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Student Success Committee

Student Success Committee. Background and Data. MECC Definition of Student Success. Retained Complete 2/3 of credits With 2.0 GPA or higher. Definition of “Gatekeeper” Course. Two general views :

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Student Success Committee

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  1. Student Success Committee Background and Data

  2. MECC Definition of Student Success • Retained • Complete 2/3 of credits • With 2.0 GPA or higher

  3. Definition of “Gatekeeper” Course • Two general views: • The first follows a prescribed series of courses to achieve a degree. The gatekeeper in this system is the course in the series that most students find particularly challenging and they tend to fail the course and not continue with the series. • The second general view for gatekeeper courses are those with the most sections of high volume, high risk courses from which students often withdraw or do not pass. These courses are developmental or freshmen level math and English. • At MECC, the “gatekeeper” courses are developmental courses. BIO 101-102, ENG 111, and to a lesser extent, ITE 115.

  4. 1. MECC Student Success Factors: The Things We Influence the Least A. Preparedness, B. Income, C. Full-time/Part-time D. Student Selections of Course Options

  5. A. Preparedness We can influence: • Dual Credit enrollment • Financial Incentives for completing rigorous courses in high school • Alignment of curriculum

  6. Dual Credit Enrollment for Achieving the Dream Cohorts (#/%)

  7. Financial Incentives for Rigorous Curriculum –AIMS Higher Scholarship

  8. Level of Financial Need of AIMS Higher Scholarship Recipients

  9. Alignment of Curriculum • MATH Pays • Goals are to strengthen alignment from middle school to four-year college • Improve professional development for teachers at high schools • Support the development of future teaching workforce

  10. A. Preparedness Developmental Trends (based on AtD data) • Smaller numbers of students in developmental courses over time • 71.2% drop in MTH 2 enrollment between 2003 and 2008 • 19.4% overall drop in developmental enrollment between 2003 and 2008 • Outcomes in courses are highly variable year-to-year due to low “N”; change in version of Compass may have changed profile of students in math courses • Developmental courses with largest numbers of students: MTH 3 (Algebra 1); lowest outcomes ENG 4(Reading Improvement I) • Developmental success is the greatest for those who need the most developmental courses

  11. Developmental Math Cohort Enrollment and Success

  12. MTH 2 Enrollment and Success in Course Progression

  13. MTH 3 Enrollment and Success in Course Progression

  14. MTH 4 Enrollment and Success in Course Progression

  15. Cohort Enrollment and Success in Developmental English

  16. ENG 1-3 (Writing) Enrollment and Success in Course Progression

  17. ENG 3 Enrollment and Success in Course Progression

  18. ENG 4 (Reading) Enrollment and Success in Course Progression

  19. ENG 5 (Reading) Enrollment and Success in Course Progression

  20. BIO 101 SI Pilot, Fall 2007

  21. B. Income Developmental Courses -2003

  22. B. Income Developmental Courses -2008

  23. C. Full-time/Part-time for AtD Cohorts

  24. C. Full-time/Part-Time Enrollment • Part-time enrollment is associated with lower completion rates • AIMS Higher only supports full-time enrollment for that reason • Take away: Incentive programs can push full-time enrollment)

  25. D. Student Selections of Course Option • Review the document in Appendix 3

  26. 2. MECC Student Success Factors: The Things We Can Influence A. Quality of First Year Experience B. Quality of Classroom Engagement C. Mandatory requirement for academic supports D. Campus Culture (article sent in advance)

  27. A. Quality of the First Year Experience – Improved Advising • MECC established a Student Advocate, FOX through Achieving the Dream • Revised curriculum for SDV 100 • Encouraging the completion of approximately 30 credit hours appears to be the tipping point

  28. B. Student Engagement in the Classroom • Patrick Henry CC focused on cooperative learning, not just in gatekeeper courses, but campus-wide • Opportunity for Committee: “Scaling up” cooperative learning this year; budget is available for more training – it needs to be scheduled • Opportunity for Committee: Support of QEP’s focus on increasing student engagement through technology

  29. C. Mandatory Requirement of Use of Academic Supports • MECC has been slow to “scale up” and require supports shown to increase student success, both due to money, availability of personnel • BIO 101 and PLTL experience • As resources allow, this committee should advocate for scale-up of successful interventions that have been piloted

  30. D. Campus Culture • Four-year colleges: Satisfaction with the campus climate is especially crucial for first-year student retention. First-year students are also most likely to persist when they are satisfied with their advisor's availability, are impressed with the course content in their major, believe that student fees are used wisely, and feel that the campus is a safe place.

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