1 / 39

Engaging the Internal and External Community in Student Completion

Engaging the Internal and External Community in Student Completion. Lorain County Community College (Elyria, OH) AtD College Since 2011.

ayita
Download Presentation

Engaging the Internal and External Community in Student Completion

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Engaging the Internal and External Community in Student Completion

  2. Lorain County Community College (Elyria, OH)AtD College Since 2011 Lorain County Community College, an innovative leader in education, economic, community and cultural development, serves as a regional catalyst for change in a global environment through accessible and affordable academic and career-oriented education, lifelong learning and community partnerships. Economy Culture Education Community LCCC’s Four Cornerstones

  3. Lorain County Community College • About LCCC • The only community college in Ohio that offers a University Partnership, which enables people to earn bachelors’ and masters’ degrees from any of eight Ohio universities without leaving the LCCC campus. • Named as one of the top 120 community colleges in the United States – and the only one in Ohio – by the Aspen Institute • The first college in the state to build an advanced technologies center for business and industry. • The largest provider of e-learning programs in northern Ohio. • Acknowledged by the Ohio Partnership for Excellence in 2001 and 2006 with the Tier 3: Achievement for Excellence Award.

  4. Building Talent College Readiness Completion Market-Driven

  5. Planning Year Strategies for Engaging Stakeholders • Leveraging Existing Campus Forums • LCCC Board of Trustees Meetings • Operations Council • Administrative Leadership Team Meetings • Deans Council • Convocation Activities • Adjunct Faculty Conference • Faculty Development Days • Academic Division Meetings • Faculty Brown Bag Sessions • Student Forum with the President

  6. Strategies for Engaging Stakeholders (continued) • Using Technology to Present Data, Solicit Feedback, and Prioritize Options • Survey Monkey • SharePoint Site on Completion • Groupware and polling technology • Using Focus Groups • Faculty and Staff • Students • Using Internal Stakeholder Engagement Process • Using the college’s visioning process to engage the broader community

  7. Faculty Engagement • Convocation & Professional Development Days (2) • Additional faculty Sessions • Initial meetings of the Student Success Council • Faculty Engagement Rounds 1, 2, & 3 • Academic Division Meetings October, November, & December • Brown Bag Sessions • Focus on CCSSE results and why there are gaps in our performance/very interactive

  8. Adjunct Faculty Engagement • Adjunct Faculty Conference • Adjunct Faculty Advisory Committee (2 representatives from each academic division), Fall and Spring meetings • Engagement strategies • SharePoint/lorainccc.edu/completion • Survey monkey • ANGEL LMS orientation course and video clips • Focus groups

  9. Staff Engagement • Parallels Faculty Engagement Sessions to ensure all staff have the opportunity to engage in student success and completion Rounds 1, 2, & 3, October, November, & December • Completion Agenda was included in the President’s Forums held the week of November 4 • Part Time Staff invited and encouraged to attend all staff sessions

  10. Student Engagement • President led 3 Student Forums to focus students on completion. • Student focus groups were convened November 22 – December 1 • Focus groups included students belonging to the 4 student populations identified in the data and prioritized after faculty and staff engagement sessions. • Student senators photographed the most and least engaging learning spaces at the College. • They kept a journal as they took photographs. • Their comments and photos were used to create a montage.

  11. Partner Engagement • Achieving the Dream & Completion By Design • AtD Coaches and keynote speaker, Kay McClenney on Campus for 2011 Convocation • LCCC hosted a CBD cadre retreat December 5 and 6. • AtD Coaches’ first site visit, December 12 & 13 • 2012 Convocation keynote speaker, Suzanne Walsh

  12. Community Engagement (External Stakeholders) • LCCC extended engagement sessions to the larger, external community by: • Aligning internal listening and learning sessions with the College’s visioning process • Incorporating AtD and CBD data into the external listening and learning sessions • Producing Vision 2.0

  13. Campus Engagement TimelineUsing Design Thinking to Integrate Our Work 2011-2012

  14. Breakout Session • What have you learned that might increase engagement of your stakeholder group with the completion agenda? • What challenges or obstacles to engagement might your stakeholder group encounter and how would you resolve them? • Report Out • Share one take-away from your discussion.

  15. ENGAGEMENT ON STERIODSVision 2.0 – Designing Our FutureExternal Listening and Learning Sessions • 70 External Listening and Learning Sessions engaged over 1,000 external stakeholders • Represented Agriculture, Arts/Culture, Civic, Economic/Workforce Development, Education, Faith-Based, Government, Health/Human Services, Not-for-Profits, Minority/ethnicities, Low Income, Older Adults, Philanthropy • Answered 3 questions • What are the trends taking place in your area? • How have you connected with LCCC? • What would be a Building Block Idea for Lorain County’s College of the Future?

  16. Vision 2.0 – Designing Our FutureInternal Listening and Learning Sessions • Internal Engagement included 20 sessions with over 300 participants. • Represented LCCC Staff, LCCC Full-Time Faculty, LCCC Part-Time Faculty and LCCC Program Advisory Committees. • Participants described trends seen in different areas on campus, what the future might hold, and submitted Building Block Ideas for Lorain County’s College of the Future.

  17. Vision 2.0 Designing Our FutureVision 2.0 Council • Comprised of 100 people, 50 from the external community and 50 from the internal family. • Quantitative data as well as qualitative listening and learning opportunities focused on LCCC’s Four Cornerstones: Education, Economy, Community and Culture.

  18. Vision 2.0 – Designing Our Future • Priority # 1: Drive Student Completion & Success • Improve College Readiness • Reduce Time and Cost of Degree Completion • Encourage Early Connection to Careers • Embed Real World Experiences • Strengthen Student Support and Engagement • Launce Personalized Interventions.

  19. Cost Savings Initiative (CSI) • Rounds 1, 2, & 3 in March, April & May • Focused identifying cost savings and opportunities for reallocating existing resources to accomplish, among other things, Vision 2.0 including Priority # 1: Drive Student Completion & Success

  20. Engagement process

  21. Data & Feedback from Round 1 Engagement • Re-Cap • Introduced Achieving the Dream & Completion by Design Loss-Momentum Framework • Data Presentation: • CCRC Student Completion Data for Ohio Cadre • LCCC Baseline Student Completion Data • Analysis of our current student body • Engagement Process: • Discussion about our greatest challenges at each point along the Loss-Momentum Framework • Top Challenges Identified: • Limited Career Counseling & Academic Advising (137 small group comments logged (80 from faculty and 57 from staff) • College Readiness: 98 small group comments logged (62 from faculty; 36 from staff) • Uniqueness of Populations We Serve: 100 small group comments logged (42 from faculty; 58 from staff) • General Lack of College Support Services/Need for Enhanced Case Management: 68 small group comments logged (32 from faculty; 36 from staff)

  22. Developmental education (1-2 Subject areas) • CCRC Research • Engagement Theme College readiness among top 2 greatest challenges identified by LCCC faculty& staff (98 small group comments logged on this topic!) Analysis of Current Student Body • Comprises 53% of our current student body (6,960 students)

  23. Population: Developmental Education Students • Comprises 53% of our current student body (6,960 students) • Demographic Profile • 79% While; 9% African American, 9% of Hispanic origin • 65% Female; 35% male • 11% are < 18; 52% are 18-24; 23% are 35-44; 9% are 35-44; 6% are 45 + • Enrollment Status • 60% are PT; 40% are FT • Credit Hours Passed Towards GPA • 39% with 11 or <; 32% with 12-37; 17% with 38-62; 11% with 63 + credit hours • Years Since First Enrolled: • 58% 2 years or <; 19% 3-4 years; 13% 5-9 years; 9% 10 + years • Top 10 DECLARED Academic Plans • Nursing (1,058) • Universal Arts (890) • PSEO (631) • Undecided (622) • Universal Science (512) • Business Admin – Mgmt (305) • Physical Therapy Asst (193) • Diagnostic Medical Sonography (187) • Radiologic Tech (185) • Practical Nursing (165)

  24. Undecided/non-attempters • CCRC Research • Engagement Theme Limited career counseling & academic advising/planning among top 2 greatest challenges identified by LCCC faculty/staff (137 small group comments logged) ADDITIONAL ANALYSIS 2011 CCSSE Data: Use of career counseling and academic advising/planning among lowest scores BUT very important to students

  25. Population: Undecided (no major concentration) • Comprises 46% of current student body (5,952 students) • Demographic Profile • 76% White, 12% African American; 8% Hispanic Origin • 61% Female; 39% Male • 22% < 18; 46% 18-24; 16% 25-34; 9% 35-44; 7% 45+ • Enrollment Status • 64% PT; 36% FT • Credit Hours Passed Towards GPA: • 80% with 11 or <; 18% with 12-37; 2% with 38 + credit hours • Years Since First Enrolled • 84% 2 years or <; 5% 3-4 years; 3% 5-9 years; 8% 10 + years • Some students have “declared” a major but NONE have completed at least 9 credit hours in any major area of study • PSEO (1,082) • Universal Arts (656) • Nursing (614) • Undecided (549) • Universal Science (411) • Bus Admin-Mgmt (257) • Early College (201) • Physical Therapy Asst (141) • Radiologic Tech (109) • Diagnostic Medical Sonography (104)

  26. Liberal Arts & Science Persisters: 5 years + CCRC Research • Engagement Theme Uniqueness of populations we serve among top 3 greatest challenges identified by LCCC faculty/staff(i.e., life challenges contribute to longevity) Analysis of Current Student Body • Comprises 8% of current student body (1,030 students)

  27. Population: Transfer Students (LAS) • Comprises 8% of current student body (1,030 students) • Still enrolled at college in year 5 with 30+ credits • Demographic Profile • 77% White; 10% African American; 9% Hispanic Origin • 72% Female; 28% Male • 26% 18-24; 45% 25-34; 18% 35-44; 12% 45 + • Enrollment Status • 76% PT; 24% FT • Credits Passed Towards GPA • 40% with 30-49; 32% with 50-69 credits; 19% with 80-99 credits; 14% with 90 + credit hours • Years Since First Enrolled • 45% 5-9 years; 55% 10 + years • Top DECLARED Academic Plans • Universal Arts (145) • Universal Science (58) • Human Services (33) • Some of these students have DECLARED majors in applied areas but have taken all course work in liberal arts and sciences (i.e., the analysis framework)

  28. Career & Technical Education Persisters: 5 years + • CCRC Research Engagement Theme Uniqueness of populations we serve (i.e., life challenges contribute to longevity) among top 3 greatest challenges identified by LCCC faculty/staff Analysis of Current Student Body Comprises 5% of current student body (683 students)

  29. Population: Applied Concentrators (CTE) • Comprises 5% of current student body (683 students) • Still enrolled at college in year 5 with 30+ credits • Demographic Profile • 80% are White; 9% are African American; 8% are of Hispanic origin • 69% Female; 31% Male • 19% are 18-24; 42% are 25-34; 23% are 35-44; 13% are 45 + • Enrollment Status • 79% PT; 21% FT • Credits Passed Towards GPA • 22% with 30-49 credits; 33% with 50-59 credits; 26% with 70-89 credits; 19% with 80-99 credits • Years Since First Enrolled • 49% 5-9 years; 51% 10 years + • Top DECLARED Academic Plans • Nursing (201) • Business Admin- Mgmt (54) • Universal Arts (36) • Accounting (27) • Practical Nursing (23) • Radiologic Tech (21) • Network Comm Tech (18) • Police Science (16) • EET Computer Maint: Networking (15)

  30. Feedback from Round 2 Engagement Options Discussed to Address Dev Ed Challenges • Expand Tutoring • Mandatory Academic Student Advising/Counseling • Pre-College Refresher Courses/Boot Camps Prior to Assessment (COMPASS) • Redesign of Developmental Education Courses (Structure, length, size) • Mandatory completion of developmental education courses prior to college level course registration • Limit overall number of courses developmental students can take at a time?Better K-12 Communication/Interface • Alternative Educational Options for Developmental Education StudentsConceptualize more strategies to help build student confidence and motivation throughout developmental course work, including student incentives/rewards for achievement Options Discussed to Address Delayed Entry into a Major • Mandatory Career Counseling • More Career Awareness/Exploration Activities • Combine SDEV 101 (College Orientation) and SDEV 103 (Career Exploration) into One 3-Hour Course • Utilize More Career Assessment/Interest Inventories to Help Students Select a Major That Is More Suited for Them • More Work-Based Learning Integrated into Academic Programs • Strengthen Communications/Marketing Strategies

  31. Using Technology to Further Engage the Campus • www.turningtechnologies.com • Key pad polling (clicker) • Can rank several choices by priority order • Instant results and graphics for group • www.polleverywhere.com • On-line software – free to groups of 40 or less • Can have open-ended questions • Can rank top choice (not multiple) • Instant results and graphics for group

  32. Round 3 Engagement: Prioritization of Strategies Developmental Education

  33. Round 3 Engagement: Prioritization of Strategies Delayed Entry/Undecided Population

  34. Maintaining Engagement During Implementation • Creation of a Faculty Liaison position • Development of a Completion Core Team to merge completion initiatives • Reorganization of Work Teams to improve efficiency

  35. Creation of a New Faculty Liaison Position to Facilitate Faculty Engagement • Ensure the AtD priorities and interventions and the CBD strategic priorities are implemented in a way that reflects the faculty’s engagement and voice throughout the implementation • Facilitate faculty work on curriculum revisions • Chair a committee formed to determine the role faculty will play in advising • Serve as the faculty liaison on the ad hoc committee that is planning professional development for faculty • Assist with writing proposals and reports

  36. LORAIN TEAMS AND STRATEGIES FOR STUDENT SUCCESS POTENTIAL STUDENTS TRANSFER AA/AS UNIVERSITY/ COLLEGE PARTNERS JOB & CAREER AAS INDUSTRY PARTNERS COMPLETION CORE TEAM SUPPORT SERVICES TEAM STUDENT SUCCESS DATA TEAM CAREER ADVANTAGE TEAM REGISTRATION EXPERIENCE TEAM

  37. Contact Information • Jonathan Dryden jdryden@lorainccc.edu • Marcia Ballinger mballing@lorainccc.edu • Stephanie Sutton ssutton@lorainccc.edu • Karen Wells kwells@lorainccc.edu

More Related