SMCC will participate in this national survey focusing on teaching, learning, and retention in community colleges

It will be administered in classes randomly selected by CCSSE to ensure a representative sample and to preserve the integrity of the survey results

Faculty whose classes are selected for survey administration will receive specific information in early February

Survey administration: February and March

Community College Survey of Student Engagement (CCSSE) 2011

CCFSSE is an online instrument offered as a companion to the student survey (CCSSE)

The faculty survey elicits information from faculty about their perceptions regarding students’ educational experiences

All faculty will receive an email invitation to participate in CCFSSE

Community College Faculty Survey of Student Engagement (CCFSSE)

The amount of time and energy students invest in meaningful educational practices

The institutional practices and student behaviors that are highly correlated with student learning and retention

Student Engagement

Active and Collaborative

LearningStudent Effort Academic

Challenge

Student-Faculty

Interaction

Support for Learners

SMCC-Spr 2006 47.2 45 47.1 50.5 43.2SMCC-Spr 2009 52.2 46.6 49.4 53.5 43.5National (all) 50 50 50 50 50

0

20

40

60

SMCC Benchmark Scores

What happens to students after they leave SMCC?◦ National Student Clearinghouse◦ Jenzabar EX (student information system)

44% of our graduates continue their education at another post-secondary institution (2008-2009 SMCC graduates)

20% of non-graduates transfer to another post-secondary institution (IPEDS cohort)

Are transfer students successful in obtaining a degree, or do they stop attending the transfer institution?

Transfer Data

Title IIIThe Connected Student

U.S. Department of Education 5-Year Project (through Sept. 30, 2015) $1.9 million

Primary Goal: Student Success

Title III: Strengthening the Institution

Advising Cafe

Learning Commons

Midcoast Campus

Integrated, cohesive and comprehensive suite of services within the Learning Commons

Includes diagnostic assessment; virtual, one-on-one, and small group academic, career, and transfer advising; whole class support; workshops and seminars; and technology and multi-media support

Master Advisors, Professional Tutors, Peer Mentors

Integrated Support Services

Gateway courses directly linked to the Learning Commons

Information technology used to enhance the quality of instruction, to improve retention, to expand access, to increase capacity, and to change pedagogy

Instructional Redesign

Links instruction and goal planning through the Learning Commons

Thematic Freshman Interest Group (FIG), a one-credit team-taught course required of matriculated students in their first-semester, supported by My Maine Guide, academic and career planning software

Engaged Guidance

Director of Learning Commons/Activity Director◦ Oversee all activities of the Learning Commons,

including tutoring, advising, and online services◦ Responsible for timely implementation and

institutionalization of the grant objectives Programmer Analyst

◦ In collaboration with faculty and staff, provide technical expertise for the successful development of a student planning and goal-setting system tied to the Student Information System (SIS) and integration of academic support services

Two New Positions Funded by Grant

Stipends for◦ Master Advisors and Professional Tutors◦ Peer Mentors◦ Participation in Design Teams◦ Participation in Professional Development

Technology Renovation of Campus Center

Also Funded

Organizational StructureCollege

President

Title IIICoordinator

ExternalEvaluator

Steering Committee

Activity Director/Director of the

Learning Commons

TaskForce

Master AdvisorsProfessional TutorsPeer Mentors

Programmer Analyst

Design Teams

Responsible for designing appropriate strategies/activities to successfully implement Title III objectives◦ Integrated Support Services◦ Curriculum (Gateway Course Redesign and

FIGs)◦ Engaged Guidance (My Maine Guide)

Design Teams

Objectives Baseline Indicators Criteria Increase student achievement in gateway courses

51% success rate 16% increase in success rate

Increase student retention

65% fall to spring retention rate 12% increase in fall to spring retention rate

Increase student persistence

0 FIGs in program areas 0 My Maine Guide 45% fall-to-fall persistence rate

FIGs in all program areas; 10% increase in fall to fall persistence rate

Increase three-year graduation rate

19% three-year graduation rate 5% increase in three-year graduation rate

Table 15. Activity Timetable Design Pilot Implement

Components Coordinated Through the Learning Commons Y1 Y2 Y3 Y4 Y5 Integrated Support Services

On-site Orientation and Advising On-site Tutorial Services Virtual Tutoring Virtual Advising

Instructional Redesign Cohort 1 (2 courses) Cohort 2 (6 courses) Cohort 3 (6 courses) Cohort 4 (6 courses) Professional Development

Engaged Guidance FIGs – Public Safety Program Area FIGs – Pre-Health Program Area FIGs – Liberal Arts Program Area FIGs – Applied Technology and Business Program Area

Course Redesign

Math update Lamp

National Center for Academic Transformation Common characteristics of successful course redesign: Whole course redesign- not by section Active learning- learner-centered Incorporate computer-based learning Mastery Learning On demand help

Six Models for Course Redesign The Supplemental Model The Replacement Model The Emporium Model The Fully Online Model The Buffet Model The Linked Workshop Model

www.ncat.org

Freshman Interest Groups - FIGS 1 Credit

Combines◦ Interest Topic◦ College skills◦ Ties in with My Maine Guide

Proposed FIG Topics

Public Safety Yoga The Beacon How to get an A

My Maine Guide

An electronic portfolio that combines student goal creation and achievement with information and student support in the learning commons

Examples

LifeMap at Valencia Community College

College Transition Intro to College Progression to Degree Graduation Transition Lifelong Learning

LifeMap

GPS LifePlan