developing institutional roadmaps for · pdf fileamerican association of community colleges....

DEVELOPING INSTITUTIONAL ROADMAPS FOR STUDENT LEARNING AND SUCCESS

AACC Annual ConventionApril 22, 2012

DISCUSSION OUTLINE• Brief overview of AAC&U’s Roadmap Project

and LEAP Initiative • Campus Action Plans

• Lane Community College• Hostos Community College• Miami Dade College• Salt Lake Community College

About AAC&U• The leading national association concerned with the

quality of student learning in college

• 1,250 institutional members – half public/half private, two year, four-year, research universities, state systems, liberal arts, international

• A network of over 30,000 faculty members, academic leaders, presidents and others working for educational reform

• A meeting ground for all parts of higher education –about our shared responsibilities to students and society

Liberal Education and America’s Promise(LEAP)

LEAP is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.

The LEAP Initiative in Brief• Led by AAC&U, LEAP is a multi-year effort to

advance:1. A set of “essential learning outcomes” that all

college graduates need to succeed and contribute –in work, life and citizenship.

2. Far-reaching changes across the curriculum to help students achieve the recommended learning outcomes – from school and through college.

3. Forms of assessment that both develop and document students’ learning gains.

The LEAP Essential Learning OutcomesKnowledge of Human Cultures and the Physical and Natural World

– Focused on engagement with big questions, enduring and contemporary

Intellectual and Practical Skills– Practiced extensively across the curriculum, in the context of progressively more

challenging problems, projects, and standards for performance

Personal and Social Responsibility– Anchored through active involvement with diverse communities and real-world

challenges

Integrative and Applied Learning– Demonstrated through the application of knowledge, skills, and responsibilities to

new settings and complex problems

How Does LEAP Work?• There are three areas of concurrent work:

–Campus-based educational change–Partnerships with selected state

systems–Research on public opinion, student

achievement, and effective educational practices.

Developing a Community College Student Roadmap

Funded by

Developing a Community College Student Roadmap

Developing Institutional Roadmapsfor Student Learning and Success:

Hostos Community CollegeThe City University of New York

Richard D. Gampert, Ph.D.Director of Institutional Research and Student Assessment

Presentation atAnnual Conference

American Association of Community CollegesOrlando, FL

April 22, 2012

Some Background Information on Hostos Community College

• Opened in 1968 in response to community demands for higher education in the South Bronx

• Hostos is in the 16th Congressional District• 6 buildings located at 149th Street and the Grand Concourse• One of 24 units of The City University of New York• 171 full-time faculty; over 200 part-time faculty• Hostos has 25 associate degree programs and 2 certificate

programs, including academic transfer and vocational/technical training

Some Views of the Hostos Campus

Student Profile for Fall 2010:

• 6,499 students, with 4,651 FTEs• 58 percent full-time students• 68.3 percent female• 56.9 percent Hispanic and 27.1 percent Black/African-American• 76 percent speak a language other than English at home (the vast

majority speak Spanish); students are from over 120 countries and territories

• 64.9 percent live in the Bronx• 72 percent have an annual household income of less than $30,000• Upwards of 80 percent of entering freshmen are first generation

college students• 95 percent of Hostos students are eligible for financial aid

Some Additional Hostos Statistics:

• One-year retention rate: 63.7 percent (Fall 2010 cohort)• Three-year graduation rate: only 7.2 percent (Fall 2008 cohort)• Six-year graduation rate: 21.9 percent (Fall 2005 cohort)• Hostos accepts the least prepared students in CUNY. • Students leave because they fail the basic skills tests.

The Need:• Develop program(s) that will further assist students in passing basic skills

tests, acclimate to college life and college expectations, and provide career guidance.

• The current college orientation course is only taken by a limited number of students and not always in the first or second term.

The Hostos Semester of Success (SOS):• Develop a College Seminar to address student needs• The College Seminar would be required

College Seminar Content:• Specific content is being developed• High impact practices • The Seminar will be interdisciplinary and thematically• E-portfolios will be included• Peer mentors

The Academic Seminar:• For entering students at lower and intermediate levels• Need to provide these students with academic and social support • The Academic Seminar would provide support, instruction, and assistance in the

following areas:• Specialized tutoring• Study skills• Library usage• Additional college resources such as counseling, clubs, other extra-curricular

activities, etc.• Upper level entering ESL students would take College Seminar

Where Are We Now:

• Currently, Hostos is developing the curriculum for the College Seminar and the modules for the Academic Seminar.

• The modules for the Academic Seminar will be piloted in the ESL 015 and ESL 025 courses in the Fall 2012 term.

• The College Seminar will be piloted in the Spring 2013 term, with fuller expanded implementation in Fall 2013.

Assessment:

• Pass rates on the CUNY basic skills tests in reading and writing• Student retention will improve (both one-year and two-year retention)• Ultimately, graduation rates will increase• Student learning outcomes (particularly those related to general education)

will also show improvement

Roadmap to Completion“Linking the Electronic Alert System with Intrusive

Interventions: The faculty-student-advisor connection”

“Institutional Barrier” Student Services has no access or knowledge when the alert occurs. The “alert” is limited just from faculty to students. Opportunity to forge a “proactive” , “intrusive” approach to addressing student academic progress.

College Learning Outcomes Initiative

No Intersections

Advisement &Career Services

Faculty Early ElectronicAlert System

High Impact, Intrusive Interventions

• Intake Advisement Session• Education Map• Academic Support – Tutoring• Mentoring• Financial Counseling• Legal Counseling• Benefits Screening

Scaling Up• Building on what we have -The “Early Alert System”

• Focus groups - with faculty, student and advisors revealed the following:

• What we learned - Students need (and want) structure and support.

• What we learned - Faculty will refer and use the alert system if they have the

“alert” streamlined where they have options to advisors for these students.

• What we learned - Advisors would use the campus resources to address their

unique challenges (intrusive interventions)

• Next Steps: Working with District IT Division to streamline and fully automate communication between academic, student affairs and student portals

Faculty – Student - Advisor Connection

Faculty/Alert System Advisors/Advisement

Salt Lake Community CollegeRoadmap Action Plan: Layering Interventions to Help Developmental Math Students Succeed in College.

Three Challenges/Opportunitiescirca 2010

• Over 60% of incoming students are testing into Developmental Math.

• Desire to turn LE 1020 (Essentials of College Study) into more of a FYE, but not sure how.

• Introducing new ePortfolio requirement in all General Education courses.

Roadmap Deliberations Give Rise to Innovative Approach

• Math Emporium– Modularized curriculum– Course/Lab mix– Students can progress as they are capable

• LE 1020 College Essentials as co-requisite to Math Emporium

• ePortfolio becomes integral part of LE 1020 curriculum.

What We Think We’re Doing• Helping students progress through

Developmental Math more quickly—and still being successful in their college-level Math courses.

• Front-loading the College Essentials course.• Getting students off to a good start on their

ePortfolio, which then becomes their roadmap to success.

Sample ePortfolio Page

Transforming Lives Through Learning

Oregon

Lane County

Lane Roadmap: The GPSFor students:Guide to Personal Success

For faculty and staff:Guide to Professional Success

Inte

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Professional Development

Learning Core Value

Institutional Structures

Strategic Directions

Projects and Initiatives

http://leap.aacu.org/toolkit/