Scaling_Up_at_CCBC
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Transcript Scaling_Up_at_CCBC
CCBC and Achieving the Dream
Scaling Up at CCBC:
Going Above and Beyond with an Academic Success Course
February 29, 2012
“D.R.E.A.M.”
Achieving the Dream’s 2012 Annual Meeting on Student
Success
Susan Delker, Dr. Mark McColloch, Sonya Caesar
Mark Williams and Dr. Estelle Young
CCBC = 74,000 Students
How to Deliver Student Success
Change at Scale
No Boutique Programs
Pilots Evaluated
for Scalability
So, Acceleration in
Developmental Education
Tested and Doubled Each Term
Term 1
Term 2
Term 3
Term 4
Comprehensive Academic
Advising
Group Labs
Technology
Faculty Role (including ACDV)
Close Gap
Financial Literacy
– reach every student
CRT aiming at all faculty
What Did We Do- ACDV 101
•ACDV 101 – Academic Development:
Transitioning to College
•Scalable - the course is required in the first
semester for all new full-time and part-time
degree-seeking students.
•Cost effective- 1 credit; 1.5 contact hours, max
class size 22.
ACDV Course Overview
Major topics include life skills, academic
skills, CCBC policies and resources,
introduction to career exploration,
academic planning, technology skills for
learning.
Standard grading system; D is passing .
Overview
Experiential
Face-to-Face, Online and Blended
Continuous collaboration
Original Concept
•Four Academies
Health Professions
Business and Social Sciences
Arts and Humanities
STEM
•Challenges
Registration
Curriculum
College readiness
Financial needs
Faculty training
Program Evaluation
Preliminary Outcomes
Spring to fall retention
Developmental education needs vs College
readiness
Rates of Completion for African
American Students
African American/Black students success rate in
ACDV 101 was 59% while Caucasian/White students
success rate in ACDV 101 was 71%.
What We Have Learned?
Course Scheduling
Course Delivery System
What did it mean?
Create Academies
Increase the number of African American
male ACDV sections
Infuse Financial Literacy into the curriculum
Academies: Why Did We Start?
School of Health Professions (SHP) - Need for
early and intentional preparation for entry into rigorous
health care career tracks
Challenge:
Developmental Education needs
Persistence
Existing ACDV curriculum
What Was Our Objective?
Prepare Freshman for Requirements of SHP
Programs
Technical reading rigor and volume
Employ same study methods as SHP
Overall allied health focus
Create awareness of various allied health career
paths
Infuse time management activities
What Did We Do?
Created:
Health academy within ACDV
An integrated reading, note-taking, review, and test
preparation module
Using Anatomy and Physiology textbook
Career lattice
Career and educational plan/activities
Focused time management strand
What Have We Learned?
Success Rates
Time restraints
Goal conflict
Future integrative opportunities
What Does It Mean?
Revision and refinement of initial design
Potential for growth
Financial Literacy:
The “Why”
An AtD Strategic Strand
Faculty Survey
Financial Literacy:
The Primary “Goals”
Create awareness
Analyze spending habits
Needs vs. Wants
Refund checks
Implementing a Savings plan
Financial Literacy:
The “How”
ACDV 101 Curriculum Overview
Course Design Framework
Lesson #1
Transtheoretical Model of
Change
Lesson #2
Mini Documentary
Pre & Post Surveys
Feed the Pig Assessment
Lesson #3
Micro Savings Class Project
Lesson #4
Student Scenarios
Financial Literacy:
The “Outcomes”
Preliminary Data
Program Expansion
African American Cohort
What can be changed through institutional means?
Broadening the scope
Collaboration and Institutional
Student enrollment
African American Cohort
Strategic foci of course:
Cultural differences
Content development
Responsibility & accountability
Increasing persistence
Collaborative learning
Informal academic experiences
Intrusive advising and journaling
African American Cohort
Maximum participation- Monitoring sections
Clean Sections
Future Scaling
Fall 2011 (all of these were in the first seven weeks)
203 students- 46 % success in the A-C range,
26% failed the course*
9% either withdrew or stopped attending .
Fall 2012 scaling to 20 sections
African American Cohort
Engage adjunct faculty with multiple connections to the College; and
base them in a “safe zone”
• Student-faculty informal contacts
• Teacher behavior - Sustained attention and early interventions
• Face to face exposure with instructors
• Supportive Leadership
• Willingness to evoke change
• Suit needs of campus
• Instructor training- Involving
other faculty/staff to teach
and promote the vision
Contact Information
•Sonya Caesar, Developmental Education Coordinator
•[email protected]
443-840-3455
•Susan Delker, Department Chair, Academic Development
[email protected]
443-840-2004
•Dr. Mark McColloch, Vice President of Instruction
•[email protected]
•Dr. Estelle Young, Director, School of Health Professions Student Success Support
[email protected]
443-840-1704
•Mark Williams, Director, Career Development and Counseling Services
[email protected]
443-840-4334