Transcript Slide 1

Integrating Periodic Review with an
Expanded Student Success Agenda
MSCHE 2011 Annual Conference
Mary Frances Archey, VP for Learning and Student Development
Kevin G. Smay, Executive Director of Strategic Planning
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The Community College of Allegheny County
• Serves Pittsburgh PA metro area
– Four Campuses
– Five Centers
• 33,000 annual unduplicated credit
headcount
• 30,000 annual unduplicated noncredit headcount
• 5,000 students access CCAC via
distance education
• 2,663 grads last year
• Among two year colleges:
– Largest producer of nursing grads
– Second largest producer of allied health
professionals
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Challenges facing CCAC and Other
Community Colleges
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Increasing numbers of under-prepared students
Expanded governmental regulations
Focus on accountability
Shrinking financial resources
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Integrating Major College Functions
• Middle States Periodic Review
• Achieving the Dream Initiative
• Institutional Planning
– Student Success Tactical Plan
• National Completion Agenda
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Recent Accreditation History
• 2005 Warned that accreditation may be in jeopardy
– Standard 7: Assessment of Institutional Effectiveness
– Standard 14: Assessment of Student Learning
• 2006
– 1st Monitoring Report and Small Team Visit
– CCAC admitted into Achieving the Dream
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2007 2nd Monitoring Report
December 2009 PRR Process kick-off
June 2011 PRR submitted to peers and MSCHE
August 2011 reviewers’ report accepted as written
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Approach to Periodic Review
• 17 member team representing college locations and
functions
• Several team members attended Middle States PRR
workshop in Philadelphia
• Started early and followed program recommended in
PRR Handbook
• Used a SharePoint Site to facilitate group work from
multiple campuses
– Established a “knowledge base” for future self study
• PRR occurred parallel to strategic plan update
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Tips
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Start early
Assemble a team that can help tell your PRR story
Think positively
Give yourself credit for the progress you have made
Be relentless
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Periodic Review Objectives
Source: Handbook for Periodic Review 2011
1. To assess the impact of significant major developments,
changes, or challenges subsequent to the last evaluation
2. To assess the institution’s response to recommendations
resulting from the previous evaluation
3. To review the institution’s enrollment trends, financial
status, and enrollment and financial projections
4. To determine the current status of the implementation of
plans for the assessment of institutional effectiveness and
the assessment of student learning outcomes (accreditation
standards 7 and 14)
5. To assess the extent to which linked institutional planning
and budgeting processes are in place (standard 2)
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Focus of Periodic Review
• Institutional Assessment (Standard 7)
• Assessment of Student Learning (Standard 14)
• Planning, Resource Allocation, and Institutional
Renewal (Standard 2)
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Achieving the Dream
• ATD is national nonprofit that is dedicated to helping more
community college students, particularly low-income
students and students of color, stay in school and earn a
college certificate or degree.
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Conceived in 2004 by Lumina Foundation
160 community colleges and institutions
Helps 3.5 million community college students
CCAC admitted in 2006
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Achieving the Dream Leader Colleges
• CCAC achieved a Leader College status in 2011
• Leader Colleges exemplify:
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systematic improvement
use of data
broad-based participation
elimination of achievement gaps
• Motivate other colleges to advance
• Pilot, scale initiatives
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Alignment with Achieving the Dream (ATD)
Middle State Standards:
ATD Principles:
Assessment of Institutional Effectiveness
(Standard 7)
Student centered, evidence based model
for systematic institutional improvement
Assessment of Student Learning
(Standard 14)
Outcomes based, student centered vision
Planning, Resource Allocation, and
Institutional Renewal (Standard 2)
Budget decisions based on evidence of
student success
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INSTITUTIONAL EFFECTIVENESS
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Standard Seven Key Elements
Institutional Assessment
• Documented, organized assessment processes to evaluate
the total range of programs and services
• Time-bound, resourced, comprehensive yet simple and
practical
• Assessment results are shared, discussed and used for
planning, resource allocation and improvement
• Written institutional plan based on assessment results
• Periodic evaluation of the assessment process itself
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ATD Parallels to Standard Seven
Four Principles of Institutional Improvement
1.
2.
3.
4.
Systemic institutional improvement
Use of evidence to improve programs and services
Broad engagement
Committed leadership
– Administrators, board members, and faculty and staff leaders
demonstrate a willingness to make changes in policies, programs,
and resource allocation to improve student success.
• ATD institutional plans based on a year-long self
assessment process.
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CCAC’ Institutional
Effectiveness Model
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Measurement of Institutional
Effectiveness
• ACT Student Opinion Survey (2-Year College Form)
– Supports assessment of student service units
– Administered every two years
– Compares institutional scores with prior year’s administration
and national benchmarks
• Topics:
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Background information
College Impressions
College Services
College Environment
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Investing in Data Needed for Assessment
2009
Sampling
N = 450
2011
All Students
N = 1,951
Web based
Administration
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Section III: College Services
•Cultural programs and activities
•Student health services
•Day care services
•College sponsored social activities
•Cafeteria/food services
•Library/learning resources center facilities and
services
•College orientation program
•Parking facilities and services
•Vocational guidance/career planning services
•Personal counseling services
•Credit by examination program
•Veterans services
•Student employment services
•Financial aid services
•Recreational and intramural programs and services
•College-sponsored tutorial services
•Academic advising/course planning services
•Job placement services
Below Norm
Above Norm
•Computer services
Mean Worse
Mean Improving
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Section III College Services
Quadrant
Better and
above norm
Better but
below norm
2011
Norm
Yr to Yr
Yr to norm
Cultural programs and activities
3.72
4.33
4.08
0.61
0.25
Student health services
3.45
4.03
3.94
0.58
0.09
Day care services
3.75
4.19
3.93
0.44
0.26
College sponsored social activities
3.80
4.08
4.04
0.28
0.04
Cafeteria/food services
3.55
3.73
3.62
0.18
0.11
Library/learning resources center facilities and services
4.20
4.27
4.25
0.07
0.02
College orientation program
3.89
3.95
3.94
0.06
0.01
Parking facilities and services
3.64
3.67
3.51
0.03
0.16
Veterans services
2.75
3.82
4.03
1.07
-0.21
Student employment services
3.62
3.8
3.98
0.18
-0.18
Financial aid services
3.89
4.04
4.05
0.15
-0.01
Recreational and intramural programs and services
3.90
4.02
4.04
0.12
-0.02
College-sponsored tutorial services
4.00
4.06
4.15
0.06
-0.09
Academic advising/course planning services
3.46
3.51
3.92
0.05
-0.41
Job placement services
3.52
3.56
3.78
0.04
-0.22
Resident hall programs and services
4.10
4.08
3.7
-0.02
0.38
4.27
4.23
4.23
-0.04
0.00
Vocational guidance/career planning services
3.60
3.59
3.99
-0.01
-0.40
Personal counseling services
3.62
3.57
3.98
-0.05
-0.41
Credit by examination program
3.94
3.81
3.96
-0.13
-0.15
Worse but above
Computer services
norm
Worse and
below norm
2009
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ASSESSMENT OF STUDENT LEARNING
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Standard Fourteen Key Elements
Assessment of Student Learning
• Clearly articulated student learning outcomes
• Documented, organized and sustainable assessment
processes
• Time-bound, resourced, comprehensive yet simple and
practical.
• Collaboration between faculty and administration
• Evidence that students are achieving key institutional
learning outcomes
• Assessment results are shared, discussed and used to
improve teaching and learning
• Integration with institutional assessment
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Achieving the Dream Initiative
• Student centered vision
• ATD interested in disaggregated data to reveal and address
achievement gaps
• Follows cohorts from start dates
• ATD Outcomes:
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advance from remedial to credit-bearing courses;
enroll in and successfully complete gatekeeper courses;
enroll from one semester to the next;
earn degrees and/or certificates.
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Strategic Priority One: Ensure the success of learners through
ongoing assessment of learning outcomes and overall
institutional effectiveness.
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b)
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Improve learner success in developmental courses
Increase learner retention and academic success
Increase the number of learners who graduate
Develop a culture of assessment and effectiveness
Alignment:
Student Success Tactical Plan 2010-15
Achieving the Dream
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CCAC Response
• Learning assessment processes and infrastructure
put in place and implemented
• Student Success tactical plan
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Achieving the Dream – Direct Interventions
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Supplemental Instruction
Learning Communities
Early Intervention
First Year Experience (SDS 102)
Math Enrichment
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Achieving the Dream – Policy Changes
• Began with a data-driven review of policies and procedures
– “Identify existing values, assumptions, structures and systems at the
college that nurture and impede student success”
• ATD Kick-off Institute manual, July 2006
• D Policy
• Tiered Probation
• Reading First
• Elimination of the Graduation Application Fee
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Developmental Course Completion Trend
Percent who complete developmental courses by second year.
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Source: ATD Measures Report, September 2011
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Student Success Matrix: ATD Proxy Groups
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Student Success Matrix: Program Cohorts
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* The first year for Pittsburgh Promise Fall 2008
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Student Success Matrix: Student Goal
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Student Success: Engagement and Retention
The Community College Survey of Student Engagement (CCSSE)
• Focus - institutional practices and student behaviors
that promote student engagement
• Benchmarks - 38 of the most important survey items
are grouped into five conceptually related categories of
high-quality educational practices
• 3rd administration – able to measure changes over time
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Raw Benchmark Scores 2007-2011
CCSSE Benchmarks 2007 Raw 2009 Raw 2011 Raw
Scores
Scores
Scores
Active and
0.32
0.33
0.32
Collaborative
Learning
Support for
0.37
0.38
0.40
Learners
Student-Faculty
0.35
0.35
0.38
Interaction
Student Effort
0.44
0.45
0.45
Academic
0.55
0.54
0.55
Challenge
Change
2009-11
-0.01
0.02
0.03
0.00
0.01
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2011 Standardized Benchmark Scores
• The mean is always 50.
• Scores are relative to
the overall
performance of the
institutions in the
cohort.
• 2011 cohort = 699
institutions
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National Graduation Initiative
Degree Completion Agenda
* President Obama – Goal/Challenge given in 2010 to
have the highest proportion of students in the
world graduating from college by 2020
* The Gates Foundation - double the number of
individuals who earn a postsecondary degree by
2025
* The Lumina Foundation - increasing the proportion
of U.S. adults who earn college degrees to 60 % by
2025.
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National Graduation Initiative
CCAC Scenario with Class of 2011 Update
Assumes 7.3% growth
in graduates per year
2,663
Historical average = 2,119
graduates per year
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Growth target was 161 and
actual was 495 grads.
Improved Graduate Survey
Richer Data for Program Review Process
1800
1600
1400
1200
1000
800
600
400
200
0
Survey Responses
2007
2008
2009
2010
2011
289
239
460
1204
1609
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Graduate Employment by Program Area
% Employed
Full time Part time Unemployed (full and part)
Applied Arts Career Programs
12
9
4
84.0%
Applied Service/Trades Career
74
10
16
84.0%
Behavioral & Social Sciences
2
0
0
100.0%
Building Trade Apprenticeship
8
0
5
61.5%
Business Career Programs
207
108
104
75.2%
Computer/Information Tech
47
27
47
61.2%
Engineering/Science Career
24
7
14
68.9%
Health-Related Career Programs
661
249
284
76.2%
Social Service Career Programs
198
107
80
79.2%
Transfer/University Parallel
341
315
189
77.6%
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PLANNING AND RESOURCES
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Standard Two Key Elements
Planning, Resource Allocation and Institutional Renewal
• Clearly stated goals drawn from assessment results that are
linked to mission and resource allocation
• Clearly communicated and participative planning processes
• Assignment of responsibility and accountability
• A record of improvement efforts and results
• Assessment of planning and resource allocation processes
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ATD Parallels to Standard Seven
Leader College Characteristics
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Systematic institutional improvement:
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An established strategic planning process
Annual plans focus on student success
Regular review of programs and services
Linked budgeting, planning and assessment
Student success agenda integrated with accreditation
activity
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Institutional Planning
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Five-year strategic plans
Scorecard
Annual operating plans
Quarterly review process
Tactical Plans
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Student Success
Diversity and Inclusion
Workforce
Institutional Data Forum
• Institutional Data Forum
• “Student Success Matrix” reports to board of trustees
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Student Success Tactical Plan
– Preparation
• Placement Testing
• Orientation
– Engagement
• Academic Advising
• First Year Experience Course
– Retention
• Early Intervention
• Financial Aid
• Student Activities
– Completion
• Graduation
• Job Placement
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Discontinuation of Supplemental Instruction in
Developmental Mathematics
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09FA Cohort
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Institutional Planning
• Program Reviews
– Academic
– Student Development
• Conducted Annually and Every Five Years
– Incorporates assessment activities
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Student Success Tactical Plan: 2010-2015
1. Improve learner success at CCAC in developmental
education courses and the selection of appropriate courses.
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Student Success Interventions
Developmental Studies
SDS 102
Math Initiative
Reading and English support
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Student Success Tactical Plan: 2010-2015
2. Expand student involvement with in-class and college
sponsored events
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CSSE Benchmarks
Co-and Extra-curricular activities
Online Services
Library/Learning Centers
3. Increase student retention and academic progress as
measured by credits completed and GPA earned
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Early Intervention
Case Management/Student Success Coaches
Faculty Resource Program
Financial Assistance
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Student Success Tactical Plan: 2010-2015
4. Increase the number and rate of students meeting their
stated goals at the College
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Graduation
Transfer
Job Placement
Certification Examinations
5. Expand the college’s programs to increase student success
through professional development and grant funded
programs
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Outreach
Professional Development
Foundation and Other Grants
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Student Success Tactical Plan--Resources
Federal Grants—Selective
– Biotech Workforce Collaborative
• National Science Foundation--$ 597,920
– Center of Excellence for Veterans Student Success
• US Dept of Education—Post Secondary Education-- $423,435
– Innovative Strategies—Mechatronics
• US Dept of Ed-Post Secondary Education-$748,896
– Perkins
• PA Dept of Education--$ 1,184,492
– RN Achievement Grant
• US Dept of Health and Human Services--$1,211,852
– TAACCCT
• US Dept of Labor-Employment and Training Adm--$ 2,629,935 (CCAC)
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Student Success Tactical Plan—Resources
Foundation Grants--Selective
– College Ready Centers
• Claude Worthington Benedum Foundation--$ 186,500
– Math Cafés
• RK Mellon Foundation--$ 240,000
– STEM Academy
• The Heinz Endowments-- $ 200,000
– Student Success Coaches—Pittsburgh Promise
• The Heinz Endowments--$ 186,223
– Student Success Coach—South Campus
• The Heinz Endowments--$ 50.000
– YAEP (Young Adult Empowerment Program)
• BNY Mellon--$ 125,000
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Thank You
Mary Frances Archey,
VP for Learning and Student Development
[email protected]
Kevin G. Smay,
Executive Director of Strategic Planning
[email protected]
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