Completion by Accident? Completion by Design?

1. Completion by Accident? Completion by Design? The National Completion Agenda Translated Back to California

2. Session Outcomes Brainstorm the use of a student-focused framework for conversations about institutional improvement Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution Reconsider how to share information with different types of stakeholders to support improvement efforts Completion by Design? Completion by Accident?

3. The Student Experience Completion by Design? Completion by Accident?

4. What is Our College’s Transfer Rate?

5. At the program level, assessment can appear to be quite a simple task… Basic Skills Student Learning Community Successful Transfer

6. But to those on the ground, it’s more complex Basic Skills Student Sequence of course material Synthesis of course content Work group oversight Counseling support Linkages to library Coordination between faculty & counselors Timeliness of feedback on progress Classroom technology Examples in lesson plan Protocols for making group assignments Learning Community Successful Transfer Weak Exceptional Average

7. Completion by Design? Completion by Accident?

8. Attends Lecture Series Leverages Learning Center resources Books in stock at Bookstore Placement Test Prep Financial Aid Support Effective degree audit COMPLETION CONNECTION PROGRESS ENTRY Effective Orientation Clean petition process Join club / participate in student Govt Potential First Time Student Completes SEP Successful Completion Library Orientation Good impression from campus visit Effective Early Alert program Talk to Univ. Rep / Employer User-friendly application process Powerful learning experience in classroom Connecting with faculty outside classroom Get accurate perception from HS counselor Meet with college outreach professional Faculty Letter of Recommendation / intro to network Intrusive Counseling

9. Think, Pair, Share What kind of student data/evidence would inform key loss and momentum areas along the student experience? What kinds of analyses are you already doing that is bringing this type of information forward? Do your data collection systems need to change to get this information? Completion by Design? Completion by Accident?

10. Completion by Design: A Video Introduction Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

11. Completion by Design A five-year Bill & Melinda Gates Foundation initiative aimed at doubling the numbers of low-income young adults receiving a credential of labor market value by the age of 26 Four states – OH, TX, NC, FL – are receiving resource support to develop initiatives and activities to promote and support completion Aim: Substantially increase completion rates over five years while holding down costs and maintaining access and quality Completion by Design? Completion by Accident?

12. The Planning Year (7 months) 1. Review analyses around completion data and request additional ad hoc studies 2. Build current pathways for student populations 3. Build ideal pathways for student populations 4. Identify the gaps between the real and the ideal 5. Prioritizing based on areas of highest leverage and impact Received ample time, space, and support Engaged stakeholders through focus groups as well as numerous planning efforts Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

13. Meaningful Evidence at the 30,000-foot level: The Completion by Design Approach to Completion from D. Jenkins Sep 2011 CBD Presentation

14. CBD Performance Measures • First-time-in-college (FTIC) cohorts: • Broken down by: starting program level, initial developmental placement level, and first-term enrollment status (full- vs. part-time) • 5-year highest educational outcomes: • Certificate < 1 yr.; certificate ≥ 1 yr.; associate degree or bachelor’s degree at the starting institution • Transferred to 4-year institution with award • Certificate, associate, or bachelor's (from another inst.) • Transferred to 4-year institution with no award • Still enrolled at college in Year 5 with 30+ college credits

15. CBD College Performance

16. CBD College Performance

17. Group Discussion • Have you been looking at similar data at your own institutions? • How has it been received? • What has been the result of these conversations? Completion by Design? Completion by Accident?

18. Students Need to “Get with the Program” To earn a credential, students must first enter a coherent college-level program of study Many community college students enroll without clear goals for college and careers CCs offer lots of programs, but most offer little guidance to help students choose and enter a program Often not clear whether students are actually in a program

19. Initial Program Pathway Analysis • Research questions: • What is the rate at which students enter a program of study, and in what fields? • Does it matter when they do so? • Once students have entered a program, which programs are better at enabling students to complete? • Identifying program of study entrants • Concentrator – completes at least 9 semester college credits (~3 courses) in a single CIP program area • Non-concentrator – attempts but does not pass at least 9 college credits in a single program area • Non-attempter – does not attempt at least 9 college credits in a single field

20. Concentrator Completion Rates

21. Success Rates by Program Area

22. Success Rates by Program Area

23. Status Quo Pathway Design(example AA in LAS or Gen Studies) • AA requirements not aligned with requirements for junior standing in a major at transfer institutions • Lack of clear pathways to transfer in a major for cc students; many choices • Students progress toward AA and transfer not tracked; little on-going guidance, support • No mechanism to inform choice of major pathway • Deved narrowly focused on math and English, not customized to particular paths

24. Program Pathway Consider College Education Enter Program of Study Complete Program of Study

25. Pathway RedesignProcess STEP 4 STEP 2 START HERE STEP 3

26. Think, Pair, Share Has the concept of programs of study been discussed at your institution? If so, in what context? What most excites and concerns people about this approach? Have you done analyses that investigate the efficacies of various program types? Completion by Design? Completion by Accident?

27. Engaging Engagement Completion by Design? Completion by Accident?

28. Faculty-led innovation Administration-led innovation Structure the information to match the plan for driving the change effort Middle Manager-led innovation Perspective 1,000 ft Perspective • Resource Allocation • Institutional Policies • System Structures • Program Alignment • Program Redesign • Program Curriculum 100 ft Perspective • Pedagogy • Course Redesign • Innovations in Learning On the Ground Top Leadership Middle Manager Supported Middle Manager Supported Middle Manager Led Who might best lead a change effort Administration Led Middle Managers Faculty Faculty Supported Administration Supported Administration Supported Faculty Led Faculty Supported

29. Review of Best Practices is most meaningful when it informs decision making at the proper place of practice 1,000 ft Perspective Policies for improving the graduation rate for degree or certificate seeking students Best Practices for helping students complete a course sequence within a program 100 ft Perspective Best Practices in pedagogy or assessment to improve student success On the Ground Institutional Strategies Program Improvements Classroom Innovation

30. Discussion How do you engage groups like administrators, middle managers, and faculty with improvement-focused data? What can you provide as a researcher to further support these conversations and decisions? Completion by Design? Completion by Accident?

31. Public Agenda’s Engagement Toolkit Seven key principles for building effective dialogues around improvement efforts Facilitating and recording group decision-making processes The recipe for a great moderator Principles and practices that best support full-time and adjunct faculty engagement Internal stakeholder engagement Planning campus and community conversations Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

32. Redesign Principles Completion by Design? Completion by Accident?

33. Pathway Redesign Principles • Alignment • First ensure academic programs align with further education/employment requirements and clearly define program paths; then create “on-ramps” into program streams and strengthen student services to support completion • Technology • Use technology to monitor/guide student progress, increase feedback to students, enrich teaching and learning • Incentives • Create incentives for students to enter and complete programs, and for departments to improve completion Completion by Design? Completion by Accident?

34. Academic Program Redesign Principles • Instructional program coherence • Ensure curriculum, pedagogy, assessment, academic supports are aligned to achieve learning outcomes • Structure • Clearly map out program requirements and sequence • Prescribe course of study for students based on goals and level of readiness • Integration • Build student supports into academic programs Completion by Design? Completion by Accident?

35. Program “On-Ramp” Redesign Principles • Acceleration • “Mainstream” students into college-level programs with built-in supports • Contextualization • Teach basic skills for specific program streams in context of entry-level college courses • “Non-academic” supports • Help students: a) explore and clarify goals for college and careers; b) develop college know-how; c) engage with campus culture; d) address conflicting demands of work, family, and college Completion by Design? Completion by Accident?

36. Ideal Pathway Design Program learning goals clearly defined and aligned with the requirements transfer with junior standing in major and (for CTE programs) career advancement Program pathway well structured and prescribed, with electives only as needed to achieve learning goals Students’ progress toward meeting requirements is monitored and feedback/support provided “just-in-time” “On-ramps” to help students choose a program of study and customized to accelerate entry into specific program streams Completion by Design? Completion by Accident?

37. Session Outcomes Brainstorm the use of a student-focused framework for conversations about institutional improvement Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution Reconsider how to share information with different types of stakeholders to support improvement efforts Completion by Design? Completion by Accident?

38. Resources Completion by Design - http://www.completionbydesign.org/ • Public Agenda’s Engagement Toolkit • Changing Course • State Policy Profiles • Knowledge Center Community College Research Center’s Assessment of Evidence Series - http://ccrc.tc.columbia.edu/Publication.asp?UID=845 The New Community College at CUNY - http://www.ncc.cuny.edu/index.html Completion by Design? Completion by Accident?

39. Contact Us Priyadarshini Chaplot Senior Researcher pchaplot@rpgroup.org Rob Johnstone Senior Research Fellow johnstoner@smccd.edu