Transcript National Landscape - Lane Community College

National Landscape
Growing
concern about persistence &
success
–National figure: 45% retention rate, year-to-year
Recognition
that K-12 & college need to
articulate better
–49% of high school graduates need remediation
in college
State of Oregon
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CC students who return for second year: 44% (top
states=62%)
% of Students who complete a BS/
BA in 6 years: 55% (top states=64%)
4-year students who return for a 2nd year: 76% (top
states=82%)
Chance of enrolling in college by 19: 33% (top
states=53%)
Certificates, degrees, awarded per 100 undergraduates:
16% (top states=20%)
State Board of Ed Responses
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“Fix” the AAOT
Implement the OTM
Expand early college programs (AP, IB & dualcredit)
Align PK-20: ensure seamless transferability
Track student success & completion K-16
Growing Understanding of Best
Practices to ensure persistence, derived
from:
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CCSSE
Noel-Levitz
National Resource Center--FYE
On Course
Achieving the Dream
Freedom to Fail vs. the
Right to Succeed
Taking Note of National Strategies
for Retaining Students and Helping
them to Reach their Goals
(Achieving the Dream; Valencia CC and LACC)
Valencia Community College: Achieving the Dream
Proposal
Goals are to:
1) close the academic performance gaps among students from different
ethnic and socio-economic backgrounds employing and bringing up to scale
the use of learning communities and student success skill mastery strategies,
implemented by teams of faculty and student affairs staff;
2) strengthen the College’s systems of gathering, analyzing, and utilizing
qualitative and quantitative data to make decisions regarding the services
provided and strategies employed in terms of their impact on the outcomes
of students; and
3) strengthen communications with and involvement of stakeholders from
minority and low income communities
"Achieving the Dream" Goals
• Provides planning and implementation grants to
colleges and state policy efforts
• Helps colleges develop and implement strategies to
improve student success and build a culture of
evidence to support decision making
• Conducts research on effective practices for student
achievement at CC's
• Works to influence public policy so it supports CCs'
improvement efforts
Achieving the Dream Strategies
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Developmental Education
Refining Course Placement
First Year Experiences
Instructional techniques such as collaborative
learning and learning communities
• Advising Services
• K-14 Strategies: working with local high-schools to
align curricula; offering College Success classes in
high school; developing summer College Prep
courses for high school students.
Guiding Students’ Choices
Freedom to Fail:
Right to Succeed
Students take whatever
courses they want to-freedom to
"explore"! Lane is
open admission so let
students take as many
courses as the law
allows!
Students take courses
appropriate for their
preparation and those
that help them reach
their stated goals in a
timely manner.
Orienting Students for Success
Freedom to Fail
Right to Succeed
Some students go to
an advisor or
counselor for help
with their educational
and life goals. But we
don't want to force
anyone--they can just
sign up for courses on
the first day of class!
All students go through
Orientation and
Advising geared to
their educational
goals. Up-front
services prevent lastminute registration
(and subsequent dropout).
Learning in Community
Freedom to Fail
Learning
communities are
developed on a
"boutique" model,
with classes that some
students hear about
through word of
mouth or a poster. No
one is required to take
them.
Right to Succeed
First Year Learning
Communities are offered
college-wide for hundreds of
new students each year,
offering an integrated menu
of academic and life-skills
classes that gear students up
for continued
success. Students are then
encouraged to take other
learning communities
throughout their careers.
Supplemental Studies and Tutoring
Freedom to Fail
Right to Succeed
Students stumble upon
tutoring
services. Most think
tutoring is for
underachievers.
All students are encouraged
to access supplemental
studies and tutoring services
for all of their classes-especially "gatekeeper"
("graveyard") classes. The
message is out there that
supplemental studies and
tutoring are where the superachievers hang out.
Provide a Seamless Experience
Freedom to Fail
Students are free to keep
failing classes and paying
for re-takes--at least until
they are called out by
Financial Aid. Instructors
are not aware of this;
counselors and advisors
hear about the failures
only once students do
badly enough to be placed
on probation.
Right to Succeed
Early Warning Systems,
Mid-Term Grade reports,
and Intrusive Advising
provide students with
consistent and timely
feedback and motivation
to do mid-course
corrections rather than
waiting to fail and go into
debt.
Require Appropriate Course Placement
Freedom to Fail
Right to Succeed
"I know the placement test
placed me in Reading 80,
but I saw this really cool
200-level class called
"Literature of the Social
Psychology of Ecobiological
Mathematics" and there
aren't any prerequisites. I
can't wait to take that. I'll
take Reading 80 later."
"I tested into Writing 95
and so right after my
Advising Session I
registered for that. It's part
of the Fast Lane to Success
learning community. When
my reading and writing
skills are college-ready, I'll
tackle that interesting
sophomore-level class."
Offer Multiple Learning
Opportunities
Freedom to Fail
Right to Succeed
Students learn about
academic material in
their academic
courses. Skill
development for success
in college is reserved for
extra-curricular activities
like teams and clubs that
students choose to be in.
Skill development for college
success is integrated into
courses across
campus. Material students
learn in advising and
orientation is understood and
reinforced by instructors and
in tools such as a portal, an eportfolio and a dynamic
educational plan.
Technology: a Key for the 21st
Century
Freedom to Fail
Right to Succeed
Not everyone has
access to
technology. Students
who are interested in
using computers can
take those classes.
Skill development in
technological and
information literacy is built
into the First Year
Experience. E-Portfolios and
use of a dynamic portal
system allow constant
interaction with computers
and the
internet. Opportunities to
improve skills are built into
curricular and co-curricular
activities.
Who's Responsible?
Freedom to Fail
No one person or group is
responsible. It's a consequence
of a pervasive culture reluctant
to "make" students do what they
"don't want to do"; a "silo"
culture where Instruction and
Student Services staff don't
collaborate and communicate
often enough or effectively;
academics and services that are
not integrated at all levels of
students' experience.
Right to Succeed
Everyone is responsible for
ensuring that students' "right
to succeed" is ensured and
exercised: Students take
responsibility for their plans
and goals; faculty and staff
have high expectations of
students but also provide the
guidance and services that
put students on the right
pathway at the right time.
Six Best Practices Identified by
SAGA
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First-Year Experiences
Academic Advising
Learning Communities
Supplemental Learning
Early Warning & Intervention Systems
Supportive Learning Environment
SAGA Projects
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Track retention & success rates (IRAP)
Fall Kick Off
SOAR
Investigate placement mechanisms
Investigate pre-requisites
Enhance and streamline advising
Learning Communities such as Fastlane to Success
Identify students who need help: Back on Course &
Beyond the Field
Promote College Success courses such as Everything You
Always Wanted to Know About College
Back on Course
Beyond the Field
Connect the nine dots using only
four lines. The lines must be
connected end-to-end
Connect the dots and then color in the picture.
Everything you always wanted to
know about college before you
start
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Aimed at easing the transitional shock between
credit and non-credit courses
Goal is to develop an “integrated student” by the
time they start credit courses
Create a system so students are familiar with
resources & assistance
Help students feel entitled to be, and comfortable
on the college campus
Help students navigate the college website
SAGA’s Future Goals:
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Promote core abilities: writing, critical thinking,
problem-solving across disciplines
Further evaluate placement & pre-requisite
practices
Expand LCs & FYE
Expand and streamline advising
Create year-round orientation system
Promote and expand college success courses &
supplemental learning