A Matter of Degrees

1. A Matter of Degrees 2014 Pathways to Progress Institute Sunday, September 21 3:30pm - 4:30pm

2. High-Impact Practices Initiative Sponsors We are grateful for the generous support of our High-Impact Practices Initiative sponsors. Their focus on identifying high-impact practices in community colleges and their commitment to student success make our work possible.

3. Three Part Series of Data Collection, Analysis, and Reporting

4. Four Sources of Information

5. What are the CCCSE Promising Practices? Planning for Success ■Assessment and Placement ■Orientation ■Academic Goal Setting and Planning ■Registration before Classes Begin Initiating Success ■Accelerated or Fast-Track Developmental Education ■First-Year Experience ■Student Success Course ■Learning Community Sustaining Success ■Class Attendance ■Alert and Intervention ■Experiential Learning beyond the Classroom ■Tutoring ■Supplemental Instruction

6. High-Impact Practices… and Participation

7. CCIS, CCSSE, CCFSSE Promising Practices Promising Practice Colleges That Students Who Full - Time Faculty Report Having Report Doing Who Teach or It It Facilitate Orientation 97% 58% 13% Student Success 84% 24% 12% Course First - Year 59% 26% 17% Experience Learning Community 54% 13% 16% Accelerated 49% 29% ( dev only) 14% Developmental Education

8. Small-scale success does not solve big-scale problems…

9. Design, Scale, Implementation, and Intensity • Design practices and programs for high impact. • Implement with purpose and include evaluation. • Engineer programs for scale, and require them for all students who can benefit from them. • Boost intensity by weaving multiple high-impact practices together.

10. High-Impact Practices…and Engagement

11. Benchmarking – and Reaching for Excellence • The most important comparison: where you are now, compared with where you want to be.

12. CCSSE and SENSE

13. 2014 CCSSE Benchmark Scores by Orientation Participated in Orientation Did Not Participate in Orientation Sources: 2014 CCSSE data

14. 2014 CCSSE Benchmark Scores by First Year Experience Program Participated in First Year Experience Did not participate in First Year Experience Sources: 2014 CCSSE data

15. 2014 CCSSE Benchmark Scores by Learning Community Participated in Learning Community Did not Participate in Learning Community Sources: 2014 CCSSE data

16. 2014 CCSSE Benchmark Scores by Student Success Course Participated in Student Success Course Did not Participate in Student Success Course Sources: 2014 CCSSE data

17. 2014 CCSSE Benchmark Scores by Accelerated Developmental Education Participated in Accelerated Developmental Course Did Not Participate in Accelerated Developmental Course Sources: 2014 CCSSE data

18. Higher Engagement, Higher Graduation Rates • Researchers Derek Price and Esau Tovar explored the statistical relationships between student engagement and institutional graduation rates. • They concluded that three of five CCSSE student engagement benchmarks—active and collaborative learning, student-faculty interaction, and support for learners—“correlated to a statistically significant degree with IPEDS graduation rates.”* *Price, D. V., & Tovar, E. (2014). Student engagement and institutional graduation rates: Identifying high-impact educational practices for community colleges. Community College Journal of Research and Practice, 38(9), 766–782, doi: 10.1080/10668926.2012.719481 18

19. Questions to Consider • Which students are participating in the promising practice – by gender, race/ethnicity, enrollment status, other targeted group? Why? • Do some groups of students benefit more than others from the specific practice? Why? • What aspects of the promising practice are most beneficial to specific targeted groups? Why?

20. Is there a relationship between High-Impact Practices and Student Outcomes?

21. Positive Relationships Between High-Impact Practices and Student Outcomes… • Completion of at least one developmental education course with grade of C or better • Completion of at least one gatekeeper course with a grade of C or better • Persistence (fall-to-spring and fall-to-fall)

22. Completion of at Least One Developmental Education Course With a Grade of C or Better • Approximately 62% of U.S. community college students take at least one developmental education* course within six years of their initial enrollment. • At some colleges, the percentage is even higher. • For too many students, traditional developmental education is a terminal roadblock to success. *Source: RTI International. (n.d.). The completion arch: Measuring community college student success (Participation in developmental courses: United States). Retrieved from College Board website: http://completionarch.collegeboard.org/placement/participation-in-developmental-courses/participation-in-developmental-courses-us 22

23. Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION Outcomes CCSSE developmental students Source: CCSSE-linked student record data 23

24. Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION Participation CCSSE developmental students (N=1,773) No (n=490) Yes (n=1,283) Source: CCSSE-linked student record data 24

25. Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION Outcomes SENSE developmental students Source: SENSE-linked student record data (entering students) 25

26. Completion of at Least One Developmental Education Course With a Grade of C or Better ORIENTATION Participation SENSE developmental students (N=2,896) No (n=671) Yes (n=2,225) Source: SENSE-linked student record data (entering students) 26

27. ORIENTATION • VIDEO

28. Completion of at Least One Developmental Education Course With a Grade of C or Better Learning Community Outcomes CCSSE developmental students Source: CCSSE-linked student record data 28

29. Completion of at Least One Developmental Education Course With a Grade of C or Better Learning Community Participation CCSSE developmental students (N=1,734) Yes (n=207) No (n=1,527) Source: CCSSE-linked student record data 29

30. Completion of at Least One Developmental Education Course With a Grade of C or Better Learning Community Outcomes SENSE developmental students Source: SENSE-linked student record data (entering students) 30

31. Completion of at Least One Developmental Education Course With a Grade of C or Better Learning Community Participation SENSE developmental students (N=2,803) Yes (n=176) No (n=2,627) Source: SENSE-linked student record data (entering students) 31

32. Persistence(Fall-to-Spring and Fall-to-Fall) First-Year Experience Outcomes CCSSE non-developmental students Source: CCSSE-linked student record data 32

33. Persistence(Fall-to-Spring and Fall-to-Fall) First-Year Experience Participation CCSSE non-developmental students (N=902) Yes (n=160) No (n=742) Source: CCSSE-linked student record data 33

34. FIRST-YEAR EXPERIENCE • VIDEO

35. Completion of at Least One Gatekeeper Course With a Grade of C or Better ACADEMIC GOAL SETTING AND PLANNING Outcomes CCSSE developmental students Source: CCSSE-linked student record data 35

36. Completion of at Least One Gatekeeper Course With a Grade of C or Better ACADEMIC GOAL SETTING AND PLANNING Participation CCSSE developmental students whoreceived assistance with developing an academic plan(N=1,204) No (n=619) Yes (n=585) Source: CCSSE-linked student record data 36

37. ACADEMIC GOAL SETTING & PLANNING • VIDEO

38. Implementing Pathways for Students at Alamo Colleges

39. New Academic Pathways A strong case can and should be made – and subject to campus discussion – that community colleges should care deeply about increasing college completion: why doing so requires a fundamental redesign of students’ educational experiences; and the reasons why the conceptual notion of academic and career pathways is gaining support from researchers and practitioners as a means of increasing student success. Kay McClenney and Donna Dare, in Reimagining the Student Experience: Stepping up to the Challenges of Change, Community College Journal, August/September 2013

40. Academic Pathways: A New Model It encompasses a cluster of related programs, so a college might offer six pathways, or 10, or 15, depending on its size, transfer arrangements, and regional labor market needs. Examples could include a STEM pathway; or a health careers and life sciences pathway, to name a few. Kay McClenney in Premise and Promise – Developing New Pathways for Community College Students, Community College Journal, April/May 2013

41. Principles for Guided Pathways • Create clear roadmaps to success that simplify students’ choices • Clearly define program learning outcomes and align with end goals • Monitor student progress, providing frequent feedback and integrated supports Davis Jenkins and Sung-Woo Cho in Get With the Program…and Finish It: Building Guided Pathways to Accelerate Student Completion, CCRS Working Paper No. 66, January 2014

43. AlamoInstitutes

45. Refreshers • 16 clock hours Math and 8 clock hours Integrated Reading/Writing Reviews • Required of Students Who are Assessed Below College-Ready Preliminary Data MATH Spring 2014 62% Advanced 1 or More Levels

46. Faculty Mentoring Phase 1 SmartStart Early Alert Phase 2 Advising at 30 Semester Hours

47. Questions?

48. STUDENT SUCCESS • VIDEO

49. Questions to Consider • Are we using the power of synergy? • Are we meeting the challenge of scale? • Who participates in high-impact practices? • Where is the lowest hanging fruit? • What are the greatest challenges? • Are we implementing high-impact practices effectively? • Are we listening to students? • Who is engaged these campus conversations?

50. High Performing Colleges…make student engagementinescapable!