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Integrated Student Success Plans In the Quebec College System Challenges and Reality

Integrated Student Success Plans In the Quebec College System Challenges and Reality By Lyne Boileau , President, Commission des affaires pédagogiques of the Federation of Cégeps in Quebec and Director of Studies at Collège Ahuntsic and

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Integrated Student Success Plans In the Quebec College System Challenges and Reality

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  1. Integrated Student Success Plans In the Quebec College System Challenges and Reality By Lyne Boileau , President, Commission des affaires pédagogiques of the Federation of Cégeps in Quebec and Director of Studies at Collège Ahuntsic and Stephen Tribble, Director of Studies at Champlain Regional College September 2009

  2. Quality teaching at the institutional level • Shared responsibilities in a team • The College programs: the educational arena for targeted intervention measures • Student Success Plan: An Institutional Lever

  3. Organization of Discussion I : Student Success (1992-2007) II : The College Renewal (1992-1999) III : The first Phase (1999-2003) IV : Phase Two(2004-2007) V : Phase Three (2007-…)

  4. I – Student Success – A Brief Overview of the Period between (1992-2007) • The Principle Phases : (1992-1999) • (1999-2003) (2004-2007) (2007-…) • Improvement in Success and Graduation rates: a statistical journey with concrete implications (1992-2006)

  5. I – Student Success: A brief Overview of the Period between (1992-2007) First semester success rates for students from the secondary schools

  6. I – Student Success : A Brief Overview of the Period between(1992-2007) Graduation rates two years after the expected completion date

  7. I – Student Success: A Brief Overview of the Period between(1992-2007) Key factors • DES+ • Progressive Increase in Success and Graduation Rates

  8. I – Student Success: A Brief Overview of the Period between(1992-2007) Characterized by: • The Colleges assuming leadership • A common set of convictions • An established culture of student success and its evaluation • A definite maturity

  9. II – Preoccupations in the Context of Renewal – 1992-1999 Mobilization of the Players in the System • The Program Approach: Actions Converge • Program development within the Colleges • Self-Evaluation of College programs

  10. II – Preoccupations in the Context of Renewal– 1992-1999 Student Success • A reform orientation in college teaching (1993) • The Estates-General Education (1995-1996) and « Taking the Path for Success » (1997) • The improvement of Student Success and graduation rates as a dominant preoccupation

  11. III – The Development of the First Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Charactarized by • A Concept Stemming from the Colleges • The first publication of « La réussite et la diplomation au collégial: des chiffres et des engagements » by the Fédération des Cégeps (1999)

  12. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly– 1999-2003 Commitments Based on Analysis • Institutional Action Plans to improve Student Success and graduation rates • Setting realistic objectives adapted to the local context, the disciplines and the programs • Institutional means for the follow-up of actions

  13. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly– 1999-2003 Commitments Based on Analysis • Focusing on program coherence and effective pedagogical intervention • Facilitating the transition from secondary school to college

  14. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Commitments Based on Analysis • Initiating measures for specific categories of students (student who are weak, students who are unsure of their goals and young males) • Encourage student engagement, motivation and « ownership » of their education • Promoting the value of earning a diploma

  15. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Characterized by • The creation of the « Carrefour de la réussite au collégial » (2000) • The summit meetings – Quebec and Youth (2000) • Student Success Plans are made mandatory (2001)

  16. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Characterized by • Six college programs with low graduation rates are targeted (2000) • Setting target graduation rates within the college system – from 61% to 75% by 2010 (2001) • Obliging colleges to have Strategic Plans which include the Student Success Plan (Bill 123, 2003) • Obliging Colleges to submit their Student Success Plans to the CEEC, which is mandated to evaluate them

  17. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly 1999-2003 Student Success Plans: Why are they effective? • Provide leadership to give direction to Student Success • Allows for the development of a wide range of success measures for a diverse population with a variety of complex problems • The Colleges can Include characteristics unique to their milieu in their planning

  18. III –The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Student Success Plans: Why are they effective? • The Colleges focus on the creative involvement of their own participants • The Colleges can focus on early intervention • A culture of success and evaluation becomes the anchor for setting goals with targets and indicators

  19. III –The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Student Success Plans: Why are they effective? • Working in collaboration with colleges in the system: Carrefour de la réussite au collégial, the CAP committee for Student Success, training (Performa and AQ PC), etc. • Research in pedagogy expands • Positive indicators of success

  20. III – The Development of the first Student Success Plans: The Colleges Mobilize Rapidly – 1999-2003 Drawing Conclusions • The Colleges report findings that should be analysed and documented to clarify future actions: • Researching factors which affect Student Success – obstacles, pedagogy, etc. • Developing information systems to monitor and track Student Success, and to better evaluate existing success measures.

  21. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection – 2004-2007 Characterized by • The Carrefour de la Réussite receives a research – action mandate • The working committee of the CAP examines challenges, difficulties and proposes directions for Student Success (June 2003)

  22. IV – The Second Generation of Student Success PLANS: Inspired by Critical Reflection –2004-2007 The April, 2004 Report The Main Findings of the Colleges • Institutional mobilization and a distinctive culture of student success • Student Success initiatives and measures demonstrate progress • Daily and systematic support • Difficulty in the evaluation of global results due to the specificity of measures

  23. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007 The April, 2004 Report The Vision of Student Success • A complex and multi-faceted phenomena • The Challenge: to better comprehend the complexity and dimensions of Student Success

  24. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007 The April, 2004 Report A Direction for the New plans • Integrated and systemic Student Success plans • Shared responsibilities • The program as the focal point for intervention • Improved competency in statistical • analysis • The institutional strategic direction

  25. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007 The April, 2004 Report Necessary Conditions • Indicators to permit thorough and precise analysis • Evaluation instruments and analysis of existing student success measures in order to identify their effectiveness • An understanding of characteristics of the college student population

  26. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection 2004-2007 The April, 2004 Report Necessary Conditions • Recurrent funding targeted for student success • Accountability for the results • Stronger links with the Secondary Schools and the Universities • Collaboration among colleges for the implementation of success measures

  27. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007 Student Success Plans: Why are they Effective? • Summary findings of the CAP committee on Student Success (June, 2006): Student Success has become a priority for all college personnel • The follow-up from the 2004 Report conclusions • A more sophisticated knowledge and appreciation of Student Success thanks to research, both within the colleges and through external sources (SRAM, Carrefour, CAPRES, etc.)

  28. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection –2004-2007 Student Success Plans: Why are they Effective? • A clearer conception of indicators: success, perseverance and graduation • A better evaluation of Student Success measures and their effectiveness • Sharing of screening tools • Colleges working together: the development of specialized groups (Information Technology Specialists, etc.)

  29. IV – The Second Generation of Student Success Plans: Inspired by Critical Reflection 2004-2007 Drawing Conclusions • A better understanding of the obstacles to success (problematic courses, college orientation and preparation, etc.) • Identifying the challenges (perseverance, the critical role of the classroom etc.) and how can we be more effective: flexibility, mobilizing external partners, support from the Carrefour de la réussite, etc. • A College network implication in Student Success

  30. V – The Third Phase of Student Success Plans: 2007-… Characterized by • The second generation of college strategic plans • The creation of a tripartite committee with the MELS – Fédération des Cégeps - ACPQ (January, 2007)

  31. V – The Third Phase of Student Success Plans: 2007-… Student Success Plans: making them work • A continuous evolution: adjusting and refining success measures • Progress in research • A better understanding of our students (learning challenges, multi-ethnicity, etc.)

  32. V – The Third Phase of Student Success Plans: 2007-… Student Success Plans: making them work • Reinvesting in our acquired knowledge while addressing our questions and preoccupations • The work of the tripartite committee: an opportunity to share a common vision of Student Success • A shared institutional leadership

  33. V –The Third Phase of Student Success Plans : 2007-… The challenges for our colleges: • Consolidating our knowledge of Student Success • Revitalizing the Strategic Plans • Renewing our energies and maintaining momentum

  34. END OF THE PRESENTATION

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