Transcript Presentation Title (Arial 36)

Achieving the Dream At PCCC
Convocation
November 3, 2011
What we have done at PCCC
 Joined the ATD Initiative – Spring 2011
 Attended Kick Off in Seattle – June 2011
 Identified Co-Leaders:

Bill Morrison, Assistant Dean for Academic Affairs

Nancy Silvestro, Associate Professor of ESL
 Planned Convocation Roll Out (Hurricane Irene!)
 Formed Core Group
Success is what counts.
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The ATD Core Group
Bill Morrison Nancy Silvestro
Gurvinder Khaneja
 Palma Benko
 Cheryl Mignone
 Pam Cavanaugh
 Lonna Murphy
 Francis Clark
 Wanda Najee-Ulla
 Kathy Coffey
 Gaby Rinkerman
 Alexandra Della Ferra
 Candi Rodriguez
 Jennifer Dudley
 Steve Rose
 Sharon Goldstein
 Radha Sankaran
 Jackie Kineavy
 Michelle Softley
 Anita Kumar
 Donna Stankiewicz
 Betsy Marinace
 Bassel Stassis
 Darleen McGrath-Florence
 Chae Sweet
Success is what counts.
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Sub Groups are actively involved in gathering
information and qualitative data

Student Affairs Sub Group – Sharon Goldstein

Data Advisory Sub Group – Gurvinder Khaneja

Publicity Sub Group – Betsy Marinace

Policies & Practices Sub Group: Alexandra Della
Ferra

Community Sub Group: Gaby Rinkerman
Success is what counts.
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The Student Affairs Sub Group
is holding a series of student engagement forums at all
three campuses
A cross-section of students participate in a series of
conversations during which the students


identify barriers to achievement
collaboratively generate solutions that will be
proposed the ATD core group
Success is what counts.
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The Finish Line Game
 Brought to light obstacles that our student
encounter
 Provided a forum for frank discussion and idea
exchange
 Provided an opportunity to reflect on what we do
well and where we can improve
Success is what counts.
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The next steps…
 Core group examines data for gaps in student success (Fall
2011)
 Core group, faculty and staff identify strategies for
improvement (Fall 2011-Spring 2012)
 Attend ATD Strategy Conference (Feb. 2012)
 Refine strategies for improvement (Spring 2012)
 Implement strategies for improvement (AY 2012-2013)
Success is what counts.
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What might the focus of the strategies for
improving student success be?
 Enhanced support for college-level students
 Curriculum revisions
 Professional development
 Advisement
 Developmental English, Math and ESL
 Collaboration among different areas of the college
 Collaboration with community projects
 Student support
Success is what counts.
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Consider what other Achieving the
Dream College are doing…..
Promising Practices
2011 Leader Colleges
Success is what counts.
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Delaware County Community College:
High School Partnerships
Delaware County Community College began implementing its
high school partnership in Fall 2008. The college shared its
developmental math curriculum with local high schools, and
college faculty worked with high school teachers to help them
cover material so that students were college ready when they
left high school. This program has expanded to four area high
schools and served 407 high school students since Fall 2008.
In the 2011-12 academic year, the partnership will expand to
two additional high schools. Student participants initially
tested up to two levels below college-level math. Overall, when
re tested at the end of the academic year, 38% of these
students were prepared for college-level math.
Success is what counts.
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Highline Community College:
Adult Basic Education/English as a Second Language-to-Credit
Initiative
Highline’s ABE/ESL-to-Credit initiative assists advanced-level noncredit ESL students in a successful transition to college-level degree
and certificate programs. There are three program components:
1. Career-pathway bridge classes provide students with an overview of
employment options, available credentials, and workforce expectations
2. One-to-one advising, linking students with faculty advisors
3. A Transition Resource and Referral Center (TRRC) serves as the
clearinghouse for a full range of services, with on-site staff advising,
referrals to faculty advisors, financial aid information, educational pathway
exploration courses, and information about transitioning to degree and
certificate programs.
Success is what counts.
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Thus far, progress has exceeded goals the college set:
2004-2005
Baseline
2009-2010
Cohort
Percent Transitioning to College-Level
4%
19%
Percent earning at least 15 college credits
in 8 quarters
3%
6%
Success is what counts.
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The Alamo Colleges: Placement Test Preparation
 Alamo has successfully implemented Prep for Accuplacer
Student Success (PASS), a 15-hour math refresher course, at
each of its five campuses. An August 2011 analysis revealed
the following:
 63% of students completing a PASS session advanced at least
one course; 29% advanced two or more courses
 76% of students were successful in their first attempt of the
following math course
 The retention rate for students enrolling in the follow-up
course is 91%
In the 2011-2012 academic year, Alamo plans to expand PASS to
reading and English.
Success is what counts.
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Lee College:
Developmental Curriculum Revision
Lee College has increased the success rate (grade of C or better) and course-
completion rate for developmental education courses from less than 40% in
2007 to almost 60% in 2010. The college attributes this improvement to
changes to the development course curriculum and delivery. Lee College
initiatives aimed at increasing developmental coursework success and
completion include the implementation of 8-week, fast-track courses,
assigning a counselor to developmental students and locating that counselor
in close proximity to developmental classrooms; creating a separate
developmental ed department, and increased course contact hours in math,
reading, and writing, along with the inclusion of additional class time. At least
one of these affects every developmental students at the college.
Success is what counts.
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Thanks for attending the
2011 Convocation
Success is what counts.
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