Achieving the Dream VCCSStudentServicesK eynote

Mountain Empire Community College: 

Mountain Empire Community College

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT MECC received a $50,000 planning grant for the 2004-2005 year from the Lumina Foundation. 5 grants in Virginia; 27 nationwide Project began in July 2004 with National Kick-off Conference in Austin, TX.

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Achieving the Dream is a national initiative to increase the success of community college students, particularly those in groups that have been underserved in higher education.

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Primary Goal 1: Improve student success for at-risk students Minority Low-income* Primary Goal 2: Base improvements in student success on documented evidence a “culture of evidence”

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Partner Organizations: American Association of Community College Community College Leadership Program (UT-Austin) Community Research Center, Teachers College, Columbia Univ. Futures Project, Brown Univ.

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Partner Organizations: Jobs for the Future Lumina Foundation for Education MDC MDRC Public Agenda

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Addresses VCCS Strategic Goal: By 2009, VCCS will rank in the top 10% in graduation rates, retention rates, and job placement rates. Addresses MECC Strategic Goals: Comprehensive assessment and evaluation system Systematic and regular assessment of student learning and student success Incorporate external requirements as standards of success

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Emphasis on attention to: Creating a culture of measurement Increasing institutional commitment to and improvement in student success Strengthening institutional and community commitment to change Emphasis on literature research and best practices

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Data Collection has included: Focus groups of students and faculty Community survey of low income individuals (210) College data for 3 cohort groups

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT What data showed: There is a relationship between student success and income. Generally, our lowest income students are the least successful.

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT There is a strong relationship between student success and age. Generally, younger students (19-24 and 17-18) are less successful. Exception - previous dual enrollment (PDES) are highly successful

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Students age 17-18 comprise 50% of developmental students. Students 25 and older comprise only 16% of developmental students.

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT There is a strong relationship between student success and enrollment status. Generally, part-time students are less successful than full-time students.

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT There is a strong relationship between student success and level of preparation. Students who test into 3 developmental courses are less successful.

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE

ANALYSIS AND RESULTSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE Student Risk Analysis System The 10 factors Based on a normative basis of one and include: English placement Reading placement Age Academic plan Full-time/part-time status EFC score High school award Educational plans Reason for attending Weekly hours of work

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE Two below (.828) English Placement College level (1.082) Two below (.778) Reading Placement College level (1.054) 21 to 24 (.732) Age 35 to 44 (1.274) Health Care Tech. (.339) Major Air Conditioning (1.435) Part-Time (.804) Enrollment Status Full-Time (1.029) No Score (.892) EFC Score Above 6109 (1.197) No award (.662) High School Award Diploma (1.02) Some classes (.923) Ed. Plans Four-year degree (1.025) Improve skills (.722) Why Enrolled Advance in job (1.192) 16 to 20 (.934) Hours working 1 to to 15, or 21 to 30 (1.034) .047 Total Score 3.31 .11 2004 Cohort Test 1.96

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE: 

ANALYSIS AND RESULTS MOUNTAIN EMPIRE COMMUNITY COLLEGE

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT The 4-year, $400,000 grant that began July 2005, focuses on three areas Developmental Education First Year Experience Advising Academic Warning Orientation Learning Communities and Active Learning

PROCESSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

PROCESS MOUNTAIN EMPIRE COMMUNITY COLLEGE After a 1-year planning grant (2004-05), a 4-year, $400,000 grant was awarded beginning July 2005 Based on recommendations from planning year, the grant focuses on three areas: Developmental Education First Year Experience Advising Academic Warning Orientation Learning Communities and Active Learning

PROCESSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

PROCESS MOUNTAIN EMPIRE COMMUNITY COLLEGE During 2005-06, the first year of the grant, the emphasis has been Develop strategies for intervention that can implemented and tested in subsequent years, based on: Review of college data provided by data team Literature search of best practices Information from conferences Information from visits to model institutions

PROCESSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

PROCESS MOUNTAIN EMPIRE COMMUNITY COLLEGE Second year grant approval July Lumina reaction to first year report: a commendation for the way MECC is using data, MECC’s “risk analysis” tool, implementation of the Dreamkeepers Project, “Student Advocates” (details to follow) needed more detail about plans for developmental math and community stakeholder engagement.

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Revise of MTH 03 (Algebra I) and ENG 03 (Writing Prep II) courses to include active and collaborative learning strategies Courses are “gate keeper” course Develop learning community thematically linking Survey of Criminology, Principles of Soc., and College Composition I Pilot project – implementation in 2007 Faculty identified for pilot project Training required summer and fall ’06 National Institute for Learning Comm. INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Develop proposal process for additional learning communities and additions of active learning to courses Create on-campus training for learning communities and active learning (including developing manuals) Implement Windows/Web Version of COMPASS placement test Project – implementation in 2006 Compass Diagnostics Analyze and review cut-off scores Task Force to oversee implementation INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Develop placement test presentations for students (Fall, 2006) before placement test Emphasizes ‘high-stakes” importance Offers options for review after placement into develop. Explains the purpose and advantages to skill development brochure for later review INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Pilot “fast track” courses in dev. arithmetic and Alg. I (Summer, 2006) Targeted to those who need a refresher course rather than entire course Placement scores Create “review” modules for skills covered by math, reading, and English placement (2006) test scores close to cut-off for next level review before taking placement test fast track course students INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE Preliminary Results - Summer Fast Track

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Develop summer bridge learning community involving one or more developmental courses (Summer 2007) Revise content of Orientation course (Fall 2006) Establishment of written career goals Use of Learning Behavior Scale to monitor the use or need for support services. INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Establish a pilot project that integrates recommendations from orientation, early warning and faculty advising sub-areas 7 sections of orientation – control group 4 sections of orientation – new curriculum 4 sections of orientation – will be taught by faculty members (student advocates) INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

Pilot project continued: Student advocates will be responsible for: monitoring student progress, maintaining records of contacts and referrals, serving as advocates for students in securing needed support, implement the early warning system to aid new students with the transition to college. Student Advocates will be responsible for student success! INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE

INTERVENTIONSMOUNTAIN EMPIRE COMMUNITY COLLEGE: 

INTERVENTIONS MOUNTAIN EMPIRE COMMUNITY COLLEGE Pilot project continued: Student Advocates will intrusively follow-up High-risk students will be identified using risk assessment tool and tracked with developing software; all students in class will receive support Student Advocates will continue to work students through second semester

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Thoughts Warnings Myths

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT The whole point is STUDENT SUCCESS! Even though the pilot projects will focus on “high-risk” students, eventually, the projects in many areas will applicable or adapted to all students Orientation Advising Early Warning

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Student Success is a complex problem Responsibility/accountability cannot easily assigned organizationally Efforts require the support and involvement of the entire institution The reasons student don’t succeed are often non-academic; it is a multi-variant problem requiring multiple strategies

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT “For every complex problem, there is a simple solution…, and it is wrong” H. L. Mencken

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Student Success is a complex problem (continued) Responsibility/accountability cannot easily assigned organizationally Efforts require the support and involvement of the entire institution The reasons student don’t succeed are often non-academic; it is a multi-variant problem requiring multiple strategies Some strategies require significant behavioral and attitudinal changes

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT “Trying to change a college is a lot like trying to move a cemetery …. You don’t get a lot of help from the residents! Source: Unknown

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Myths Retention means lowering standards Retention efforts are primarily remedial Dropouts can’t cut in classes Reality More to do with raising expectations Require comprehensive effort to improve all aspects of learning Most attrition is non-academic

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Myths Retention is primary responsibility of student services Goal should be zero attrition Quick fix strategies are effective Reality Retention strategies should focus on teaching and learning Not realistic, there are legitimate reasons There are no silver bullets

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Myths Students understand what it takes to succeed Retention and graduation rates will improve without change Reality Expectations of students’ understanding is overestimated Doubtful – Definition of insanity applies

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Definition of Insanity: Doing things they same way you’ve always done them but expected to get a completely different result. Albert Einstein?

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Why are student success initiative important? We share an intrinsic belief in the value of higher education to transform lives Our own commitment to improving our students’ satisfaction and success Practical linkage to increased enrollments and funding Serve as internal and external measures of institutional effectiveness and quality

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT “Even if you are on the right track, you are going to get run over if you just sit there.” Will Rogers

ACHIEVING THE DREAMLUMINA FOUNDATION GRANT: 

ACHIEVING THE DREAM LUMINA FOUNDATION GRANT Questions?