Transcript Document

Community Colleges of the
Appalachia
June 2013
HANK DUNN, ED.D. – MELISSA QUINLEY ED.S.
Embrace Responsibility
Achieve Success
AN INSTITUTIONAL APPROACH
DESCRIPTION
Learn about one college’s approach to:
• instill student success principles of
• personal responsibility
• self-management
• motivation
• build commitment for the principles in faculty & staff
• develop foundational initiatives in instruction & student
services
• implement evaluation
ANTICIPATED OUTCOMES
• Address student success challenges through a
systemic approach
• Discuss the creation of a campus culture of
responsibility
• Explain how to build “soft skills” into a student’s
college experience
A-B TECH AT A GLANCE
• Asheville-Buncombe Technical Community College
• 54 years of continuous operation
• Located in the mountains of Western North Carolina
• Enrollment: Approximately 11,000 curriculum
students and 16,000 Continuing Education students
(unduplicated headcount per year)
A-B TECH AT A GLANCE
• 65 curriculum programs, 56 degrees, 22 diplomas
and 71 certificates
• Vision Statement: Locally Committed ∙ Regionally
Dynamic ∙ World-Class Focused
• College Values: Excellence – Learning – Supportive
Environment – Innovation – Inclusiveness –
Continuous Improvement
SECTION 1
CHALLENGES WITH RETENTION & COMPLETION
COMMUNITY COLLEGE COMPLETION
• Nationally, public community college three year
completion rates range from 9% to 53% (state
averages)
• Overall, less than 30% of students pursuing associate
degrees graduate within three years
• Less than half of students who enter community
colleges graduate or transfer within six years
FACTORS IMPACTING RETENTION
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External
Internal
Age
F/T vs. PT
Spending per student
Financial Aid
Urban vs Rural
Faculty Preparedness
• Motivation
• Self-Management
(time & resources)
• Personal Responsibility
SECTION 2
A-B TECH’S SERENDIPITY: FINDING ON COURSE©
WHAT IS ON COURSE?
• A set of principles and strategies developed
by Dr. Skip Downing
• Designed to ensure that students learn the
skills, attitudes, and approaches of how to
be successful in college & beyond
8 ON COURSE PRINCIPLES
OF SUCCESSFUL STUDENTS
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Self-Responsibility
Self-Motivation
Self-Management
Interdependence
Self-Awareness
Emotional Intelligence
Belief in Themselves
Lifelong Learning
PERSONAL RESPONSIBILITY:
VICTIM-CREATOR LANGUAGE
Victim
• If they'd do something
about the parking on
campus, I wouldn't be late
so often.
• She's a lousy instructor. That's
why I failed the first test.
• I'll try my best this semester.
Creator
• I have been sleeping late which makes it
difficult to find a parking spot. I will go to
bed on time so I can make it to school
and have time to get a parking spot.
• I failed my first test because I didn't study
outside of class, didn't take notes. I will
ask the instructor to repeat herself when
needed.
• This semester I will take adequate notes,
study consistently and not cram. I will go
to the Learning Center when I am stuck.
SECTION 3
START AT THE BEGINNING
IT BEGAN WITH OUR FIRST YEAR
EXPERIENCE COURSE
• Adopted On Course text for ACA-115
• Redesigned course to reflect On Course principles
• Trained faculty with help of publisher
• Piloted and fully implemented within 2 semesters
• Well-received by students and faculty
Faculty Quote: Not only has On Course steered my students in the
right direction, but it has helped me be more successful in my teaching and
in my life. I want everyone I know to experience this course!
IMPACT OF CREATOR LANGUAGE ON
STUDENT SUCCESS
When students adopt the attitudes and
language of personal responsibility, it can be
life changing.
The student on the video you are about to
watch demonstrates the impact On Course
has on many of our students.
HOW ON COURSE
IMPACTS STUDENTS
http://bcove.me/2sbgefjz
MOVING BEYOND FIRST YEAR
EXPERIENCE (ACA-115)
To continue the momentum developed in ACA-115,
we needed to:
• Ensure that students encountered On Course
language and strategies at every juncture
• Provide training in On Course principles for faculty
and front line staff
SECTION 4
A-B TECH BECOMES AN ATD SCHOOL
Achieving the Dream helps 3.75 million community college students have a better
chance of realizing greater economic opportunity and achieving their dreams.
ACHIEVING THE DREAM, INC.
ATD:
• Is a non-profit reform network
• Dedicated to helping community college students earn a
college credential
• Evidence-based, student-centered, nationwide and built on
the values of equity and excellence
• Working through nearly 200 colleges in 32 states
SECTION 5
ON COURSE INTEGRATION WITH AtD INITIATIVE
NOT YOUR TYPICAL ATD SCHOOL
Our College’s Reality
• Better results initially than many AtD colleges
• Greater challenge “moving the needle” of student success
Our Decision
• Think more broadly
• Implement a global set of initiatives to “move the needle”
ATD AND ON COURSE
AtD Focus
Identify target population
• Young men ages 18-25
• Students testing into more
than one developmental
course
AtD Initiatives
• Mandatory Orientation
• No Late Registration
• ACA-115 in 1st semester
• Developmental Advising
(Case Management)
• Young Male Mentoring
• On Course Adoption
REALIZING THE POTENTIAL OF
ON COURSE
Bold Move
• Expand On Course from ACA-115
• Infuse On Course to all the academic areas of the
college
SECTION 6
ON COURSE INFUSION IN ACADEMIC AREAS
BUILDING THE ON COURSE
FOUNDATION FOR FACULTY
Faculty needed:
• On Course to be part of the expectations of
their practice
• In-depth On Course training
FACULTY COMPETENCIES
BUILD IN ON COURSE
Faculty Competencies
Faculty Competency 2:
Learning-Centered Teaching Methods –
KEY INDICATORS:
• Provides students with engaging, active learning activities (particularly
based on On Course methods) across all modes of delivery
• Aligns course level outcomes with Program level Student Learning
Outcomes (SLOs);
• Plans lessons with clear, measurable goals that align with unit SLOs;
• Demonstrates how each learning activity relates to SLOs
FACULTY TRAINING IN
ON COURSE
On Course Training Data
F/T Trained out of 165 total
140
120
100
80
60
40
20
0
OC- 1 Day
OCI- 3 day
OC 2-4 day
Local OC
SECTION 7
EXAMPLES OF ON COURSE INFUSION IN ACADEMIC AREAS
• English grammar practice
manual written in On Course
Language
• Trained tutors in the ALC to
ACADEMIC
SUCCESS
• ACA-115
• Developmental
Studies
• Academic Learning
Center
• Basic Skills
interact with students using On
Course language
• Use On Course language in
syllabi and in assignments
• Use On Course student
engagement strategies
• Practice complex language
using concepts of personal
responsibility
• On Course language and
principles incorporated into
Culinary New Student
Orientation and Orientation
Packet
BUSINESS &
HOSPITALITY
EDUCATION
• Culinary
• Computer
Information
Technology
• Intro Culinary course uses On
Course as its textbook
• Panel discussions with former
students in Computer
Technologies Dept. - how
adhering to the OC principles
has positively impacted their
professional life
ALLIED HEALTH
& PUBLIC
SERVICE
• Medical
Laboratory
Technology
• Surgical
Technology
• Med Lab faculty developed a
student Personal Responsibility
form to track student progress
• Surg Tech has coupled On
Course with the “flipped
classroom” and transformed
their program from lecturebased to learner-centered
instruction
• “I have re-designed courses
centered around student-created
research projects that engage
students and make them creators
of their own success. ”(Sociology)
ARTS &
SCIENCES
• Biology
• Sociology
• English
• “I rarely lecture but create learning
activities in which students engage
with the material and support one
another to master it.” (Biology)
• “I create a trusting On Course
environment in which students can
provide feedback to fellow writers
in groups. Overall their essays have
improved in quality.” (English)
“I rethought how I communicate
ON COURSE
ONLINE
with my online students. I follow
up with them using On Course
language, inviting them to
exercise responsibility and
providing a structure to do so. As
a result, I often save several
students in each class from
dropping. That equates to a lot of
retention.”(History)
ON COURSE
FOR ADJUNCT
FACULTY
• Adjunct Coordinator obtained a
minigrant to develop a Moodle
course “On Course for Adjuncts”.
• Worked with several adjunct
faculty to develop the course,
introducing adjunct faculty to the
principles of On Course, with
discussions related to
incorporation into the classroom.
• Students earn a Workforce
Readiness Certificate based on
demonstrating On Course
principles (soft skills needed for
work)
WORKFORCE
READINESS
PROGRAM
• Based on attendance, time
management, professionalism
(attitude/personal presentation)
communication, ability to work
in groups, quality of work, effort,
and critical thinking
SECTION 8
ON COURSE INFUSION ACROSS CAMPUS
STUDENT
SERVICES
• On Course Principles are printed
inside front cover of Student
Handbook
• On Course based Financial AidClass for Students who are in danger
of losing FA
• On Course language in Advising
Process
• Incorporating On Course strategies:
Wise Choice Process
Forks in the Road Model
Victim/Creator Language
OTHER AREAS
OF A-B TECH
BENEFITING
FROM
ON COURSE
INFUSION
• Continuing Education and
Workforce Development
• Basic Skills
• Library
• Business Services
• Other “front-line”staff
SECTION 9
ASSESSMENT AT EACH STEP
HOW DO WE KNOW WE’VE INFUSED?
Overall
• Increase in %age of
students successfully
completing courses
• Increase in %age of
student retention
• Increase in %age of
students graduating
Along the Way
• %of faculty trained
• % of faculty using active
learning and language of
responsibility
• %of departments who
have embraced On
Course
• % of courses/departments
personal responsibility
metrics for portion of
student grades
SECTION 10
NEXT STEPS
ON COURSE TO
SUPPORT OUR
REVISED MISSION,
VISION, AND
VALUES
• Excellence means we are
creators of our college’s
future
• Continuous improvement
means we do not wait for
something to happen, we
innovate
• Monitor our everyday
language and commit to
creator communication
THANK YOU
COME VISIT US AT A-B TECH