[PPT] - Redesigning College for Student Success: A Clearer Path Thomas PowerPoint Presentation

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FALL PROFESSIONAL DEVELOPMENT DAY / AUGUST 25, 2017

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COMMUNITY COLLEGE RESEARCH CENTER

AUGUST 25, 2017

Redesigning College for Student Success:

A Clearer Path

Thomas Bailey Director

Community College Research Center Teachers College, Columbia University

Compton College Fall Professional Development Day Compton, CA

@CommunityCCRC #RedesigningCCs

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Developmental education diverts students
Thwarted transfer objectives
Excess credits for degrees
Excessive time to degree
Student learning unclear—failure to meet academic

progress

Students express confusion and discouragement

Where do we lose students?

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Source: CCRC

Dev Ed Sorting System

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Source: CCRC

Dev Ed Sorting System

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High attrition is a big concern

8 15 100 69 59 44 34 26 49 20 40 60 80 100 Enrolled Complet ed Enrolled Complet ed Enrolled Complet ed Enrolled Complet ed Enrolled Complet ed % Four levels below Three levels below

Math cohort progression by starting level

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Latino, African American, and low-income students are overrepresented in developmental education

70 73 80 86 87 87 20 40 60 80 100 Asian American White Female Low-income African American Latino

Share of students in developmental education by demographic group (%) 2009–10 cohort average

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31% 33%

0% 20% 40% 60% 80% 100%

SD WI NC ME SC AR WA GA NH KY AZ WV NM OH NV HI CT OR ND NE ID CA MN CO MA IA LA MO PA AL U.S. average TX NJ FL IL TN VA NY MI MS KS MD OK WY MT

Transfer-Out Rates

25% 29%

0% 20% 40% 60% 80% 100%

WV LA MT SC WI WY AL KS TX AR GA OK OH NE NM CO MO MI MN OR CA PA NC ME KY MD IA TN CT U.S. average ID NH IL AZ ND SD VA MS MA WA NY HI NJ FL

Transfer-With-Award Rates

42% 47%

0% 20% 40% 60% 80% 100%

SD WV NM ME AR LA KY OH CO GA WI HI CT MI ID MT MA MO MN SC OR AZ ND NC NY MS OK AL U.S. average NH PA NE VA WY KS TX TN MD FL NJ CA IL IA WA

Transfer-Out Bachelor’s Completion Rates

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32% 39%

0% 20% 40% 60% 80% 100%

California Oregon Connecticut Ohio New Mexico Georgia Michigan Alabama Idaho New Jersey Massachusetts Pennsylvania Texas Colorado Maryland South Carolina U.S. Overall Hawaii Nebraska North Carolina Tennessee Missouri Kentucky Maine Arkansas New Hampshire New York Mississippi Wyoming Washington Montana Illinois Virginia Kansas Wisconsin Florida Iowa Minnesota North Dakota South Dakota

Completed Any College Credential

19% 27% 4% 3% 0% 20% 40% 60% 80% 100%

California Idaho Texas South Carolina New Mexico Ohio Missouri Alabama Oregon Michigan Nebraska Georgia Connecticut Pennsylvania Maryland Colorado U.S. Overall New Jersey Tennessee New Hampshire Massachusetts Kansas North Carolina Arkansas New York Virginia Kentucky Hawaii Wyoming Illinois Maine Mississippi Washington Iowa Montana Minnesota Wisconsin North Dakota Florida South Dakota

Completed a CC Award

CC Award at Starting CC CC Award at Other CC

14% 16%

0% 20% 40% 60% 80% 100%

South Dakota Maine Georgia Oregon Hawaii Wisconsin Kentucky Arkansas North Carolina Connecticut New Mexico Idaho Ohio Massachusetts Alabama Colorado Michigan California Montana Nebraska Pennsylvania New Hampshire Mississippi U.S. Overall Tennessee Missouri Wyoming South Carolina New Jersey Washington Florida Texas New York Maryland Minnesota Illinois Iowa Virginia North Dakota Kansas

Completed a Bachelor’s Degree

Six-Year Outcomes, Fall 2010 Community College Entrants

Source: NSC Signature Report 12, State Supplement

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Median credits earned by associate degree completers 20 CCC programs with the most completers in 2015-16

73 76 77 77 77 78 80 80 82 82 82 83 85 86 88 90 90 91 96 99

20 40 60 80 100

Humanities and Social Sciences Liberal Studies (teaching preparation) History Liberal Arts and Sciences, General Humanities Sociology Speech Communication English Administration of Justice Accounting Psychology, General Business and Commerce, General Humanities and Fine Arts Child Development/Early Care and Education Business Administration Social Sciences, General Biology, General Biological and Physical Sciences (and… Registered Nursing Mathematics, General

Median Number of Degree-Applicable Units

Data. Analysis of CCC student records courtesy of

Education Results Partnership

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A decade of the “Completion Agenda”
Institutional and sector student outcomes have not

improved

WHY?

Widespread Reform – Little Progress

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Reforms too small or narrowly focused

– Reforms not scaled – Reforms limited to one segment of student experience

Colleges built to promote enrollment—Self Service or

Cafeteria Model

Problem with the Structure of Community Colleges

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New Students Want to Know

What are my career options?
What are the education paths to those careers?
What will I need to take?
How long will it take and how much will it cost?
Will my credits transfer?
Who can I talk with to get good information?

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GENERAL EDUCATION REQUIREMENTS

(Select 12 courses from this list of more than 300)

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Cafeteria College

Paths to career goals unclear Intake sorts, diverts students Students’ progress not monitored Learning outcomes not defined and assessed across programs

Churning Early transfer Completion Time to degree Excess credits Skill building

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Guided Pathways College

Clear roadmaps to career goals Intake redesigned as an on-ramp Students on track to graduation Learning outcomes/assessments aligned across programs

Churning Completion Early transfer Excess credits Time to degree Skill building

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Start with the End in Mind

Market program

paths

Build bridges

from high school and adult ed. into program streams (e.g., strategic dual enrollment, I-BEST)

Require

exploratory or “meta-majors” for undecided students

Integrate basic

skills instruction into introductory college courses

Align program
utcomes with

requirements for success in further education and the labor market

Clearly map out

program paths

Rethink advising

around maps

Use “eAdvising” to

monitor student progress, provide feedback and support as needed

CONNECTION

From interest to application

ENTRY

From entry to passing program gatekeeper courses

PROGRESS

From program entry to completion of program requirements

COMPLETION

From completion of credential to career advancement and further education

START HERE

STEP 2 STEP 3 STEP 4

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A National Movement

Updated August 2017

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Guided Pathways Scale of Adoption

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Mapping Paths to Student End Goals

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Evolution of Pathways at SPC

“Before” “After”

Since 2010, SPC has focused its strategic efforts on student success using an intentional data‐driven way to help students “Finish What They Start”.

‐1‐

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Academic Pathways

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Getting Students on a Path:

Student Choice and Skills

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The New Student Experience

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Extended Orientation to College Starting a habit that will continue Start Right

The New Student Experience

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Conduct in-depth investigations of specific occupations and careers of

interest

Analyze data on trends involving salaries, benefits, entry-level

requirements, hiring forecasts, geographic saturation, diversity, and promotion opportunities

Work on effective verbal and written communication, meeting the

expectations of the wired office, and establishing professional relationships

Add reflections to the ethnographic report written in Ethnographies of

Work I about the journey of deciding on a career path

Ethnographies of Work II

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City Seminar I

3 college credits: critical issue in NYC 3 dev ed credits: read/write workshop 3 dev ed credits: quantitative reasoning

Guttman CC’s developmental education

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8% 15% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

GA HI SD CT MA NJ MS NV CA OR MI PA AL LA ME MD MT MO OK WI FL US Overall OH AR SC IL NM MN TN NC WA NY ID WV CO AZ WY NE VA TX KA IA ND NH KY

Percent of Community College Entrants who are in High School Dual Enrollment, by State

CC Entrants: 17 or younger CC Entrants: 18 or older

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Based on the default degree maps designed by faculty Customized for each student to account for:

prior credits (dual enrollment, transfer, AP, etc.)
educational goals and personal interests
transfer destination
timeline to completion

Contains at least 1 program course in first term, and 3 program courses in first year Easily accessible by student, advisor, faculty Tied to scheduling/registration process & locked into student information system

What makes a good student educational plan?

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Keeping Students on a Path to Completion

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Source: Indian River State College

IRSC: Checkpoint advising manual

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Show Students Their Path

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Evidence

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Impact Over Three Years

6.6 47.7 40.1% 5.4 39 21.8% 10 20 30 40 50 60

No. of Sessions enrolled
No. of Credits earned

Degrees earned

Three Year Summary Table

Program Group (451) Control Group (445)

n = 896

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CUNY three year graduation rate for first-time full-time

students—14%

Guttman three year graduation rate—49%

Source: Stuart Cochran, GCC

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Business Social Sciences Education Health Sciences STEM Humanities Arts

Tennessee Academic Focus Areas

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Source: Tristan Denley, TN Board of Regents.

Accelerating Program Entry

Focus Area Course First-Year Attempt and Completion Rates: FTEIC TN Community College Students

24% 22% 27% 27% 28% 32% 41% 20% 18% 21% 21% 22% 25% 32% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 Attempted 9 focus area credits Earned 9 focus area credits

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Incoming Freshmen Who Successfully Completed at Least 9 hours in Their Focus Area During Their 1st Academic Year

20% 18% 21% 21% 22% 25% 32% 0% 5% 10% 15% 20% 25% 30% 35% Community College

Freshmen

9% 7% 8% 10% 11% 15% 19% 0% 5% 10% 15% 20% 25% 30% 35%

Community College Minority Freshmen

Source: Denley, TBR, 2016

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Promising Evidence from Ohio

35.0 31.0 35.8 38.6 46.5 50.7 21.1 17.9 21.1 26.9 34.5 38.0 16.2 13.3 16.7 22.0 31.1 30.6 0.0 10.0 20.0 30.0 40.0 50.0 60.0 AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15 AY2015-16

Rate (%)

Percentage of students who completed at least nine credit hours in a program declared in their first year – Sinclair Community College

verall

Minority AA Male

Source: Sinclair Community College.

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Promising Evidence from Ohio

Source: Sinclair Community College.

9% 8% 40% 41%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% AY 2010-11 AY 2011-12

Sinclair CC 6-year Completion Rate: Fall Term New Students

Completed < 9 program credits in Yr. 1 Completed 9+ program credits in Yr. 1

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Pathway Discussion Starters

How well aligned are our programs with career and transfer
pportunities in our region?
How do we help students explore options and develop career,

academic & financial plans?

How well do we monitor student progress to ensure they are “on-

plan”?

How do we ensure that students are building needed skills across

programs?

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Rethinking Mapping Programs

Degree pathways with embedded certificates/certifications

From: To:

Alphabetical program list

A lá carte courses (distribution requirements and electives) Algebra as default math path Certificates vs. degrees Academic / career communities (“meta-majors”) Program maps with course sequences, critical courses, co- curricular requirements Program/field-specific math paths Connections to careers & transfer unclear Career & transfer opportunities/ requirements clearly specified

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Rethinking Student On-boarding

Job/transfer support for near completers Current semester schedule Academic assessment Pre-requisite remediation Algebra and English comp A lá carte dual HS credit

From: To:

Career/college exploration and planning for all from the start Full-program plan Holistic assessment Co-requisite academic support Critical program courses Exploration of program pathways beginning in HS

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Rethinking Student Advising

Info “dump” at

rientation

Scheduling available courses to suit college schedule Full-time vs. part-time Advising vs. teaching JIT support for major decisions along the path Scheduling courses on the student’s plan to fit their schedule On-plan vs. off-plan Advisors teach and faculty advise

From: To:

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Rethinking Teaching and Learning

Gen ed learning outcomes Generic gen eds In-class learning Meta-major learning outcomes Contextualized gen eds Curricular + co-curricular learning Student transcripts Portfolios

From: To:

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AUGUST 25, 2017

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Community College Research Center Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.edu Telephone: 212.678.3091

For more information

@CommunityCCRC #RedesigningCCs