Transcript Document

College Student Success Project
College Student
Success Project
Presenters:
Bob Bendotti, Vice President of Learning
Paul Dale, Vice President of Learning Support Services
Rick Sheets, Director of Learning Support Center
Heather Kruse, Director of Student Development
Michaelle Shadburne, Manager, Employee & Organizational Learning
Laurie Pemberton, Director of Institutional Effectiveness
Presentation Learning Objectives
• Components in PVCC’s iStartSmart
model and their importance
• Attributes that contribute to the success
of new college students
• Strategies and indicators for related
program assessment
Overview of MCCCD/PVCC
• Maricopa County Community College
District consists of 10 colleges and 2 skill
centers in the Greater Phoenix AZ area
• Paradise Valley Community College is
located in North Phoenix (32nd Street &
Union Hills)
• In Fall 2007, PVCC had 8,574 headcount –
3,908 full-time-equivalent students
National Trends / Challenges
• Nationally – of students who seek an
associates degree, only 45% earned an
associates or bachelor’s degree or
transferred within 6 years
– Those enrolled in certificate programs,
only 41% earned a degree or transferred
within 6 years
National Trends / Challenges
• Nationally – only 27% of students referred
to development education courses
completed them
• 70% of first semester students re-enrolled
in the next semester
– Only 44% re-enrolled in both second and third
semesters
National Trends / Challenges
• The P-20 education system leaks badly at
every joint (including public, private)
– For every 100 students that entered Arizona’s
kindergarten in 2007, only 14 are projected to
earn a bachelor’s degree
National Trends / Challenges
In Arizona (between 2007-2025)
– Projected bachelor’s degrees to be awarded =
100,344
– In order to be nationally and globally
competitive, 300,000 – 575,000 more
bachelor’s degrees need to be awarded
National Trends / Challenges
• Right to fail, or opportunity to succeed?
– At PVCC, 17% of the cost of a course is paid
by the student (tuition/fees)
– Good stewards?
– Informed intrusiveness
– Educational malpractice?
Deep Thoughts
“Access without support is not opportunity”
– Vincent Tinto – NISOD, 2008
“Institutions don’t have a problem with access,
they have a problem with success”
– Bob Bendotti – IARC, 2008
Stand Up, Pair Up
• Describe the attributes of new-to-college
students
• Describe the characteristics of
successful college students
• Describe institutional best practices that
support new-to-college students
Why iStartSmart?
Faculty concerns about students:
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Under-prepared to attend college.
Low retention in classes.
Low persistence to the next semester.
Low enrollments in 200-level courses.
Low identification and attainment of educational
goals.
Call to Action
• Fall 2000: PVCC adopted the under-prepared
student issue as one of the College’s strategic issues.
• Spring 2001:
o The Under-prepared Student Initiative (USI)
committee was formed which included both
faculty (15) and staff (3).
o A white paper was generated by PVCC veteran
faculty member Dr. Sally Rings, synthesizing the
current research about the under-prepared
students.
Accomplishments
Under-prepared Student Initiative Committee
An advocacy paper was written and shared with
the entire college. Key beliefs included:
• That the college's faculty, staff and administration all
share the responsibility of serving under-prepared
students.
• That current policy and practice relating to orientation,
assessment, placement testing, advisement and late
registration for all students must be reconsidered.
• That strategies and programs designed to serve underprepared students should be systemic and sustainable.
Accomplishments
Under-prepared Student Initiative Committee
• Further research was conducted to study successful
programs at colleges across the U.S.
• Consultants that helped PVCC frame student
success strategies included:
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Kay McClenney, University of Texas at Austin
Joann Wright, Moraine Valley Community College
Kati Haycock, The Education Trust
Skip Downing, On Course
Vincent Tinto, Syracuse University
• The USI committee developed the iStartSmart
student success pilot project.
For all first-time degree-seeking students
New to College?
PVCC’s student success program, iStartSmart,
is required if any of the following apply:
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New to college, degree seeking and taking 12 or more credit hours
New to college, degree seeking and taking 6 or more credits, and
placement test scores indicate any course under 100 level
Placement Testing required for all students who meet any of
the following criteria:
• New to college, degree seeking and taking 6 or more credit hours
• All new to college students wishing to take college-level English,
Mathematics, or Reading
• Any student receiving Financial Aid who does not have a GED or
high school diploma
Orientation Agenda
Welcome / Icebreaker
Group Activities
Funding Your Education
Tour of Student Services
Breakout Sessions
Benefits of a College Success Course
Parent Session
Choose Your Classes
Choosing Your Class Schedule
Register for Classes
Orientation Check Out
Evaluation / Assessment
Student ID Card, Pay for Classes Option
College
Success
Course
College Success Course
On Course: A Comprehensive Foundation
for Academic Success and Retention
Academic
Success
&
Retention
Traditional
Success
Class
Study Skills &
Campus Resources
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On Course
Success
Course
Effective
Outer Behaviors
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Empowering
Inner Qualities
On Course
Success
Course
On Course
Success
Course
College Success Course
One or three credit, transferable course
that includes Study Skills plus…
 Personal Responsibility
 Self-Motivation
 Self-Management
 Interdependence
 Self-Awareness
 Lifelong Learning
 Emotional Intelligence
Responsibility Model
Responsibility Model
Inner
Critic
Inner
Defender
Victim language
• There’s nothing I can do.
• I have always been that way.
• I can’t…..
• I’ll try…
Inner
Guide
Creator language
•There’s always
something I can do.
• I can choose to be
different.
• I can…
• I will…
VOLUNTEERS!!!
Will the three volunteers please come forward!
To become familiar with the difference
between how creators and victims respond to
life’s stimuli…we will now demonstrate
the power of choice using the
“responsibility model”
in a brief role play.
Role Play Scenario
You are a college administrator who is
considering the pros and cons of
developing a new student success program.
The audience will be able to listen in to
the inner critic/defender victim voice and
the inner guide/creator voice as you
consider this option.
Role Play
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College administrator:
After attending the International Assessment and Retention Conference, and hearing all of the latest research
about student retention strategies, I would like to develop a new student success program.
Inner critic/defender victim voice:
Students have the right to fail!!! They have responsibility for their own success...we can't hold their hands
forever.
Inner guide/creator voice:
Students have the right to succeed. It is our responsibility to help students learn how to be successful; after all,
we are the experts.
Inner critic/defender victim voice:
But we have an open door policy that provides an opportunity for all to enter, access to all for an education.
Inner guide/creator voice:
But is access without support really opportunity? Remember that national trend you heard earlier...only 70% of
first semester students re-enrolled in the next semester.
Inner critic/defender victim voice:
My department tried starting a program before, it took a lot of time and money, we got resistance from the other
areas, and it didn't work.
Inner guide/creator voice:
We need to try again. This time we will use a college-wide approach and incorporate some of the best practices
in retention.
College administrator:
I will start next week, by scheduling a meeting with key stakeholders!
Goal Owner: AAA115 Student Fall2007
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Goal Name - Bachelor's Degree
Type - Academic
Due Date - 05-10-2013
Created On - 09-20-2007
Goal Statement: I will graduate with a Bachelor's Degree from OSU by May 10, 2013.
Strategy:
Talk to an advisor about transferring to a university; Seek out a tutor when necessary; Use my
Student Planner everyday for assignments throughout the college experience; Spend at least three to
four hours of studying per week; Always be persistent even when procrastination seems optional.
Rationale:
I want to earn a Bachelor's Degree so I have more knowledge to better strive for my career
prospects. (Career prospects unknown at this point.)
Reward:
After I graduate with a Bachelor's Degree, I'm going on a one to two week vacation; either alone or
with a couple close friends.
Obstacle:
Procrastination. Stress management.
Solution:
Stay persistent. Start my assignments the day/night I receive them. Finish my work promptly and
complete on time or, if possible, a few days before the due date.
Support:
Self confidence, family support, help from friends, discover my professional prospects
(what I want to learn and what I want to do), and constructive criticism.
Fall 2007 iStartSmart Students
• 959 students completed orientation and the related group
advising session
• 875 (91%) of these students enrolled in PVCC fall 2007
credit courses
• iStartSmart students represented 10% of all PVCC credit
students in fall 2007
• The majority of iStartSmart students were under age 20,
graduated high school in past year, and had no prior
college experience
• The majority of iStartSmart students were full-time,
attending classes during the day
Orientation
• 45% can identify available academic support
services
• 71% can identify faculty expectations in PVCC
courses
• 86% found the orientation information useful
• 84% felt prepared to meet with an academic
advisor
• 83% understand how goal setting can enhance
achievement
College Success Course
Students felt the course better prepared them:
• 86% for success in college and in life
• 88% to improve their self-management skills
• 86% to learn how to take charge of their lives
• 84% increased their self-motivation
• 83% increased their self-awareness
• 79% develop interdependence
iGoal
Of the goals defined by students:
• 67% were dated
• 61% were achievable
• 97% were personal
• 88% were positively stated
• 58% were specific
Student Success
• 809 (92%) of the iStartSmart students
completed the fall 2007 semester
• 73% of the course attempts were successfully
passed (A, B, C grades)
• 74% of the fall 2007 iStartSmart students
enrolled in PVCC spring 2008 credit courses
(compared to 57% for all PVCC students from
fall 2007 to spring 2008)
Lessons Learned
• Right to fail versus responsibility for
student success
• Courage to act on what we know to be true
• Informed intrusiveness (educational
stewardship)
• Handshake between academic,
administrative, and student services
Next Steps
• Offer orientation more often before
semester starts (goal: students have access
within one week time frame)
• Engage family and friends to support new
students
• Increase faculty engagement
• Improvement of components
• Expansion of cohort
www.pvc.maricopa.edu/istartsmart