"Strengthening Our Institution The Power of Title III in Impacting Assessment, Distance Learning, & Advising a

1. "Strengthening Our Institution The Power of Title III in Impacting Assessment, Distance Learning, & Advising at a Small, Rural Community College" • A Dialogue about Retention Challenges and Strategies • for Distance Learning and the Traditional Classroom • Don Staub, Title III Director • Patrick Keough, Distance Learning Director • Carteret Community College • http://ccctitle3.wordpress.com/

2. A Little Background • Associate, Diploma, and Certificate programs: 34 • Curriculum Enrollment: ~1,700 • Online Courses Offered: 78 (F/H) • Full-time Faculty: 68 • Part-time Faculty: 95 • Staff/Administration: 108

3. Challenge “Between 2002 and 2005, the mean overall retention rate for college credit programs was 50% (the range in program retention in 2004 – 2005 was 33.3% to 100%).”

4. The Challenge • Advising = Registering • No systematic assessment program (and here comes SACS) • Distance Learning’s open door policy

5. The ChallengeStudent Preparedness • Career goals • College readiness • Online instruction

6. The Response: Professional Development • Getting all faculty and staff willing to upgrade their technical skills and developing viable and targeted training for our faculty and staff • Advising • Assessment • Technology • DL Best Practices

7. The Challenge 39% … In 2006, full-time faculty reporting that they had received orientation on their role in advising (down from 48% in 2001 survey)

8. The Response:A Plan for Proper Advising • Developing a Product: CAPS • Developing a Process

9. The Response: Professional Development • Advising • Fall 2008 - all campus workshop with NACADA consultant (Jennifer Bloom) • Spring 2009 - Focused seminar for small group of faculty • Summer 2009 - Stipends for faculty to work in CAPS • Fall 2009 - CCC team to attend NACADA annual conference • On-going: Advising Task Force

10. The Challenge “Too few administrators and staff understand assessment…Written assessment plans for departments are not related to student learning and institutional competencies.”

11. The Response: Professional Development • Asessment Planning • Spring 2007 - ILLOs • Spring-Summer 2007 - PLLOs & Program Reviews • Fall 2007 - PLLOs & Administrative Outcomes • Since then: ILLOs, PLLOs, Program Reviews, Administrative Unit Reviews…Working to create a culture of assessment

12. The Outputs http://ccctitle3.wordpress.com

19. The Challenge “Students in online and hybrid Internet courses are less successful than students in traditional classroom courses.” “Too few professional development opportunities for faculty have resulted in a low number of faculty using creative teaching methodologies.”

20. The ChallengeStudent Preparedness • Career goals • College readiness • Online instruction

22. http://dlccc.wordpress.com/effective-online-learning-student-module/http://dlccc.wordpress.com/effective-online-learning-student-module/

23. The QAP Scorecard

24. The ChallengeAre We There Yet? • Using Technology (Excel - Sharing Files) • Understanding online instruction • Mastering and Embracing Online Instruction • Understanding the importance of assessment & understanding assessment

25. The Outcome “Between 2002 and 2005, the mean overall retention rate for college credit programs was 50%…”

28. Advising Task Force

29. Online Resources • Title III Blog http://ccctitle3.wordpress.com • Distance Learning Blog http://dlccc.wordpress.com • Carteret Community College http://www.carteret.edu

30. Contact Us @ • Don Staub - staubd@carteret.edu • Patrick Keough - pjk@carteret.edu