1 / 68

Wallace Community College

Wallace Community College. Improvement, Constant and Never-ending. Video message f rom Dr. Linda C. Young, President of Wallace Community College. ICAN Mr. Tony Holland Dean, Academic Affairs.

vinny
Télécharger la présentation

Wallace Community College

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Wallace Community College Improvement, Constant and Never-ending

  2. Video message from Dr. Linda C. Young, President of Wallace Community College

  3. ICAN Mr. Tony HollandDean, Academic Affairs

  4. I-CAN…Improvement, Constant And Never-ending! “A holistic instructional approach to effectively closing the student achievement gap by significantly improving student learning” Mr. Tony Holland, Dean of Instruction

  5. If there was a guaranteed way (route) to significantly increase student… • Learning, • Success, • Satisfaction, • Persistence, • Attendance, • Preparedness for class, • While at the same time raising standards… • Would 100% faculty be interested in pursuing??

  6. Committed to constant & never-ending improvement, using data to drive decisions.. • Committed to providing a system of standards & accountability to our data.. • Extended ourselves outside our comfort zones & well beyond our self-perceived limitations, just as we require of our students… • Provided constant & intense prof. dev. focused relentlessly on student success.. Challenged with the vision of WHAT IF WE…

  7. Committed to being a true lifelong learner in our chosen profession of ‘teaching’… • Committed to practicing a proactive, positive mindset of ‘whatever it takes’ to solve problems at lowest level possible… • Committed to providing a truly equal opportunity to support our ‘open access’ policy… • Just how much could we achieve & how many more students could have the chance to ‘Reclaim the American Dream’?!? • Max. momentum/results from 100% participation (not optional) What IF WE…

  8. Increase completion rates by 50% by 2020 • Double # of students completing developmental programs • Significantly reduce student achievement gaps • Implement policies that promote rigor, transparency, & accountability for results • “Dramaticredesign of students’ educational experiences.” • “Courageouslyend ineffective teaching strategies.” National Goals (challenges!)

  9. Knowing problem exists & NOT taking action to address it. • Setting a standard and failing to implement a system of accountability. • Knowing issues that determine our students’ success and not addressing them in the classroom. Breach of Academic Integrity?

  10. More educational research than any other nation, • Yet still relies primarily on the • Least effective means of teaching… straight-forward lecture • Least effective means of conveying info… verbally • Always searching for the ‘magic bullet’ program to solve the problem of ineffective teaching methods United States…

  11. - Evaluate effectiveness based on … • Learning & Results… ..notTeaching & Activity • Every study concludes that the teacher is the most important aspect of a student’s learning! • “The single most neglected aspect of higher education is the teaching of teachers.” Gail Mellow, Pres. LaGuardia CC & author on CC education

  12. Hours/yr of prof. dev. devoted to student learning/success *Avg. > one article or email per week on student learning/ success. “Professional development focused relentlessly on student success.” RTAD

  13. Simple, basic, & straightforward...constantly improve based on data, (not feelings, beliefs, or emotions). • Focus on developmental & top ten enrollment courses! • Improvement, not final goal • Close student achievement gap by closing instructor effectiveness gap • Active learning environment & deep learning strategies • Incorporating academic skills & life skill training. • Quantitative standards for ALL methods of assessment • Can't manage what you can't measure! I-CAN basics:

  14. Success rate (A,B,C) goal = 75%; standard 70% • Based on what top third of most effective instructors were already achieving • Course evaluation response rate • 75% goal…. standard 67% • Course evaluations = 75% 'strongly agrees‘ • Prior to I-CAN… > 96% ‘strongly agrees + agrees’ • Standard 90% for ‘recommend instructor’; Goal – 95% • Strategy in attempt to improve ‘perception’ I-CAN basics – Measurable Standards

  15. Complete all developmental coursework • Complete first year general academics • ~30 credit hrs • Top ten enrollment courses • Earn Certificate or Associate Degree! Three stages of general academic completion:

  16. Objective data! • Personal responsibility & accountability for… • Maximum engagement • Relevant instruction • Supportive relationships Foundation of I-CANInstruction

  17. One year of after implementation of initiative:(BIO 103) • 73%increase in positive student perception of learning environment (44% ‘str. agrees’  76%) • 31% increase in number of students attending class. Consistently 89% attendance rate (68%)….. • 400%increase in # of students showing up to class prepared!! (16  80%)…… • 42%decrease in withdrawal rates (41.8  24.1%) • 47% increase in success rates (44.2  65.1%) > 300 stud/yr > 900 stud/yr Wallace College Science > 250 stud/yr > 300 stud/yr

  18. Course Evaluation Response Rates(College wide)

  19. Course evaluation ‘strongly agree’(College wide)

  20. Strategic Initiatives (7) Goals (?) Institutional GEOs (5) PLOs Program SLOs Course -------------------------------------------------------------------------------- Unit Objectives!! Students!! (crystal clear expectations)

  21. Transitional Studies… ‘Student Achievement Gap’ • Success rate data excl. insignificant 5% gap (ex..63% vs. 60%) • Fall success rate comparison (baseline F ‘11)

  22. # Developmental Math students completing multiple courses (2 in one term or 3 in two terms) • 279 - # consultations w/ most at-risk students • 83–Completed current developmental course • 0 - # of these type completing course before initiative • ‘13-14… Highest success rates since WCC converted to semester system 14 yrs ago (61.8%) Transitional Studies

  23. MTH 100 withdrawal rates by term (least subjective course/most resistant faculty)

  24. Fall ‘13 rate 56.1% greater than F ’11 (baseline) MTH 100 – Success rates by term

  25. No logical argument against constant improvement based on data; reduces opposition/ resistance • Change paradigm from accountability for teaching….to accountability for learning. • "Not my fault... I told them what they needed to know/do.“ • Not about student content knowledge (placed in math) • Extensive prof. dev. in pedagogy & effective instructional strategies • Questioning is the same… (builds proactive leadership mentality) • What are you doing about it?... • How is it working for you?... • What are you doing in response to this?... (repeat questions) • ONLY wrong answer is doing nothing I-CAN…. Phase I

  26. Divisional accountability to colleagues, as well as personal responsibility for own data (I-CAN) • Increase in LEADERSHIP, COLLABORATION, CREATIVITY, & INNOVATION • Stress/fear of change subsides • Faculty more receptive to prof. development • ‘Pathways unbound’….multiple proactive ideas from basic dozen • Leadership throughout the organization is absolutely crucial • Complaints require possible solutions Phase II… WE-CAN!

  27. Top Ten Courses! • > 10,000 enrollment/yr for Top 10 courses • 50% vs. 75%??.... • cost?? = 2500 students/yr(duplheadct)!!... • 82% on financial aid = > $800,000/yrloss for taxpayer • > 25,000 stud/ decade!! = ~ $8 million loss • Where the students are… and where the $$ is • 100% of degree seeking students • >90% of general academic faculty

  28. First year general academic courses • ART 100 -- BIO 103 -- CIS 146 -- SPH 106 • ENG 101 -- HIS 101 -- MTH 100 • MUS 101 -- PSY 200 -- HIS 102 • Success rates for top third of faculty… • Top third (~25 faculty) avg. > 70 for every course except MTH 100 • Total avg. for top third of all top 10 course instructors… 71% Top Ten Courses!

  29. Withdrawal Rates – Top Ten Courses Top Ten Courses Success Rates

  30. baseline Top Ten Enrollment Courses Spring Success Rates

  31. baseline Top Ten Enrollment CoursesSummer Success Rates

  32. baseline Top Ten Enrollment Courses Fall Success Rates

  33. Bottom third increased more than double that of top third & > 50% more than middle third Half of instructional ‘effectiveness gap’ closed when excluding 5% incr/group

  34. Success rate data excl. insignificant 5% gap (ex..63% vs. 60%) Student Achievement Gap – top 10 courses

  35. Top Ten courses… • Academic year prior to I-CAN vs. SU ’13 – SP ‘14… • Highest student success rates since converting to semester system 14 yrs. ago • 1416more successful students in year prior IF these success rates achieved (duplicated headcount) • Transitional Studies.. • >300more successful students if year prior to I-CAN had success rates academic year ‘13-14 All about Student Success

  36. College Retention Rate • Fall to Fall…. and Fall to Spring • F ’12  F ‘13 retention rate incr. 16% • F ’14….5.3% increase in enrollment! • College Graduation Rate • Course success  retention  completion! • Financial benefits…power of total involvement • 60 full-time gen. academic faculty… one per class = >340 students • x $130/hr x 12 hrs/sem x 3 sem/yr = $1.6 million(Tuition only!) Bigger Goals

  37. Create new ‘status quo’ among faculty • Choose one faculty member each week • Featured in weekly ‘Faculty Spotlight’ • One from each division, then start back • Picture receiving framed award certificate • Narrative on classroom initiatives & philosophy (Prof Dev) • Quote from Assoc Dean or Division Director • Award recognizes superb commitment to an active, learning-centered environment of engagement that best supports I-CAN initiative System of ‘Reward’

  38. THE PROCESS Ms. Leslie ReederAssociate Dean, General Academics

  39. CLOSE INSTRUCTIONAL EFFECTIVENESS GAP • CLOSE THE STUDENT ACHIEVEMENT GAP GOALS OF I-CAN INITIATIVE

  40. STANDARDIZE THE GRADING SCALE FOR EACH COURSE FIRST CHANGES WITH I-CAN

  41. Instructor A 5 exams 50% of overall average Final Exam 25% of overall average Research Project 10% of overall average Map Quiz 10% of overall average Discussion Postings 5% of overall average Instructor B 5 exams 20% of overall average Final Exam 50% of overall average Research Essay 30% of overall average Instructor C 5 exams 100% of overall average GRADE CALCULATIONS

  42. 50% STANDARDIZATION OF THE FINAL EXAM FIRST CHANGES WITH I-CAN

  43. CREATION OF CHAPTER/UNIT OBJECTIVES FIRST CHANGES WITH I-CAN

  44. INSTRUCTOR MADE VIDEOS FOR ALL INTERNET COURSES FIRST CHANGES WITH I-CAN

  45. As with any change, expect resistance, it is a natural part of the process

  46. IMPROVING STUDENT LEARNING BY PROVIDING • MAXIMUM ENGAGEMENT • RELEVANT INSTRUCTION • SUPPORTIVE RELATIONSHIPS I-CAN INITIATIVE

  47. Student Course Evaluations

  48. Success Rates

  49. Replication Dr. Chris JoinerDirector, Center for Instructional Excellence

  50. ICAN in a Nutshell • What am I doing about it? • Only wrong answer is nothing • How is it working out? • Use data for Improvement, Constant And Never- ending • Heavy focus on positive student perception of the learning environment • Lessons Learned: • Faculty don’t do optional and need to be reminded • The I-CAN message was repeated at every opportunity

More Related