle lege Research Ce Center

Se See cccc ccc.edu/ u/bellw lweth ther for for vid ideo.

• .

Ad Addr dress essing ing the the Need Need

Ad Addr dres essing sing th the Ne e Need ed

The Rig he Right ht Str tructur ucture

Aspen recommended, “Create structures to encourage thoughtful and early identification of a program major and transfer institutions…” Quality Enhancement Plan chosen as My Academic Pathway (MAP) to transform the advising and admission processes. Restructured to create a Dean of University Transfer & Advising.

• Goal 1: Enable each student to select an

appropriate academic program (Goal

• als)
• Goal 2: Consistently enhance each student’s pathway

to goal completion (Progress)

• Goal 3: Facilitate timely completion of each student’s

academic goals (Suc Success)

Ad Addr dres essing sing th the Ne e Need ed

• Focus on better advising consistent with CCCC’s

emerging focus

• Recognition of student needs at specific points in the

admission and acclimation processes

Ad Addr dres essing sing th the Ne e Need ed

RIASEC-based Embark Career Assessment paired with the Career Decision Inventory  Tiered supplemental career advising

Ad Addr dres essing sing th the Ne e Need ed

Student Success Questionnaire (Intake Survey)

Automatically emailed to students 5 days after the admissions application is completed

Enhanced Program Information Resources

Ad Addr dres essing sing th the Ne e Need ed

54 54

First-year success course (ACA) required early in program sequence ACA content realigned to more closely focus on career exploration, advising, academic planning, and college resources One ACA course allows students to explore transfer and non- transfer options

Ad Addr dres essing sing th the Ne e Need ed

Development of advising mission and advising outcomes Potential advising interventions piloted Contextualized initial and ongoing advisor training Development of advisor support resources

Ad Addr dres essing sing th the Ne e Need ed

In Indica dicator tors s of

• f Ef

Effec ectiv tiven eness ess

97%

Student satisfaction with advising

In Indica dicator tors s of

• f Ef

Effec ectiv tiven eness ess

91% (2018-19) Employee satisfaction with Advising 69% (2015-16)

In Indica dicator tors s of

• f Ef

Effec ectiv tiven eness ess

86% Retention of students who received supplemental career advising

In Indica dicator tors s of

• f Ef

Effec ectiv tiven eness ess

Dramatic Increase in Graduation Rates

IPEDS 150% Graduation Rate: Increased from 20% to 39% IPEDS 100% Graduation Rate: Increased from 16% to 26%

Rem emember r ho how w stud tudents and and facu aculty desc described d the the stud tudent exp xperience?



In Indica dicator tors s of

• f Ef

Effec ectiv tiven eness ess

In Indica dicator tors s of

• f E

Effec ecti tiven eness ess

Visu Visual rep epresentation

• f the ideal

CCCC student experience with enhanced supports in place.

Lessons Lessons Lear Learned ned

Holistic Student Support WORKS!

Lessons Lessons Lear Learned ned

Simplify and provide a supportive admissions process. Need to continually educate our community—new faculty, staff, and students every year Ongoing assessment and data collection are essential Student support has to be sustained, strategic, integrated, proactive, and personalized

Lessons Lessons Lear Learned ned

Students require initial, informed, and

• ngoing support

Collaboration across all parts of the college is essential (e. (e.g. . CCCC Car ares Scr Screensaver)

Ne Next xt Ste Steps ps

Continue work to include all students (including continuing education and dual enrollment) in enhanced interest exploration and supportive advising Strengthen professional development for advisors Introduce MAP Passport: Students track their milestones

Ne Next xt Ste Steps ps

Integrate M.A.P. and Guided Pathways into CCCC’s 2020-2024 Strategic Plan Targeted and enhanced development of technology resources to better support M.A.P. Reflection and streamlining, specifically in terms

• f equity

Op Oppor portun tunities ities for

• r

Scala Scalability bility

• NC St

Student Succ Success ss Center is

part of a national network

• Builds equity and access to services

and knowledge throughout the state

• Leads statewide initiatives
• Reducing equity gaps
• Teaching & Learning institutes
• Statewide developmental

education reform

• Guided Pathways

Op Oppor portun tunities ities for

• r

Scala Scalability bility

• Guided Pathways Institutes
• Student Success Center Network
• Site visits
• Published literature
• National conference presentations

Op Oppor portun tunities ities for

• r

Scala Scalability bility

• Collaborations
• Belk Center
• Community College Research Center
• Aspen Institute
• The Bill & Melinda Gates Foundation
• Jobs for the Future

A Comprehensive Transformation to Admission & Advising

Access binder materials, and take the Embark career assessment:

www.cccc.edu/bellwether