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Keeping It All Straight: Lessons Learned from Aligning Multiple Completion Initiatives

Keeping It All Straight: Lessons Learned from Aligning Multiple Completion Initiatives. 2013 DREAM Conference. Loss & Momentum Framework. CONNECTION Interest to Application. ENTRY Enrollment to Completion of Gatekeeper Courses.

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Keeping It All Straight: Lessons Learned from Aligning Multiple Completion Initiatives

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  1. Keeping It All Straight: Lessons Learned from Aligning Multiple Completion Initiatives 2013 DREAM Conference

  2. Loss & Momentum Framework CONNECTION Interest to Application ENTRYEnrollment to Completion of Gatekeeper Courses PROGRESSEntry into Course of Study to 75% Requirements Completed COMPLETIONComplete Course of Study to Credential with Labor Market Value STUDENT DATA SYSTEM (From Day 1 to Completion) STUDENT ENGAGEMENT LEADERSHIP FOCUSED ON COMPLETION

  3. Completion Imperative • Funding models with completion metrics • Uneven educational attainment and student success • Growing numbers of “at-risk” students • Community colleges no longer viewed as access-only

  4. Completion by Design: Catalyst for Transformation

  5. Transformation Means… • HOLISTIC CHANGE: The key ways in which reforms differ from what we have done in the past • INSTITUTIONAL CHANGE: Leadership, daily routines, skills and technology, reallocating existing resources

  6. Intentionally Designed • CbD principles as overarching framework to align all completion activities(i.e., AtD) • Framework emphasis on • “Institutionalize” Business Processes • Data/Reporting • Communications • Still work to be done

  7. Design with the End in Mind Current initiatives mapped to CbD framework DEI AQIP Project

  8. Lorain County Community College Model Student Success Initiatives: CbD, AtD, The Talent Dividend, Connect to Complete, Complete College Ohio POTENTIAL STUDENTS TRANSFER AA/AS UNIVERSITY/ COLLEGE PARTNERS JOB & CAREER AAS INDUSTRY PARTNERS COMPLETION CORE TEAM STUDENT SUCCESS DATA TEAM SUPPORT SERVICES TEAM

  9. Sinclair Community College and Stark State College Model • Strategic plan with an integrated completion budget model • Aligned institutional KPIs and measurements • CbD framework as primary vehicle to move all completion work forward • Achieving the Dream • AQIP • DEI • Intra-institution completion initiatives

  10. Lessons Learned (so far…) • Do not underestimate campus engagement and readiness for change • A shift toward completion in language and culture • Integrate completion into routine meetings and structures • Balancing long-term return with short-term costs • Organizing around completion is not a quick process

  11. Campus Engagement • Purposeful about including different internal stakeholders • Faculty and staff team leads focused on engagement • Mindful about engaging varied individuals to avoid initiative fatigue • Honest conversations and professional development around engagement • Targeted to specific audiences

  12. Completion-Centered Language and Culture • Completion communication teams • Completion-focused goals for faculty and staff • Quick tips and “how to” for faculty and staff

  13. Integrating Completion into Existing Structures • Build into reporting and planning structures • Division strategic plans • Department review • Completion focus on routine meetings • Leadership meetings • Department chair meetings • Annual meetings • Completion-focused goals for faculty and staff

  14. Keeping It All Straight across the Cadre

  15. Cadre-Wide Strategic Priorities • Accelerating Students through Pathways • Academic Program Redesign and Contextualization • Integrated Student Services • Institutional and State Policy

  16. Lead Colleges • Each college campus assigned to lead the work on clusters of strategies under all-cadre strategic priorities • Example: LCCC: • Academic Program Redesign and contextualization (All Target Populations • Robust Experiential Learning Opportunities/Enhanced Focus on Learning Inside and Outside the Classroom. • Provide students more opportunities for hands-on learning in their field through internships, co-ops, service leaning, job shadowing, clinicals, and job placements. Redesign programs with stackable and latticed credentials and track and monitor job placements.

  17. Lead Colleges (continued) • An all-cadre retreat brought faculty and staff from each of four campuses together for discussion with the lead campuses on progress-to-date. • Participants were assigned to one of four groups that align with the four all-cadre strategic priorities. • Lead colleges schedule conference calls/webinars to provide guidance and ensure progress is being made • Lead colleges complete the form, Status Check-in, quarterly.

  18. Status Check-In • Each lead college submits status check-ins throughout implementation phase. • For each strategy: • Has the strategy changed since the proposal was written? If so, how and why? • What is the current progress-to-date at the lead college as well as the other Ohio cadre colleges? • What are the next steps for this strategy, etc.?

  19. Keeping It All Straight across the State

  20. Statewide Center for Student Success Organized through Ohio Policy Lead (Ohio Association of Community Colleges)

  21. Interactive Exercise • Create a list of institutional and statewide student success initiatives for your college • Map out these strategies along the Loss & Momentum Framework (using handout template) to see overlaps and gaps. • Begin to restructure the supports for these initiatives based on developed map • How will committees and work teams interact and support rather than duplicate efforts?

  22. Report Out • What is one key takeaway that you will take back to your campus to begin aligning your completion initiatives?

  23. Contact Information Kathleen Cleary, Managing Project Director kathleen.cleary@sinclair.edu Megan Laughter, Asst. Project Director megan.laughter@sinclair.edu Marcia Ballinger, Provost mballing@lorainccc.edu Karen Wells, Executive in Residence for Learner Completion kwells@lorainccc.edu

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