Achieving the Dream at Durham Technical Community College

1. Achieving the Dreamat Durham Technical Community College Fall 2004 Non-Returning Student Survey Teaching and Learning Center Presentation September 14, 2005

2. Presentation Overview • Background on AtD • Fall 2004 Non-Returning AtD Students • Phone survey—February-March 2005 • AtD student challenges • Decisions not to re-enroll • Strengthening commitments

3. Achieving the Dream • A national imperative to enhance the opportunities for the growing number of students for whom community colleges are the point of entry into higher education • A national effort to increase the success of community college students, particularly those in groups that have been underserved in higher education

4. AtD Helps Students • reach individual goals • obtain better jobs • earn a community college certificate or degree • attain a bachelor’s degree

5. U.S. Higher Education • Close to half of all undergraduates are enrolled in community colleges. These community colleges attract particularly high proportions of underserved students, first-generation college goers and students of color. • In 2002, community colleges enrolled 47 percent of all African American students, 56 percent of all Hispanics and 57 percent of all Native Americans.

6. U.S. Higher Education • Among students seeking an associate’s degree or higher, only 53 percent earned a degree or transferred to a four-year institution within eight years of initial enrollment • Completion rates vary widely by race and ethnicity • Students of color attain degrees at significantly lower rates than do white and Asian students

7. What does it mean to be involved with AtD at Durham Tech? • Student centered vision • Culture of evidence and accountability • Commitment to excellence and equity

8. Durham Tech is committed to increasing the percentage of students who… • complete remedial courses and move on to credit-bearing courses. • enroll in and complete “gatekeeper” courses such as introductory math and English. • complete the courses they take, earning a grade of C or higher. • re-enroll from one semester to the next. • earn certificates and/or degrees.

9. Fall Semester 2004 • 577 new students enrolled at Durham Tech

10. Fall 2004 Non-ReturningAtD Students • 147 (25%) chose not to re-enroll (Spring 2005) • 56 students surveyed by phone(February/March 2005)

11. Fall 2004 Non-Returning Student Demographics

12. Gender of Non-Returning AtD Students

13. Number of Students By Race and Gender

14. Students With & Without Pell Grants by Race - totals 2 75 3 1 59 7 For Blacks, 67% of females had Pell Grants; 54% of males had Pell Grants. For Whites, 27% of both females and males had Pell Grants – no gender difference.

15. GPA Distribution for 147 Students 42 of 147 students have a GPA between 2.0 and 4.0 14 of 147 students have a GPA between 0.01 and 1.99

16. Dropped Courses

17. Top 5 Programsof Non-Returning Students • Associate in Arts • Associate in Nursing • Associate in Science • Associate Business Administration • Criminal Justice

18. Fall 2004 AtD Non-returning Students • 147 (25%) chose not to re-enroll (Spring 2005) • 56 students surveyed by phone(February/March 2005) • 25 of the 56 students surveyed requested referrals to Counseling and Student Development for follow-up consultations

19. Reasons Why Surveyed StudentsDid Not Re-enroll • Work related responsibilities (24%) • Personal/family obligations (22%) • Financial problems (16%) • Transferred to other colleges (10%) • Other (28%)

20. Two Distinct Groups • Non-Traditional Students • Traditional Students

21. Concerns of Non-Traditional Students • Frustration at registering for too many courses • Unprepared for academic challenges • Difficulty adapting to the college environment

22. “I wish someone would have taken into account how long [ten years] I had been away from school.” • Survey respondent

23. Concerns of Traditional Students • Lack of preparation • Difficulty with attendance • Sense of failure • Implicit feeling that they “messed up”

24. “I feel really badly about this, but what can I do?” • Student respondent’s explanation when her grade dropped from an A to an F after missing a number of classes

25. Student Scenario • Role-play from the perspective of an AtD student

26. “What can I do?” • “What can I do?” • “What can I do?”

27. Positive Answers • Seek help • Gain confidence • Keep trying

28. Missed Opportunity • Many of our AtD students do not realize their potential. Instead of seeking help, they choose not to re-enroll.

29. “If I have lost confidence in myself, I have the universe against me.”Ralph Waldo EmersonEssayist and poet (1803-1882)

30. A Difficult Question Answered • These students lacked the self-confidence and life skills to overcome their failures at Durham Tech. • “Some students are so mired in the complexity of staying alive that they may not even be able to understand what goals are and how they could be important.”Glenn Gabbard, Ed.D., Data Facilitator, Achieving the Dream Project

31. Relief and Gratitude • The majority of non-traditional and traditional students expressed relief that there might be another opportunity to succeed.

32. A Positive Vibe • 25 students (45%) stated that they plan to re-enroll • 11 were “not sure” (most of these students said that they would like to return to Durham Tech) • 13 responded that they would not be returning • Most students referred to Counseling and Student Development indicated an interest in returning

33. “Self-confidence is the first requisite to great undertakings.”Samuel JohnsonEnglish author, critic and lexicographer (1709-1784)

34. How DTCC Supports Students • New AtD initiatives • Minority male mentoring • Single parent club • Campus learning center • Writing and math labs • Student senate • Regular mentoring program • College prep program • Student success workshops—test tips, foreign language, time management • Accessible instructors, willing to help students understand materials

35. AtD Promotes Success • “The AtD initiative has focused our attention on strengthening the college’s relationship with the students.” • Bill Ingram, Senior Vice President/Chief Instructional Officer