1 / 25

Increasing Student Success for At-risk College Students

Tulsa Community Colleges Achieving the Dream Presented at the 2010 OUCEC Conference October 26, 2010. Increasing Student Success for At-risk College Students. What is Achieving the Dream?. Multi-year, national initiative Increase student success Cohort population

efrem
Download Presentation

Increasing Student Success for At-risk College Students

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. Tulsa Community Colleges Achieving the Dream Presented at the 2010 OUCEC Conference October 26, 2010 Increasing Student Success for At-risk College Students

  2. What is Achieving the Dream? • Multi-year, national initiative • Increase student success • Cohort population • First-time, full- or part-time degree-seeking freshmen • Low income, minority, first generation • Data-informed processes • Institutional and state policies

  3. What are the goals of ATD? • Goal 1. Successfully complete courses • Goal 2. Advance from remedial to credit-bearing • Goal 3. Enroll in and successfully complete gateway courses • Goal 4. Enroll from one semester to the next • Goal 5. Earn degrees and/or certificates

  4. Four-component Process

  5. 1st Component: What’s wrong?

  6. 2nd Component: Why? • Student focus groups/faculty & staff • Cohort population: successful first-time freshmen • 12 focus groups; 101 total students • Research Question: • What barriers or challenges did you experience in persisting to your second semester?

  7. 2nd Component: Research Analysisof Barriers to Overall Persistence

  8. 3rd Component: Intervention Design Strategies for Academic Success • College-wide collaboration: • Common course objectives • Common formative assessments • Pre- and post-assessment (Learning & Study Skills Inventory) • Written self-reflection • Lead teachers/mentors • Dedicated, robust website of faculty resources • College-wide training for faculty

  9. Fall-to-Spring Persistence Enrolled in SAS Did not enroll in SAS *Significant at alpha < .01

  10. Fall-to-Fall Persistence Enrolled in SAS Did not enroll in SAS *Significant at alpha < .01

  11. Success in Gateway Courses

  12. Success in Gateway Courses (continued)

  13. 4th Component: SAS InterventionAssess, Evaluate, Revise • Plan a college-wide faculty training program • Distribute SAS manual • Update SAS website • Replace self-reflection writing exercise w/ time-management calendar • Discuss educational planning unit • Pursue alternative delivery format

  14. AA Male Student Success InterventionFour-component Process

  15. 1st Component: What’s wrong? Target Population: African American males Institutional cohort data, fall 2009

  16. 2nd Component: Why?Focus Groups • Persistence: “What barriers or challenges did you experience in persisting to your second semester?” • All successful first-time freshmen African American male students eligible • 7 focus groups; 109 total students • Data analysis released April 2, 2010

  17. 2nd Component: Research Analysis of Barriers to Overall Persistence (24 barriers) AA Male Experience (17 barriers) Institutional (69 barriers) Managing College Life and Goals

  18. 2nd Component: African American Male Student Experience

  19. 3rd Component: How can we help?AA Male Student Success Intervention • Mentoring Intervention Design • Addresses specific student-identified barriers • Anticipates specific target outcomes • Builds in assessment to determine if intervention reduces student barriers

  20. What have we learned? • From ATD • A structure to frame the work is essential: 4-component process • ATD “Framing Document” provided 5 specific goals and an analysis of what the primary institutional and state regulating bodies should provide to meet the goals • Powerful national community of change agents • No one answer works

  21. What have we learned? • For the college • To effect systemic change, the process must • be transparent and collaborative • involve as many of the stakeholders as possible • recognize the importance of human aspect of collaborative change • include mutual respect, the humility to listen and learn, open conversation, tolerance for new ideas, an ability to focus on working the problem

  22. What have we learned? • For Institutional Research • Data-informed decisions require a panoply of data types and investigations • Data gathering and analysis must be timely to be useful • The 4-component process transforms the function and priorities of IR • The IR office needs to be fully staffed to meet the demands of data-informed decision-making processes

  23. What have we learned? • For intervention teams • The collaborative process is time consuming and messy. • Structuring an intervention to target specific barriers with outcomes that are empirically verifiable requires a steep and ongoing learning process. • Stakeholders are enormously creative, innovative, and committed to student success.

  24. What’s next? • Communication • Community outreach • Curriculum Alignment: high schools • P20, the engine for profound change • 4-component process to verify, assess, and revise curriculum alignment and academic standards

  25. Tulsa Community Colleges Achieving the Dream Presented at the 2010 OUCEC Conference October 26, 2010 Increasing Student Success for At-risk College Students

More Related