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National Landscape

National Landscape. Growing concern about persistence & success National figure: 45% retention rate, year-to-year Recognition that K-12 & college need to articulate better 49% of high school graduates need remediation in college. State of Oregon.

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National Landscape

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  1. National Landscape Growing concern about persistence & success National figure: 45% retention rate, year-to-year Recognition that K-12 & college need to articulate better 49% of high school graduates need remediation in college

  2. State of Oregon • CC students who return for second year: 44% (top states=62%) • % of Students who complete a BS/BA in 6 years: 55% (top states=64%) • 4-year students who return for a 2nd year: 76% (top states=82%) • Chance of enrolling in college by 19: 33% (top states=53%) • Certificates, degrees, awarded per 100 undergraduates: 16% (top states=20%)

  3. State Board of Ed Responses • “Fix” the AAOT • Implement the OTM • Expand early college programs (AP, IB & dual-credit) • Align PK-20: ensure seamless transferability • Track student success & completion K-16

  4. Growing Understanding of Best Practices to ensure persistence, derived from: • CCSSE • Noel-Levitz • National Resource Center--FYE • On Course • Achieving the Dream

  5. Freedom to Fail vs. the Right to Succeed Taking Note of National Strategies for Retaining Students and Helping them to Reach their Goals(Achieving the Dream; Valencia CC and LACC)

  6. Valencia Community College: Achieving the Dream Proposal Goals are to: 1) close the academic performance gaps among students from different ethnic and socio-economic backgrounds employing and bringing up to scale the use of learning communities and student success skill mastery strategies, implemented by teams of faculty and student affairs staff; 2) strengthen the College’s systems of gathering, analyzing, and utilizing qualitative and quantitative data to make decisions regarding the services provided and strategies employed in terms of their impact on the outcomes of students; and 3) strengthen communications with and involvement of stakeholders from minority and low income communities

  7. "Achieving the Dream" Goals • Provides planning and implementation grants to colleges and state policy efforts • Helps colleges develop and implement strategies to improve student success and build a culture of evidence to support decision making • Conducts research on effective practices for student achievement at CC's • Works to influence public policy so it supports CCs' improvement efforts

  8. Achieving the Dream Strategies • Developmental Education • Refining Course Placement • First Year Experiences • Instructional techniques such as collaborative learning and learning communities • Advising Services • K-14 Strategies: working with local high-schools to align curricula; offering College Success classes in high school; developing summer College Prep courses for high school students.

  9. Freedom to Fail:Students take whatever courses they want to--freedom to "explore"!  Lane is open admission so let students take as many courses as the law allows! Right to SucceedStudents take courses appropriate for their preparation and those that help them reach their stated goals in a timely manner. Guiding Students’ Choices

  10. Freedom to FailSome students go to an advisor or counselor for help with their educational and life goals.  But we don't want to force anyone--they  can just sign up for courses on the first day of class! Right to SucceedAll students go through Orientation and Advising geared to their educational goals.  Up-front services prevent last-minute registration (and subsequent drop-out). Orienting Students for Success

  11. Freedom to FailLearning communities are developed on a "boutique" model, with classes that some students hear about through word of mouth or a poster.  No one is required to take them. Right to SucceedFirst Year Learning Communities are offered college-wide for hundreds of new students each year, offering an integrated menu of academic and life-skills classes that gear students up for continued success.  Students are then encouraged to take other learning communities throughout their careers. Learning in Community

  12. Freedom to Fail Students stumble upon tutoring services.  Most think tutoring is for underachievers.    Right to SucceedAll students are encouraged to access supplemental studies and tutoring services for all of their classes--especially "gatekeeper" ("graveyard") classes.  The message is out there that supplemental studies and tutoring are where the super-achievers hang out. Supplemental Studies and Tutoring

  13. Freedom to FailStudents are free to keep failing classes and paying for re-takes--at least until they are called out by Financial Aid.  Instructors are not aware of this; counselors and advisors hear about the failures only once students do badly enough to be placed on probation. Right to SucceedEarly Warning Systems, Mid-Term Grade reports, and Intrusive Advising provide students with consistent and timely feedback and motivation to do mid-course corrections rather than waiting to fail and go into debt. Provide a Seamless Experience

  14. Freedom to Fail"I know the placement test placed me in Reading 80, but I saw this really cool 200-level class called "Literature of the Social Psychology of Ecobiological Mathematics" and there aren't any prerequisites. I can't wait to take that. I'll take Reading 80 later." Right to Succeed"I tested into Writing 95 and so right after my Advising Session I registered for that.  It's part of the Fast Lane to Success learning community.  When my reading and writing skills are college-ready, I'll tackle that interesting sophomore-level class." Require Appropriate Course Placement

  15. Freedom to FailStudents learn about academic material in their academic courses.  Skill development for success in college is reserved for extra-curricular activities like teams and clubs that students choose to be in. Right to SucceedSkill development for college success is integrated into courses across campus.  Material students learn in advising and orientation is understood and reinforced by instructors and in tools such as a portal, an e-portfolio and a dynamic educational plan. Offer Multiple Learning Opportunities

  16. Freedom to FailNot everyone has access to technology.  Students who are interested in using computers can take those classes.  Right to SucceedSkill development in technological and information literacy is built into the First Year Experience.  E-Portfolios and use of a dynamic portal system allow constant interaction with computers and the internet.  Opportunities to improve skills are built into curricular and co-curricular activities. Technology: a Key for the 21st Century

  17. Freedom to FailNo one person or group is responsible. It's a consequence of a pervasive culture reluctant to "make" students do what they "don't want to do"; a "silo" culture where Instruction and Student Services staff don't collaborate and communicate often enough or effectively; academics and services that are not integrated at all levels of students' experience. Right to SucceedEveryone is responsible for ensuring that students' "right to succeed" is ensured and exercised:  Students take responsibility for their plans and goals; faculty and staff have high expectations of students but also provide the guidance and services that put students on the right pathway at the right time. Who's Responsible?

  18. Six Best Practices Identified by SAGA • First-Year Experiences • Academic Advising • Learning Communities • Supplemental Learning • Early Warning & Intervention Systems • Supportive Learning Environment

  19. SAGA Projects • Track retention & success rates (IRAP) • Fall Kick Off • SOAR • Investigate placement mechanisms • Investigate pre-requisites • Enhance and streamline advising • Learning Communities such as Fastlane to Success • Identify students who need help: Back on Course & Beyond the Field • Promote College Success courses such as Everything You Always Wanted to Know About College

  20. Back on Course Beyond the Field

  21. Connect the nine dots using only four lines. The lines must be connected end-to-end

  22. Connect the dots and then color in the picture.

  23. Everything you always wanted to know about college before you start • Aimed at easing the transitional shock between credit and non-credit courses • Goal is to develop an “integrated student” by the time they start credit courses • Create a system so students are familiar with resources & assistance • Help students feel entitled to be, and comfortable on the college campus • Help students navigate the college website

  24. SAGA’s Future Goals: • Promote core abilities: writing, critical thinking, problem-solving across disciplines • Further evaluate placement & pre-requisite practices • Expand LCs & FYE • Expand and streamline advising • Create year-round orientation system • Promote and expand college success courses & supplemental learning

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