Download
mountain empire community college n.
Skip this Video
Loading SlideShow in 5 Seconds..
Mountain Empire Community College PowerPoint Presentation
Download Presentation
Mountain Empire Community College

Mountain Empire Community College

133 Vues Download Presentation
Télécharger la présentation

Mountain Empire Community College

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Mountain Empire Community College Donna Stanley Vice President of Institutional Advancement

  2. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Other MECC Team members in attendance: • Dr. Terrance Suarez, President • Dr. Sharon Fisher, Director of Planning and Community Relations • Kevin Lee, Institutional Research Analyst • Rhoda Bliese, Chair of Developmental Committee • Jim Burns, Chair of Learning Communities/Active Learning Committee

  3. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE DATA COLLECTION AND ANALYSIS: PLANNING PHASE

  4. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Data Collection has included: • Focus groups of students and faculty • Community survey of low income individuals (210) • College data for 3 cohort groups

  5. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • The data reveal great disparities in success among MECC students in the 2002-2003 cohorts. • Disaggregating the data helped teams understand patterns of student success (or lack of success) and pointed the way to needed interventions

  6. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • A student at MECC is defined as being successful if he/she: 1) passes 2/3 of credits attempted, 2) attains at least 2.0 GPA, and 3) is retained to the next semester. • Some data is stated in terms of “success”, other data in terms of “retention”.

  7. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • What the data showed: • There is a relationship between student success and income. • Generally, our lowest income students are the least successful.

  8. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE

  9. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • There is a strong relationship between student success and age. • Generally, younger students (17-18 and 19-24) are less successful. • Exception - previous dual enrollment (PDES) are highly successful

  10. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • Students age 17-18 comprise 50% of developmental students. • Students 25 and older comprise only 16% of developmental students.

  11. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • There is a strong relationship between student success and enrollment status. • Generally, part-time students are less successful than full-time students.

  12. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE

  13. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • There is a strong relationship between student success and level of preparation. • Students who test into 3 developmental courses are less successful.

  14. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • MECC is focusing on three areas: • Developmental Education • Learning Communities and Active Learning (closely linked to Developmental Education) • First Year Experience • Advising • Early Alert • Orientation

  15. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE DEVELOPMENTAL EDUCATION

  16. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE “Current conditions” prior to AtD focus: • No focused attention to developmental education as a whole • Using DOS-based Compass placement test with no diagnostic component or calculator • Inadequate communications to students about • “High stakes” nature of placement • Benefits of developmental education • “One size fits all” model for developmental classes • High proportion of young students in developmental

  17. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Developmental Committee Recommendations: • Improve communication with students about the nature and purpose of placement testing • Revise all developmental courses in a sequence, using best practices • Expand options for students who only need to review before progressing through developmental instruction • Develop bridge program to help young students move more quickly into college-level instruction

  18. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Data analyzed by Developmental Committee in first year: • Productive and unproductive grades in developmental math, developmental English, and college level English courses according to age, gender, and EFC codes.

  19. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Data analyzed by Developmental Committee in first Year (continued): • Data on developmental class success by academic division • Data by placement into developmental courses • Data on success in developmental classes in relation to success in subsequent 100 level courses • Data on success of students in “Decision Zone”

  20. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities: • Established a Task Force to review policies & procedures in placement testingand to oversee implementation of the web version of Compass • Currently evaluating Compass diagnostics & Ewrite • Analyzed and reviewed Compass cut-off scores used in math and English for “Decision Zone”

  21. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities: • Advertising for consultant to develop presentation to be viewed before placement test • Emphasizing importance of test • Offering options for review • Advertising for consultant to develop presentation to be viewed after placement test in cases where developmental courses are recommended • Explains the purpose and advantages of skill development • Also includes brochure for students to review at later date • Target date for presentation availability: Fall 2006

  22. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities • Developed “fast track” courses in developmental arithmetic and Algebra I • Project pilot – Summer, 2006 • Target students who need a refresher course rather than entire course • May be component of future bridge program

  23. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities: • Began establishment of Academic Resource Center in library to aid students who wish to independently review modules in math, reading, and composition • Project implementation – 2006 • Target: those who have test scores close to cut-off for next level • After review, allow placement retest • Implementation behind schedule because of difficulty in locating software that faculty like • May adapt existing instructional materials to make usable for self-instruction

  24. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities • Began first year course revisions in MTH 3 and ENG 1 (all developmental courses to be revised over 4 years)

  25. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Summer Activities 2006 • Piloting fast track math courses • Planning for course revision (Mth 3 and Eng 1) • Analysis of math best practices (supplemental instruction, paired study skills/developmental math courses, other curricula that has been successful) • Further development of the Academic Resource Center

  26. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Second Year Activities: • Developing summer bridge learning community • Project implementation – Summer, 2007 • Learning community involving one or more developmental courses • Piloting Mth 3 and Eng 1 course revisions

  27. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE LEARNING COMMUNITIES AND ACTIVE LEARNING

  28. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE “Current conditions” prior to AtD focus: • There are no current learning communities • Small student population in programs and small class sections • Use of active learning is sporadic and not documented • In some programs, students wait to take gatekeeper (general education) courses until the last two semesters of the program

  29. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Data analyzed by Learning Community/Active Learning Committee in first year: • Productive and unproductive grades in developmental math, developmental English, and college level English courses according to age, gender, and EFC codes.

  30. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Data analyzed by Learning Community/Active Learning Committee in first year: • Data on developmental class success by academic division • Data by placement into developmental courses • Data on success in developmental classes in relation to success in subsequent 100 level courses

  31. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Learning Communities and Active Learning Committee Recommendations: • Create an application process and solicit proposals for learning communities and active learning projects in gatekeeper courses • Develop resource manual that can be shared with faculty who are planning learning communities or want to use active learning • Develop internal capacity to offer on-campus training to assist faculty in developing learning communities and incorporating active learning

  32. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities • Designed an application process and solicited applications for proposals for learning communities/revision to increase active learning in gatekeeper courses • 3 proposals approved for course revision/learning community development • Conducted two in-house learning communities workshops • Training opportunities coordinated; began development of learning community manual

  33. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities • Accepted proposals for revision of MTH 03 (Algebra I) and ENG 03 (Writing Prep II) courses to include active and collaborative learning strategies • Courses are “gatekeeper” courses • Pilot projects – implementation in 2007

  34. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities: • Accepted proposal for learning community thematically linking Survey of Criminology, Principles of Soc., and College Composition I • Pilot project – implementation in 2007

  35. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Summer Activities: • Five faculty members attended the Active Learning Institute at Patrick Henry Community College in May • Faculty members from MECC and other colleges are scheduled to attend a Learning Communities Institute at MECC in July 11-12

  36. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Second Year Activities: • Solicit second round of proposals for development learning communities/ implementation of active learning • Conduct in-house training on active learning and complete learning community manual • Develop plan for marketing and enrolling students in first learning community

  37. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Second Year Activities: • Discuss options that might meet goals of learning communities in courses with low enrollment: • Encourage project work across the curriculum (rather than in linked courses)

  38. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE FIRST YEAR EXPERIENCE Advising Orientation Early Alert

  39. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE “Current conditions” of orientation and early warning prior to AtD focus: • SVD 100 (1 hour orientation course) not required in first semester • Previous Early Warning System not fully implemented • Difficult to identify higher risk students; those identified were not provided interventions in systematic way • No tracking for implementation of interventions

  40. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE “Current conditions” of Advising prior to AtD focus: • Faculty and program based – mostly academic advising –less “student success” advising • Because advising is program based, there is a wide difference in the number of students advised by faculty • On-line registration lessening contact with faculty advisors • Expectation of “on-demand” registration and advising

  41. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Orientation Subcommittee Recommendations: • Wait until after First Year Experience Pilot before taking action to require the Orientation course during first semester. • Revise content of Orientation course • Project implementation – Fall, 2006 • Revisions to include: • Establishment of written career goals • Use of Learning Behavior Scale to monitor the use or need for support services.

  42. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE • Orientation Subcommittee Recommendations • (cont): • Possibly Link SDV 109 (Student Leadership) • to Learning Communities

  43. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Data analyzed by Orientation Subcommittee in first year: • Results of survey to assess best methods for involving family/parents of “higher risk” students in the Orientation process

  44. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Early Warning Subcommittee Recommendations: • Implement a pilot project before developing a computer-tracking system for interventions • Early Warning System should connect “higher risk” students to: • Student Services Counselor • Financial Aid Advisor • Career Development Center • Peer mentors • Case management team (see advising recommendations)

  45. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Advising Subcommittee Recommendations: • Do not block on-line registration for “higher risk” students until adequate advising resources are available • Set registration periods and schedule advising • Develop “specialized” faculty advisors through training • Address summer advising staffing constraints

  46. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Experience Committee Recommendations: • Establish a First Year Experience Pilot to integrate recommendations of subcommittees, including student success advising • Faculty teaching orientation class serve in “Student Advocate” role and have scheduled contact with first year students • “Student Advocate” performs monitoring, connecting, and interventions tracking functions • Early Warning System administered through Student Advocates

  47. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Activities: • Subcommittees spent year looking at best practices, reviewing literature, and determining how to best organize services. • This was MECC’s most difficult focus area because it required integration of concepts and the envisioning of new roles for personnel. • At the end of spring semester 2006, the First Year Pilot Project was articulated, personnel were recruited, but the pilot was not designed.

  48. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE Summer 2006 Activities: • The First Year Experience Pilot will be designed and will be initiated in fall 2006. • A faculty member is updating the advising manual to give faculty accurate information to advise students. (This interim measure does not address the systemic problem of students not contacting their advisors, which will be addressed through changes in the advising system after the pilot is completed.)

  49. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE PRELIMINARY EXPERIMENTAL DESIGN FOR FIRST YEAR EXPERIENCE PILOT

  50. ACHIEVING THE DREAMMOUNTAIN EMPIRE COMMUNITY COLLEGE First Year Experience Pilot Design: • Control Group (7 orientation class sections) • Experimental Group for new Orientation Curriculum (4 orientation class sections – taught by counselors) • Experimental Group for Student Advocates (4 orientation class sections – taught by one full-time and one adjunct faculty member)