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A Unique Partnership

Stacking the Building Blocks Improving Student Success through Next Generation Learning Challenges Projects Innovations Conference 2012 League for Innovation in the Community College Nancy Millichap, EDUCAUSE Nassim Ebrahimi , Anne Arundel Community College

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A Unique Partnership

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  1. Stacking the Building BlocksImproving Student Success through Next Generation Learning Challenges Projects • Innovations Conference 2012League for Innovation in the Community College • Nancy Millichap, EDUCAUSE • NassimEbrahimi, Anne Arundel Community College • Tracy Sleep, Iowa Community College Online Consortium Russ Little, Sinclair Community College

  2. A Unique Partnership A Unique Collaboration

  3. NGLC’s Mission: Dramatically improve college readiness and completion in the United States by tapping the potential of technology-enabled innovation.

  4. What NGLC Does Invest in Innovation MultiplyImpact Build an evidence base and create communities of practice. Accelerate Adoption

  5. Where We’ve Been Wave I: Scaling innovations in blended learning, deeper learning and engagement, learner analytics, and open core courseware. Wave II: Development of interactive course modules to meet the Common Core and deeper learning competencies.

  6. Where We’ve Been • Read all the winner abstracts: • Wave I: http://nextgenlearning.org/the-grants/wave-i-winners • Wave II: http://nextgenlearning.org/the-grants/wave-ii-winners

  7. What We’re Learning • Solutions exist but often in silos • Real breakthrough change requires a dramatic re-envisioning of what education might look like – both in cost and delivery • We are often hampered by a lack of flexibility and constraints like seat time • We need greater evidence to drive our decisions and reform

  8. NGLC’s Current RFP:Whole New Degree Programs

  9. Why Wave III? • Behind the Current RFP: • Building blocks have received investments • Project teams are working to develop evidence and bring them to scale • The current RFP raises the bar • Next: breakthrough whole models for K12 and for higher education

  10. The Call: Accelerate the development of next generation school and college models that leverage technology to significantly increase student success at equal or lower costs than current norms.

  11. The Call: Breakthrough Models $12 million ($6 million for K-12, $6 million for higher ed) • Announced on October 5, 2011 • Six $1,000,000 grants to higher education models • Twenty $150,000 incubator grants for middle/secondary models with $300,000 challenge match to follow

  12. Wave IIIb RFP The call: To spotlight innovative delivery models that generate high-quality student outcomes at an affordable cost. Grants will stimulate the development of new, next generation online and blended programs that lead to associate's or bachelor’s degrees.

  13. Apply for Wave III • Initial applications accepted on a rolling basis • Selected finalists will be asked to submitfinal proposal materials • Two cycle cutoffs (November, February) are past; one remains

  14. Apply for Wave III • RFP online at http://www.nextgenlearning.org/sites/default/files/RFP_WaveIIIb.pdf • Online application form at: http://nglc.egrant.net • In addition to questions: • 2-minute video (link to YouTube) • Narrated slide deck (12 slides) • All materials should be uploaded with the online application.

  15. Three Wave I NGLC Projects in Community Colleges

  16. Bridge to Success:Learning to Learn & Succeed with Math Nassim Ebrahimi, PhD Director, Learning Outcomes Assessment Anne Arundel Community College Innovations 2012, March 5, 2012

  17. Rationale • 60% of first-year college students need at least one developmental course • 25% of community college students in a developmental course earn a certificate or degree within 8 years • Provide a bridge to underserved populations who may not otherwise pursue a college degree • Impact of Internet & online access on education • Strengthen relationship between educators, learners, & course content

  18. Goals • Expand the range, depth, & access to college readiness content • Ensure all materials are open, discoverable, & standards-based • Increase awareness & impact of Open Educational Resources (OERs) to support teaching & learning • Conversion of Open University content • Learning to Learn (L2L) • Succeed with Math (SWiM) • Pilot exposure to 750 students • Content exposure to 6000 students • Sustainability & impact of OERs

  19. Learning to Learn • Consideration of possible choices & making plans for the future • Increase awareness of individual qualities, knowledge, & skills • Understand the learning cycle • Develop personal action plans to impact personal change • Develop essential life skills of communication, problem solving, and self-management

  20. Activities encouraging reflection, critical analysis, & written response • Video Presentations& transcripts of interviews with three students • Reveal Comment: Hints & other discussion points after each video or activity • Case Studies • Figures and Diagrams • References to further supplement the content are available at the end of each unit. • Length of Timeestimates are included for each activity. http://labspace.open.ac.uk/course/view.php?id=7442

  21. Succeed with Math • Build confidence in using math for home, work, or in other settings • Reduce fear of math & math anxiety • Improve basic mathematical skills & understand how to use resources (e.g., using a calculator effectively) • Develop problem-solving strategies • Practice general study skills

  22. Activities with hints and solutions • Video clips, articles, or math games from the Web • Audio clipsprovide background information. Transcripts are available. • Self-check problems and quizzes available at the beginning & end of each unit. • Pencasts are short audio graphic/audio clips – the online equivalent of ‘chalk and talk’ classroom sessions. • Calculator access is provided throughout the course content.

  23. Additional Components • ADA Compliance and Accessibility • Learning Management System Integrations • Institutional Aggregate Data Tracking – Customize for DLLR • Remixing and Wrapping B2S Content • Professional Development and Training

  24. Pilots and Implementation • Face-to-face, online, or hybrid • Resource for high school students, returning adult learners, first-time students, or prospective college students • Workforce Development Training Program Courses • GED/ABE Courses • Standalone, integrated into current curriculum, assignments, homework, resource material, etc.

  25. Nassim Ebrahimi, PhD Director, Learning Outcomes Assessment nebrahimi@aacc.edu; 410-777-7141 or David Lascu Project Manager – Next Generation Grant dmlascu@aacc.edu; 410-777-7078

  26. Using Information at Hand to Increase Student Success & Retention Iowa Community College Online Consortium

  27. In 1999, the ICCOC was formed. First classes were offered Fall 2000. Eastern Iowa Community Colleges Iowa Lakes Iowa Western Northwest Iowa Southeastern Southwestern Western Iowa Tech Iowa Community College Online Consortium There are a total of 15 Community Colleges in Iowa. The mission of the Iowa Community College Online Consortium is to offer quality educational opportunities to online students supported by a comprehensive set of student support services.

  28. Focus on further improving Success and Completion in English Composition, College Algebra and Math for Liberal Arts Provide simple, visual Dashboard identifying at-risk students for instructors Enhance At-Risk Student Case Management at our colleges Share our story with others NGLC Project—Wave I

  29. Major Influences for Using Data to Increase Student Success and Retention Title III Grant Program Review Report Enterprise Reporting How This Journey Has Led Us to Our NGLC Projects Instructor At-Risk Dashboard Retention Alert Agenda – Sharing Our Story

  30. Awarded a US Department of Education Title III Grant from 2004 -2009 Abstract: “Strengthening Student Performance through Faculty Development and Student Services” Established a “user” single point of contact for accessing support services Established at-risk online student advising and intervention processes Implemented a comprehensive faculty and staff professional development program Measured persistence from census to term end in courses and student success as grades of C or better in each course Comprehensive process for identifying and personally intervening with at-risk students (piloted summer 2005; in place, fall 2005) Student Success: Targeting At-Risk Students

  31. Action Taken • Hired Full-time Student Services Concierge—Now, titled Student Services Manager • Began Leveraging LMS Data Warehouse (Pearson eCollege) • Identify/Track At-Risk Students • Provide Manual Intervention Manual Intervention & Resources • Personalized, Automated Welcome Email • Student Participation Reports • At-Risk Report • Emails to students • ---------------------------------------------- • Messages via homepage of LMS • Website • Newsletter • Online Tutoring • SOS Course-Strategies for Student Online Success Challenges • 2 different sources of data—Colleges have Student Information Systems & ICCOC has shared data within LMS • Reporting capability was either custom built reports or Program Intelligence Manager—only grades, activity, completion at high level

  32. Student Participation Report Initially, it was a custom report within LMS that had to be requested the day before it was needed. Report would run overnight and be available the next morning.

  33. Initial Data Review - Fall 2005 85% of all online students were competing courses77% of completed students passed course with grade of “C” or better 77% of at-risk students completed courses 57% of at-risk students earned a “C” or better

  34. June 2007 Program Review Report By eCollege Looked at historical data as well as detailed 12 month period—2004, 2005, 2006; Reviewed 50 courses from variety of departments Data Assessment Findings* Students: -Student activity in the first week of a course has an impact on course completion rates Faculty: -Faculty activity in Discussions, Gradebook and other interactive elements has a positive impact on course completion rates -Excess faculty activity in email is correlated to low course completion rates Analyzing Our Data

  35. At-Risk Notification Tool - Form Fall 2007 - Custom form/report created by eCollege with Title III FundsAvailable for use in online courses Spring 2008 Form is located in every course Hidden to the student Report can be pulled daily or weekly

  36. Review of the Data – Fall 2007 82% of at-risk students completed their courses5% Improvement = 801 additional students at census for the year 66% of at-risk students earned grade of “C” or better 9% Improvement

  37. Fall 2009 – Began using Enterprise Reporting (ER) Access to more data at a more granular level Updated Student Participation Report with additional fields of data Created Student Activity Report for Financial Aid directors only containing even more specific student activity at the course level With ER, Colleges can pull own reports, but it is an all or nothing situation; so, there is limited access at colleges Reports can pulled same day that it is requested; data is refreshed on a daily basis Accessing More Data: Enterprise Reporting

  38. New & Improved Student Participation Report With Enterprise Reporting, additional data was available.

  39. Current Data Review – Fall 2010 84% of at-risk students completed their coursesAdditional 2% improvement in 3 years 68% of successful at-risk students completed courses with a grade of “C” or better Additional 2% improvement in 3 years

  40. Enrollments in Shared Online Courses for Fall Terms

  41. Due to continued enrollment growth, processes have had to change, and the ICCOC has been looking for better solutions. More communication handled by staff at collegesFeedback loop is incompleteMore reporting to keep colleges informedReporting to instructors was lacking

  42. Instructor At-Risk Dashboard At Risk Indicators: If user has not logged in to the course for 5 consecutive days (120 hours) or more. If user has not submitted an assignment for the past 10 days. If a student’s Grade to Date falls below 72% for the course. Note: A student may be at risk in one or more categories. Any student that is deemed at risk in any category will be shown in the dashboard.

  43. Instructor At-Risk Dashboard

  44. Retention Alert • Purchased Retention Alert for 6 of 7 colleges using Datatel; will work with 7th college on custom needs • Send Student Participation Report Data to secure FTP Folder on a daily basis • Pull data into Retention Alert Module • Can establish own parameters for “at-risk” including data from SIS • Creates a case file for the student • Investigating whether there are other options for instructor-reported data

  45. Tracy Sleep Student Services & Institutional Research Manager Iowa Community College Online Consortium tsleep@scciowa.edu 319-759-0497 www.iowacconline.org/NGLC For More Information: Using the Information at Hand to Increase Student Retention 11:00 a.m. - Noon or 2:30 – 3:30 p.m. Room 407, Level 4 Questions

  46. What is the Student Success Plan (SSP)? • The SSP is a software system and process for student success, designed to increase the persistence, success, and graduation rates of targeted students. • Through holistic counseling, web-based support systems, and intervention techniques, students who are at risk of failing in college are identified, supported and monitored. • Tools Include: • Case Management Software • Early Alert • Student Interface • Student Information System (SIS) Integration • Reporting Tools / Data Collection

  47. Established Track Record • Technology, process and outcomes • 9+ years of experience • 11 National Awards • 35,000+ students served at SCC • Adopted by 5 other colleges • Holistic case management model • Measurable student Action Plans

  48. In Sinclair’s Experience Students who are involved with SSP Evidence of Impact • Are more likely to complete more courses successfully • Have higher GPAs • Are more likely to return next term • Are more likely to be enrolled two years later

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