Academic Makeover XTREME STRUCTURED SUPPORT FOR GREATER STUDENT - - PowerPoint PPT Presentation

qep: Project Xtreme Academic Makeover

XTREME STRUCTURED SUPPORT FOR GREATER STUDENT ENGAGEMENT

North Central Texas College www.nctc.edu

North Central Texas College

Project Xtreme:

Foundation

To transform students’ academic behaviors and create a contextual learning environment to ensure college readiness and improve success in core curriculum/gateway courses.

Project Xtreme:

Renovation

• Focuses on college readiness
• Aligns with the college’s Strategic Plan

under Framework #2: Student Readiness, Learning and Success

Facilitate the achievement of teaching excellence and in-depth learning through innovative faculty and student programs and activities Implement a holistic model of student advising Improve student success in college preparatory (developmental) and gateway courses

Project Xtreme:

Design scheme

• Research

– QEP Committee members attended college readiness & student success conferences – Conducted literature review and researched best practices – Drafted QEP Mission statement, Identified student learning outcomes and overall assessment design

• Development

– Developed QEP Narrative – Input and feedback from History, Math and English faculty, students, student service personnel, Instructional Council, President’s Cabinet and Board

• f Regents

Project Xtreme:

development and implementation

Discovery Phase: April 2008 - June 2009

 Topic selection committee formed  Utilized quantitative & qualitative analysis of institutional strengths, weaknesses, survey, performance data, comparative analysis of other college and institutional research.

Topic Selection Phase: Spring 2008 - Fall 2009

 Reviewed institutional & state data, identified 10 potential topics  Broad based communication across all campuses  Faculty, staff & students voted to select top three topics  Concept papers on top 3 topics

Development Phase: October 2009 - August 2011

 Quality Enhancement Plan committee was formed to fully develop a five year QEP  Secured first and second year funding through Comprehensive Student Success Program- THECB

Title III initiatives: transformation

• Orientation Renovation
• In-person orientation had been replaced with
• nline version ONLY (required of all FTIC

students)

• Most services had moved online (registration,

catalog, etc.), causing disconnection

• Advising
• Advising was split amongst faculty, counselors,

and advisors, and approaches differed

• Very little interaction between Instruction and

Student Services (other than with College Prep. faculty)

Title III initiatives: transformation

• Career Exploration and Transfer

Assistance

• College Success Seminars and Course
• Goal Setting, Time Management, Learning Styles,

Test-Taking/Test Anxiety, etc.

• Learning Framework course (EDUC/PSCY 1300)
• Early Alert
• No formal system in place
• Tutoring
• No tutoring at any campus (other than faculty

volunteering their time)

Support services: structure

• Academic Advising (Phase 1)
• This phase introduced the concepts of college readiness,

course sequencing, and educational planning.

• All first-time college students are required to meet with an

advisor and participate in New Student Orientation beginning Fall 2011 (a policy which has been revised and reinforced as a direct result of Project Xtreme).

• Academic Advising (Phase 2)
• Students in Xtreme sections are required to complete an

academic advising assignment/academic plan as a course requirement.

• This assignment is distributed to Xtreme students during the

first weeks of the semester, and all sections of Xtreme courses receive an in-class visit from their assigned advisors during the second week of the semester and a campus tour of support services and library resources.

Support services: structure

• Tutoring and Supplemental Instruction
• Increasing awareness, perceived value, and utilization of

support services is another initiative and measurable

• utcome of Project Xtreme. Tutoring hours for the on-

campus Math and Writing Labs were established by the beginning of the Fall 2011 semester, and Supplemental Instruction (SI) Leaders for the Xtreme sections of HIST 1301 were also identified and trained.

• Additional online tutoring hours are purchased each

semester through our current provider, GradeResults, in

• rder to meet the increased demand for this service as

students in Xtreme sections have a 5-hour tutoring requirement built into their courses.

• Mandatory training for all tutors and SI Leaders is

required.

Tutoring

• Established Math Labs and Writing Labs on

each campus

• Introduced Supplemental Instruction (originally

courses with lowest pass rates-Algebra and A&P)

• Online tutoring through Grade Results,

connects students to real tutors in real time

• Established tutor training schedule
• CRLA certification- Level I & II (recently applied

for Level III)

• Tutoring labs also serve as computer labs-

places where students congregate to form study groups or complete homework

Support services: tutoring

• CRLA certified
• Extended hours
• History

supplemental instruction

• Increased the

number of tutors

Corinth

Math Lab

• Rm. 182:

Monday: 9:00 am - 6:00 pm Tuesday: 9:00 am - 6:00 pm Wednesday: 9:00 am - 6:00 pm Thursday: 9:00 am - 6:00 pm Friday: 9:00 am - 3:00 pm

Writing Lab

• Rm. 188:

Monday: 9:00 am - 5:00 pm Tuesday: 9:00 am - 5:00 pm Wednesday: 9:00 am - 5:00 pm Thursday: 9:00 am - 5:00 pm Friday: 9:00 am - 3:00 pm

Flower Mound

MathLab

Rm.112: Monday: 9:00 am - 3:00 pm Tuesday: 9:00 am - 3:00 pm Wednesday: 9:00 am - 3:00 pm Thursday: 9:00 am - 3:00 pm Friday: 9:00 am - 12:00 pm

Writing Lab

• Rm. 112:

Monday: 9:00 am - 5:00 pm Tuesday: 9:00 am - 12:00 pm Wednesday: 9:00 am - 2:00 pm Thursday: 9:00 am - 12:00 pm Friday: 9:00 am - 2:00pm

Gainesville

Math Lab

Room 114: Monday: 9:00 am - 4:00 pm Tuesday: 9:00 am - 4:00 pm Wednesday: 9:00 am - 6:00 pm Thursday: 9:00 am - 4:00 pm Friday: 10:00 am - 2:00 pm Writing Lab Room 111: Monday: 9:00 am - 3:00 pm Tuesday: 9:00 am - 3:00 pm Wednesday: 9:00 am - 3:00 pm Thursday: 9:00 am - 3:00 pm Friday: 10:00 am - 2:00 pm

Bowie

Math Lab (Rebecca Graves)

Monday: 12:30 pm - 2:00pm Wednesday: 12:30 pm - 2:00pm

Writing Lab (Mary Ann Ewing)

Thursday TBA

Graham

Math Lab (Ginny Renner) Writing Lab (Nancy Clayborn)

Tuesday: 12:30-4:30 pm Tuesday: 10:00 am – 3:00 pm Wednesday: 10:00 am – 3:00 pm

Spring 2014

Tutoring and SI

Data collection

• Quantitative information has been collected via

questionnaires (Likert scales). Data analysis is conducted after each semester to determine the impact of the intervention services offered.

• Estudias Enterprise/ZogoTech systems,

ACCUTRACK, and Check-IN student tracking systems are used to determine services utilized, enrollment and withdrawal information, and course performance.

• All QEP Intervention aspects, in each content

area, are calculated as 5% of the students’

• verall course grade.

Project data

Since implementation of the project in Fall 2011:

• 3,451 students have been served.
• Success rate increase- students earning a “C” or higher in

ENGL 1301, HIST 1301 and MATH 1314, has improved 7%.

• 30% of Xtreme students completed 5 or more hours of

tutoring and 55% had some usage (combination of face to face, online and Supplemental Instruction).

• 62% of Xtreme students met with an advisor and have an

Academic Plan on file.

• 88% of Xtreme students completed the Time Management

Assignment (including Structured Support Presentation and Library Resource tour).

• Students who utilize support services (tutoring and

academic advising) have a 1.8% higher GPA.

• 45% increase in the number of associate degrees

awarded, and 20% increase in the number of certificates awarded.

Student feedback

• “I have to say, the writing center has been a big help; I really liked

being one-on-one with the tutors and having their input on any improvements needed on my assignments. Having the writing center available to me was very helpful when revising my papers.”

• “Requiring us to go to the writing center has helped me learn that it

is okay to reach out for help, and that no one is a perfect writer. I feel that the individual conferences and requiring students to go to the writing center is truly beneficial.”

• “Structured Support was a great help during my learning process; I

could clarify doubts and fix mistakes in grammar and style, and I improved my scores. In particular, GradeResults was a very useful tool; its tutors are always available and willing to help. I used GradeResults so much that I had to ask for extra time college in order to continue obtaining GradeResults’ help. As a result, I obtained A- on my first two assignments. Thus, this semester I learned and applied the ways in which discourses are shaped.”

Program highlights

• Almost $1M in grant funding for the first three years
• f the project, allowing for:
• Program expansion: 82 sections in Year Three (130

total)

• Hired three additional full time advisors
• Increased number of tutors, SI leaders, and

GradeResults

• Student incentives:
• 380 students utilized the HIST textbook lending

program

• 90 students received a free HIST access code for

MyHistoryLab

• 40 students utilized the calculator lending program for

MATH 1314

• Positive college wide changes in the areas of student

success, faculty engagement, and student services.

Project inspection: challenges

• Complexity of plan
• Human and financial resources
• Cohort tracking and assessment
• Students’ free will

Xtreme resistance

• (Which we all know is futile)
• Challenging the current system makes

waves

• Be prepared for some hard hats!

– You’re enabling students – You’re being TOO helpful – Students should KNOW this already – You can’t tell me how to teach my class!

Building better blueprints

• Ask the experts-find out what’s working, what’s not (and

why)

• Get involved with college committees
• Find your advocates-one person in every department,

faculty in each discipline (at each campus), a loud (and respected) administrator, and STUDENTS!

• Generate ideas-be realistic and optimistic, and identify

who or what needs to be involved

• Avoid the “somebody should do something about this”

sentiment-YOU are somebody

• Back it up! Touchy/feely is nice, data is better:

– How can you prove that your intervention is needed? – How can you prove it is or will be effective? – How will you define and measure success?

Get ready to renovate!

• What are the top 3 student-centered issues at

your campus that need to be addressed?

• How will you address these needs? What are 3

programs/initiatives/interventions you will implement?

• Who/what are the top 3 resources that need

to be involved with implementing these initiatives at your institution?

• How will you measure the effectiveness of

these interventions? How will you define success?

Questions?

• Tracey Fleniken, Director of Counseling & Testing

tfleniken@nctc.edu

• Mary Martinson, Dean of Student Success

mmartinson@nctc.edu

• Amy Klohn, QEP/CSSP Coordinator

aklohn@nctc.edu