Transcript Strategies Outline - Tulsa Community College

4 Components of AtD
Assessment
Intervention
Why?
What’s
Wrong?
Success Rate with a “C” or Better
Intermediate Algebra…………….
Beginning Algebra……………….
Basic Math ..………………………
45%
49%
63%
Writing II ..…………………………
Writing I……………………………
61%
65%
Reading II………………………….
Reading I ………………………….
64%
64%
Persist to College Level?
College Algebra
Freshman
Composition I
Yes
11%
No
89%
No
45%
Yes
55%
Developmental Course Summary
 Females were significantly more successful in all
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developmental course work
African Americans who enrolled in Basic Math faced
significantly greater challenge
No significant differences by age, degree type, or
enrollment status
Most students who required remediation did not persist to
College Algebra
Over half of students requiring writing remediation did
persist to Freshman Comp I
Gatekeeper Course Success
Success Rate
100%
80%
67%
66%
66%
61%
59%
60%
40%
20%
0%
1823
1251
974
1345
394
Gatekeeper Course Summary
 10 Gatekeeper courses were identified based on
enrollment frequency and/or success rate
 Female students were more successful in Freshman
Comp I and II
 African Americans, and more specifically African
American males were most at risk
Percent C or Higher by Gender
Percent C or Higher
100
80
57%
63%
60
40
20
2649
4499
Male
Female
0
Percent C or Better
Percent C or Better by Ethnicity
100
80
61%
71%
60
62%
70%
54%
43%
40
20
0
802
204
595
5103
266
176
Percent C or Better by Age
Percent C or Better
100
80
61%
60
55%
58%
62%
68%
40
20
5213
766
482
459
228
< 21
21-24
25-29
30-39
40+
0
Grade Summary
 Females significantly more successful
 African Americans are less likely to attain a
“C” or higher
 Male “C” or higher was 31%
 Among non-traditional student, success
increases as age increases
 No difference was found between full-time
and part-time students
 UT students had a higher cumulative GPA
(2.43) than WD students (2.26)
Persist or Graduate
Persistence Rate
100%
100
75%
80
50%
60
49%
40%
40
20
0
1972
1485
989
968
781
36%
717
Persist or Graduate by Gender
Persistence Rate
100
80
60
40
20
0
100%
Male (N=800)
71% 78%
Female (N=1172)
53%
52%
46%
45%
42%
36%
33% 39%
Persist or Graduate
by Minority Ethnicity
Persistence Rate
100
80
60
40
20
0
Native American (N=222)
Asian (N=46)
African American (N=201)
Hispanic (N=74)
Summary of Persistence
 Females were significantly more likely to persist
 African Americans were less likely to persist from Fall to
Fall and from entry semester to last Spring semester
 African American males were at highest risk for drop out
 First semester persistence was 56%
 Fall to Fall persistence was 25%
 Students 21-24 years and 30-39 years were most likely
to persist
 Students with unidentified majors do not persist
Graduation Rate by Number of
Developmental Areas Required
Graduation Rate
100
80
60
40
19%
20
0
10%
591
789
0
1
4%
329
2
3%
263
3
Developmental Areas Required
Graduation Rate
Graduation Rate
by Reading Placement
100
80
60
40
20
0
14%
5%
3%
1404
263
305
College
Level
Reading II
Reading I
How did Quantitative Data lead
Core Team to selecting priorities?
 Data presented in October 2007 college-wide professional
development day (approx. 1000 attended)
 In November 2007 the 40-member Core Team representing
four campuses:
 Accompanied by AtD Coaches
 Divided into tables of 8-10
 Reviewed data presented at college-wide professional
development day
 Held conversations and reported conclusions
 Selected and ranked three top priorities
How did Quantitative Data lead
Core Team to selecting priorities?
 Persistence: To understand and address foundational
affective success factors
 Reading I & II: To understand and address
foundational cognitive success factors
 Developmental Math: To understand and address
the courses with the poorest success rates
 African American Males Success: To understand
and address the greatest at-risk population at TCC
To determine the barriers to
Persistence, we tapped expert
knowledge from
students, faculty, and staff
Focus Groups:
Model of Student Success
Persistence Question:
“What barriers and challenges did you experience
your first semester at TCC?”
Student
Success
Start
Stop out or drop out
Focus Group Training for
Facilitators
 Selection of facilitators
 Representative of four campuses
 Representative of major academic
areas
 Demographics representation
 Voluntary consent
Who did we get to facilitate?
 Six faculty and staff from four sites
 Faculty represented Liberal Arts, Allied Health, and
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Mathematics
Staff represented Student Affairs, Registrar, and
Institutional Research
Five females and one male
Caucasian
All highly active, highly involved faculty and staff!
How were students recruited?
 By other students
 Student recruiters selected from Student Affairs work
study students

Collaboration with Student Activities Offices
 Recruiters drew for iPod Nano
 Given packets of information
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Targeted classes with highest 2nd semester freshmen
Provided with script
Provided with sign up sheets for as a promise to attend
 Thank you pizza parties for SAOs
Students for Mock Focus Groups
 How did we get them to attend?
 Voluntarily attended
 Were provided lunch or snacks, pop and chocolate
 Provided with a $10 gas card for each attendee
 Drawing for iPod Nano
 Still low participation; walked learning lab and library
 Students engaged well on topic once they arrived
Students for Actual Focus Groups
 How did we get them to attend?
 Voluntarily attended
 Were provided lunch or snacks, pop and chocolates
 Provided with a $10 gas card for each attendee
 Drawing for 4 iPod Nanos, one for each campus
 SAO issued reminder calls the day before
 Sent auto voice mail message
 Sent mass email
 Sent reminder emails to targeted faculty
 Had students introduce self and state semester in college
Lessons Learned:
Importance of Planning & Logistics
 Logistics: many intricate and critically timed details
detailed planning important
single coordinator with clerical staff essential
 Support necessary from entire college
 Timing and coordination important
Academic calendar
Room reservations
Refreshment orders
Paperwork for each group on site
Incentives
 Submitting complete documentation paperwork essential
Multi-campus Challenges
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Campus identities, tradition
Facilitator/scribe coverage for all campuses
Travel and travel time
Developing a reliable working structure to administer on-site
logistics and communicate through one designated office on
each campus to the central coordinator
Gaining sufficient sample size from student participants at
each campus to accurately measure campus differences
Sharing results explanation with each campus and with
stakeholder groups
Lessons Learned: Facilitating
 Train thoroughly.
 Be prepared.
 Clearly target the question accurately (must agree on one
identical question wording and discussion focus among
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multiple facilitators).
Control focus group size.
Maintain security of focus group attendees’ identity and
privacy of focus group during session.
Create friendly, open atmosphere before, during, and after
each group.
Repeatedly redirect the discussion to the targeted question.
Lessons Learned: Facilitating
 Provide encouraging verbal and nonverbal feedback without
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evaluating.
Be prepared for slow starts or silence for reflection at first; be
patient.
Work to obtain clear “nugget” of information describing each
barrier.
Capture “nugget” in students’ language.
Separate combination “nuggets” of information.
Echo understanding of “nugget” and receive confirmation.
Verbalize “nugget” for scribe.
Monitor time closely to cover high percentage barriers. End on
time.
Enter data accurately when transcribing; use audio recording.
Clean data to isolate one clear “nugget” in each barrier.
Qualitative Data Analysis:
Process
 Personnel
6 facilitator/scribes trained
6 conducted/scribed groups
4 analyzed
 Cleaned data
 Sorted data into related barriers, clusters, families and
analyzed
 Derived list of top barriers by frequency of reporting
Qualitative Data Analysis:
Summary
Groups
 12 total focus groups of students, 3 groups each campus
 7 total faculty/staff focus groups, 1-2 groups each campus
Participants
 101 students; 199 barriers named
 64 total faculty/staff (61% staff; 39% faculty)
Qualitative Data Analysis:
Findings
 Many barriers seemed related.
 Data Team classified barriers into larger clusters or
categories to provide the best overall picture of the data.
 No single barrier was mentioned in every single focus
group on all four campuses.
 Many barriers occurred frequently and were identified on
all four campuses.
 Barriers specific to individual campuses did not occur
frequently overall; College-wide barriers were identified
far more frequently.
Qualitative Data Analysis:
Top Persistence Barriers on All Campuses
FROM STUDENTS
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Adjusting to college
Balancing school, employment, and life
Textbook issues
Tulsa Achieves implementation issues
Communication issues with instructors
Choosing courses
FROM FACULTY AND STAFF
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Student attitudes/motivation
Students not academically prepared
Other classroom issues
General policy issues
Qualitative Data Reporting:
Discussion of Data with Various
Stakeholders
 Verbal reports
 PowerPoint presentations
 Sorted data printouts
 Meetings to explain barriers to stakeholders across
college
 External and internal websites
 Stakeholders have validated that the barriers frequently
appear among students they contact:
Yes, that’s it exactly!
Intervention:
Strategies for Academic Success
 3-hour credit orientation course (required of study
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cohort)
Planned by college-wide committee, representatives from
all campuses
Common objectives used in all sections
Barriers addressed by the curriculum
Common formative assessment and summative
assessment for course
Faculty training on all campuses
Staffing criteria
Top Persistence Barriers
FROM STUDENTS
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Adjusting to college
Balancing school, employment, and life
Textbook issues
Tulsa Achieves implementation issues
Communication issues with instructors
Choosing courses
FROM FACULTY AND STAFF
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Student attitudes/motivation
Students not academically prepared
Other classroom issues
General policy issues
Addressing Barriers:
Strategies for Academic Success
 Locate and apply college resources and support
systems and use for school-related activities (MyTCC
Email, Blackboard, Career Center, Advisement,
Financial Aid, Learning Resource Center, Computer
Labs, and Support Labs) [adjusting to college; not
academically prepared; attitudes/motivation]
 Define and effectively set goals to meet interests and
values [attitudes/motivation; adjusting to college;
balancing school and life;]
Addressing Barriers:
Strategies for Academic Success
 Construct and monitor weekly/ monthly time plans to balance
work, school, family, and social activities [balancing school
and life; attitudes/motivation]
 Identify and apply reading strategies for successful reading of
college texts for discussion and written assignments [not
academically prepared; adjusting to college]
 Identify and apply writing process strategies for successful
creation of college-level papers [not academically prepared;
adjusting to college]
Addressing Barriers:
Strategies for Academic Success
 Identify and apply strategies to resolve both academic and
social conflicts and cope with stress [adjusting to college;
balancing school and life; communication issues with
instructors ; attitudes/motivation]
 Analyze and modify study techniques based on assignment
and assessed learning style:
 Demonstrate effective note taking techniques across the
disciplines;
 Demonstrate test taking strategies for objective tests, essay
exams, and oral examinations;
 Use techniques for improving memory and concentration;
[not academically prepared; attitudes/motivation]
Addressing Barriers:
Strategies for Academic Success
 Choose a major, create a semester schedule, and establish a
career development plan [choosing courses;
attitudes/motivation]
 Demonstrate transference of skills learned to other course
work during the semester.
Formative Assessment:
Strategies for Academic Success
 Tools
Integral part of course planning from beginning
LASSI (pre-test 3rd week; post-test 13th week)
Course in Reflection (common rubric)
 Use
Formative results will be used by faculty to determine
adjustments in curriculum to address barriers even better
Assessment Next Steps :
Strategies for Academic Success
 Analyze formative assessment data
LASSI pre- and post-test results
“Course in Reflection” common summative course
assessment for fall 2008 and spring 2009
Strategies faculty focus group data collected. Provide results
to Strategies faculty.
 Adjust curriculum
 Summative assessment of persistence data
Value of Focus Groups at TCC
 Answer the “Why?” question.
 Link intervention planning and resources to data. We
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clearly know what needs to be addressed, and we
construct interventions to address those needs.
Provide practical approach to effectively involve a range
of students, faculty, and staff across all campuses.
Foster collaboration of new clusters of faculty and staff
Increase shared governance
Emphasize shared barriers/issues and ONE COLLEGE