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Tulsa Community College. Increasing Student Success Achieving the Dream Progress Report June 10, 2009. Achieving the Dream Research Process: Transforming TCC with Data-Informed Decisions. Persistence Intervention: Strategies for Academic Success (Orientation & Study Skills Course).
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Tulsa Community College Increasing Student Success Achieving the Dream Progress Report June10, 2009
Achieving the Dream Research Process: Transforming TCC with Data-Informed Decisions
Persistence Intervention: Strategies for Academic Success (Orientation & Study Skills Course) • Scope: Year 1 2008-2009 • 61 sections fall 2008; 1120 enrolled (81% course completion rate) • 42 sections spring 2009; 625 enrolled (84% course completion rate) • 14 sections summer 2009; 84 enrolled • College-wide collaboration • Common course objectives • Common evaluation --Pre- and post-tests within course(LASSI = Learning and Study Skills Inventory) --Written self-reflection ends course • College-wide training of faculty • Dedicated, robust Blackboard website of faculty resources • Focus groups to capture teaching barriers from instructors
Persistence InterventionStrategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).
Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).
Gateway Course Failure ReducedComparison of First-time Freshmen without Strategies to Students with Strategies--Fall 2009
Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).
Persistence Intervention: Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).
Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 • Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. • Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. • Scoresfor all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. • Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. • Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).
Persistence Intervention Strategies for Academic Success -- Next Steps • Summer • Collect evaluation results from spring and summer sections to combine with fall sections • Analyze this complete Year 1 data • Prepare instructors with training for fall 2009 • Fall • Provide complete Year 1 evaluation results to Strategies Team for planning modifications • Provide persistence results for Year 1 2008-2009 students • Survey instructors to evaluate training effectiveness