best practices in retention in accelerated programs february 5, 2008 council on postsecondary...

Best Practices in Retention in Accelerated Programs

February 5, 2008Council on Postsecondary Education

Kentucky Adult Learner InitiativeLexington, Kentucky

Presented by:

Dr. Jo Ann Rooney President

Spalding University

America’s Perfect Stormand Accelerated Programs

Storm Forces:

• Sweeping demographic changes• Disparity in literacy and numeracy skills• Work place restructuring

(Educational Testing Services, 2006. America’s perfect storm: Three forces changing our nation’s future. Policy Information Report.)

Selected Higher Education Issues

Tuition CostsStudent AccessStudent AidStudent Learning OutcomesAccountability to Consumers

(Association of Governing Boards of Universities and Colleges, 2007. Ten public policy issues for higher education. Public Policy Paper Series.)

The “New” Traditional Population

The adult student does not fit the characteristics of the traditional 18-22 year old student pursuing a degree on a full-time basis.Thus, best practices in retention for adult programs must be hand-picked to fit the program.

What works for Spalding University?

Key definitions and examples…Delivery Format

Semester - 15-16 weeks40-45 Contact Hours2-3 meetings per week

Compressed - 6 weeks40-45 Contact Hours4 meetings per week

Accelerated - 6 weeks22 Contact Hours1 meeting per week

Spalding’s AdultAccelerated Program

• Six-week evening/weekend format focuses on meeting students’ need for flexibility.

• Pre-assignments require preparation for maximum learning; last-minute enrollment is not permitted.

• First class mandatory attendance avoids potential for passive failure.

The Top 10 Truths and Falsehoods About Accelerated Learning and Courses:

1. It is merely a new fad FALSE2. It is a “watered down” version of a

semester long course FALSE3. Faculty should expect less from students FALSE4. This type of format is suitable for all

students FALSE5. Accelerated Learning and Courses are

still sources of some controversy anddebate within the academy TRUE

6. There are fewer classroom hours than a “semester” or “compressed” course TRUE 7. There is significantly more independent student learning

and preparation that must occur outside the classroomTRUE 8. It requires strong organization, preparation and

classroom management skills by the faculty memberTRUE 9. It requires a commitment to customer service

and student focus by the institutionTRUE10. Is very effective when taught with creativity and

variety, creating an active learning environment incorporating student experiences and in-depth

discussion and utilizing assessment measures that focus on competencies and outcomes

TRUE

The Top 10 Truths and Falsehoods (CONT.)

Tinto’s Retention Model

Incorporation into the society of the college focuses on student retention by providing:– accessible, accurate, and consistent information– academic, social, and personal support services– contact opportunities with faculty, staff, and students– learning opportunities within and outside of the

classroom

(Tinto, V. (1993) 2nd edition. Leaving college: Rethinking the causes and cures of student attrition. The University of Chicago Press.)

Best Practices Applied

Student Orientation every 6 weeks provides

–overview of available services– “Survival Guide” for reference–hands-on technology training– interaction with faculty and campus

personnel

Best Practices Applied

US 100 – Successful Student Strategies: The purpose of this course is to discuss strategies helpful to students facing the academic and time demands of college. The course structure and process encourages students to take an active role in the construction of their own learning. Students are expected to read, think, discuss, question, and write about strategies and apply them in their academic role.

Best Practices Applied

Technology provides flexibility and accessibility

• University Webpage• Student Email• Blackboard• WebAdvisor• Library Computers• Library Webpage

Campus Resources

• Academic Resource Center (ARC)– Academic Advising– Academic Coaching– Success Series Workshops– Math Lab– Student Counseling Center– Writing Center– Educational Enrichment Services

• Student Development & Campus Life

Progressive Change

• New University Studies Math Requirement

• Math Placement Policy

• Quality Enhancement Plan

Math Progression – EESM-090EESM-090, Educational Enrichment Services

Math, is a free class offered by Jefferson County Public Schools. Students enroll in EES just like any other Spalding class. EES classes provide the books at no charge.◦Students who pass EESM-090 may proceed to Math

104, Intermediate Concepts in Algebra.◦Students who need more time may receive an

incomplete and continue working for up to 90 days to complete the requirements of the class.

Quality Enhancement Plan:Increasing Student Ability to Use

Mathematical Skills to Solve Problems

The purpose of the QEP is to prepare students to be successful in College Algebra, Math 113, the University Studies requirement.

Course Design• New Course: Math 104, 3 credits• Student Target Group• Course Description

• Student/Faculty Ratio• 6 learning modules, 6 weeks• 480 minutes a week (meets twice per week)• Pass/Fail• Carnegie Math System• One course per session

Math 104 – Intermediate Concepts in Algebra

Credit: 3 semester hours

• This competency-based course examines the use of tables, graphs, and equations, solving equations, linear functions and inequalities, systems of linear equations and inequalities, quadratic equations and functions, properties of exponents, and polynominal and rational expressions.

Math 104 – Intermediate Concepts in Algebra, continued

• Specific attention is directed towards ensuring student competence in the utilization of basic algebraic principles.

• Added emphasis is placed upon mathematical problem-solving strategies with application to everyday situations. The class utilizes experimental learning activities including hands-on application and use of computers. The grade for this course is either Pass or Fail. Students cannot enroll in any other course in the session in which they are enrolled in MATH 104.

Course Essentials

• The course is structured upon a competency-based approach as evidenced by the student’s demonstration of knowledge/proficiency in all modules that are assessed daily.

• The instructor’s role may be described as learning facilitator with an emphasis upon fostering an individualized instructional approach for each student.

Course Essentials, continued

• The student’s role includes acceptance of his/her responsibility for competency attainment, including compliance with course design features such as group support, tutoring, self-assessment completion of learning activities, and consistent course attendance/participation.

Student Learning OutcomesTied to University Studies

Students will:• Evidence the ability to use mathematical

skills to solve problems• Evidence the ability to think critically• Increase confidence when dealing with

quantitative literacy tasks

Course Benefits

• Application to other courses• Application to everyday life• Replication of instructional methods• Higher retention • Higher graduation rates• Share the experience

EXPECTATIONS BY THE FACULTY:

BEST PRACTICES in RetentionFor Accelerated Learning Programs…

Manage Expectations !

- Learning Outcomes (BUILD INTO COURSE!!)* Analytical Reasoning* Critical Thinking* Oral and Written Communication* Specific Course Competencies

-Student Preparation and Effort-A Variety of Assessment Tools

EXPECTATIONS BY THE STUDENTS:- Clear Understanding of Learning Outcomes- Clear Understanding of Assignments, Grading

Criteria and Expectations of the Instructor- Relevance and Applicability - Be Challenged – “Stretch” current skills and knowledge base- Receive Timely Feedback from Faculty- Good Classroom Interaction and Student Input- Numerous opportunities for “Active Learning”- Technology Integrated into Coursework- Good Course Organization- Enthusiastic, Knowledgeable Faculty who focuses on

the Students- Course Evaluations and Assessments must be relevant,

meaningful and doable

Need further information?

Please contact:

Dr. Jo Ann RooneyPresident, Spalding University

jrooney@spalding.edu