Student Success 2020

American Association of Community CollegesAnnual ConventionApril 9 - 12, 2011

New Orleans

Introduction and Overview

Andrew L. Meyer, Ed.D.Vice President for Learning

Defining the Agenda

Faith Harland-White, Ph.D.Dean, School of Continuing & Professional Studies

Math Redesign

Alicia Morse, Associate ProfessorDepartment Chair, Mathematics

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Student Success 2020 at

Anne Arundel Community College

“By 2020, this nation will once again have the highest proportion of college graduates in the world.”…

“…We seek to help an additional 5 million Americans earn degrees and certificates in the next decade…”

President Barack Obama

American Graduation Initiative

July 14, 2009

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Student Success 2020

Strategic

Issue 1

Strategic

Issue 2

Strategic

Issue 3

Access Success Resources

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Purpose

The purpose of Student Success 2020 is to continue our commitment to student success by helping more students be more successful.

We will measure student success in terms of educational goal attainment with emphasis on the completion of degrees, certificates and other workforce credentials.

http://www.aacc.edu/studentsuccess2020

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Benchmarks

Double the number of AACC degrees, certificates and workforce credentials by 2020 –

with milestones established at three-year intervals at 2011, 2014, 2017 and 2020.

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How will we do that?1. Help all students identify meaningful educational

goals.

2. Build systems and programs to track, monitor and support students’ progress in achieving their goals.

3. Involve faculty and staff in examining all programmatic and functional processes to identify and address points of vulnerability in students’ journey to goal completion.

4. Make changes necessary to increase student success.

5. Student Success 2020 becomes the Strategic Plan http://www.aacc.edu/aboutaacc/vision.cfm.

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Overarching Non-Negotiables

1. Achieve the goals of Student Success 2020 while protecting the integrity, high standards and rigor of our educational offerings.

2. Define and promote students’ responsibilities for their own success.

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• welcoming environment• “we’re glad you’re here”• respect and civility• sense of community• facilities and grounds• budget alignment

Groundwork

Student Support• financial aid• registration• advising• orientation• technology• tutoring

Learning• college readiness• course completion• program completion• goal attainment

Policy and Practice• Board level• college level• division level• department level• individual level

Student Success

Culture of Evidence• learning outcomes assessment • data informed decisions• continuous improvement

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Quality•preserve the integrity,

high standards and rigor

of our educational offerings

Strategic Issue 1Access

Strategic Issue 2

Success

Strategic Issue 3

Resources

Enhancing access for all populations

Optimizing student success for all students

Maximizing internal and external resources

1. Expand and sustain academic, professional and workforce development opportunities in an appropriate range of delivery formats and in the locations necessary for learners to successfully achieve their goals.

2. Strategically penetrate middle and high schools to maximize the number of students coming to AACC.

3. Increase access for underserved populations.

1. Develop processes to identify, track and support student progress toward educational goals.

2. Engage all faculty, staff, and department heads in review of current operations to identify barriers to student success, and develop and implement intervention activities to help more students be more successful.

3. Create and nurture an environment where everyone is committed to and sees his/her role in helping all students be successful.

1. Secure alternate sources of revenue for college’s operating and capital needs.

2. Secure federal, state, foundation and private funds to support Student Success initiatives.

3. Maximize existing resources to effectively achieve Student Success 2020.

Anne Arundel Community College Strategic PlanStudent Success 2020

FY2011-2020

Anne Arundel Community College

Martha A. Smith, Ph.D.

June 2010

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Strategic Issue 1Access

Strategic Issue 2

Success

Strategic Issue 3

Resources

Enhancing access for all populations

Optimizing student success for all students

Maximizing internal and external resources

Student Success 2020 as AACC’s Strategic Plan

Student Success 2020

FY2011-2020

1. Expand and sustain academic, professional and workforce development opportunities in an appropriate range of delivery formats and in the locations necessary for learners to successfully achieve their goals.

2. Strategically penetrate middle and high schools to maximize the number of students coming to AACC.

3. Increase access for underserved populations.

1. Develop processes to identify, track and support student progress toward educational goals.

2. Engage all faculty, staff, and department heads in review of current operations to identify barriers to student success, and develop and implement intervention activities to help more students be more successful.

3. Create and nurture an environment where everyone is committed to and sees his/her role in helping all students be successful.

1. Secure alternate sources of revenue for college’s operating and capital needs.

2. Secure federal, state, foundation and private funds to support Student Success initiatives.

3. Maximize existing resources to effectively achieve Student Success 2020.

Areas of EmphasisDevelopmental education students * Students in Gateway courses * K-12 students * Transfer Studies students * Undeclared students * Career students * Degree students * Continuing Education students * Off-campus students * GED students * Nursing students/Health Professions * E-learners * Male students * African American/Hispanic students * Financial Aid students * New students * Capacity to accommodate growth * Safe working environment * Dynamic/innovative learning environment * Inclusive culture * Create a sustainable physical campus/campuses * Process improvement * Attract & retain qualified & diverse faculty and staff * Maintain competitive compensation * Prospective e-faculty * Student Success 2020 * Cyber * STEM

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Achieving the Dream Goals

Source: Field Guide for Improving Student Success. Achieving the Dream: Community Colleges Count. 2009. 13

Achieving the Dream seeks to help more students earn postsecondary credentials, including occupational certificates and degrees, by working with institutions to improve student progression through intermediate milestones, including the rates at which students:

• Successfully complete remedial or developmental instruction and advance to credit-bearing courses;

• Enroll in and successfully complete the initial college-level or gatekeeper courses in subjects such as math and English;

• Complete the courses they take with a grade of C or better;

• Persist from one term to the next;

• Earn a certificate or associate degree.

Student Success 2020 Indicators

and Milestones

1. Successfully complete remedial or developmental instruction and advance to credit-bearing courses.

2. Enroll in and successfully complete the initial college-level or gatekeeper courses in subjects such as math and English.

3. Complete the courses they take with a grade of C or better.

4. Persist from one term to the next.

5. Attain credentials: certificate, associate degree or workforce credential.

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1. Committed leadership

2. Use of evidence to improve policies, programs and services

3. Broad Engagement

4. Systemic Institutional Improvement

Source: Achieving the Dream, Criteria for Practice

Guiding Principles for Institutional Improvement

1. Commit to Improving Student Outcomes• The college’s leadership to make a clear

commitment to improving student outcomes. • College leaders are expected to make the

improvement of student outcomes an institutional priority, and

• To communicate that priority to internal and external stakeholders.

The Five Step Process for Increasing Student Success

Leadership support for the initiative sends a signal to faculty, staff, and others that Achieving the Dream is more than just another project/grant.

2. Use Data to Prioritize Actions• Make an honest and forthright assessment of

performance with respect to student outcomes, • Identify barriers to student achievement/opportunities

for improvement, and • Explicitly articulate the populations of focus.

3. Engage Stakeholders to Help Develop a Plan• Engage internal and external stakeholders in the

development of strategies for addressing priority problems and improving student achievement.

4. Implement, Evaluate, and Improve Strategies• Implement a limited number of Strategies (usually

two to four). • Identify group/team on campus charged to monitor

student success at the college.

5. Establish a Culture of Continuous Improvement• Bring successful strategies to scale.• Continue to identify new problem repeating the initial

steps of this process, identifying new problem areas based on data developing, testing, and expanding effective approaches to addressing those problems.

No one gets

a Pass!

Student Success

2020

Achieving the

Dream

Student Success

2020

+ =

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Goal2009

Actual2010

Actual2011

Projected2014

Projected2017

Projected2020

Projected

1. Successfully complete remedial or developmental instruction and advance to credit-bearing courses

2. Enroll in and successfully complete the initial college-level or gatekeeper courses in subjects such as math and English

3. Complete the courses they take with a grade of C or better

4. Persist from one term to the next

5. Attainment of credential(s):

certificate 372 478 518 622 675 744

associate degree

1,218 1,336 1,554 1,682 2,025 2,436

workforce credential

*2,556 2,693 3,195 3,834 4,473 5,112

Total: 4,146 4,507 5,267 6,138 7,173 8,292

Student Success 2020 Indicators and Milestones

* Not based on PRIA numbers 21

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Student Success 2020 & AtD

Engagement Plan Focus Data

Student Success Summit

2 or 3 Top Priorities

Milestones &

Indicators

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Develop engagement plan Launch Student Success Summit –

January 12, 2011 Review policies and procedures Further develop/analyze key data requirements

Next Steps

Student Success 2020Engagement Plan

EventsConstituency

GroupsOrganizational

Channels

What When

Fall Faculty/Staff Orientation

8/2010

Student Success Summit

1/12/11

What When

CAP Monthly

Regular Meetings of:

SA Monthly

TFO Monthly

ASO 1x/semester

PSSO 1x/semester

Academic Council/Forum

Monthly

What When

Board of Trustees

Monthly

P/VP Weekly

LRT MeetingBi-monthly

Divisional Meeting/Retreat

Departmental Meeting/Retreat

Achieving the Dream Core & Data Team/P/VP

Bi- monthly

External Stakeholders

What When

AACCF

AACPS

Business Community

Funders

HS Counselors/private and public schools

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Welcome!Welcome!

Student Success 2020 Summit

January 12, 2011

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Why???• Think, learn, discuss and act

together.

• How to help more students be more successful!

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Students First

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Student SuccessDegrees & Certificates Awarded

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Degrees Certificates

FY2009 1,218 373

FY2010 1,336 478

Student SuccessTransfer GPAs

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% 2.0+ Mean GPA

FY2006-07 81.4% 2.68

FY2007-08 83.3% 2.74

FY2008-09 84.9% 2.82

School of Health Professions 2009 Graduates

Licensure Exam Pass Rates

Program Pass Rate (first time)

Physical Therapist Assistant 91%

Paramedic 93%

Therapeutic Massage 96%

Physician Assistant 97%

Nursing (May graduates) 98%

Nursing (December graduates) 100%

Practical Nursing (December graduates) 100%

Radiologic Technology 100%

Pharmacy Technician 100%

Medical Laboratory Technician 100%

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Student Success

Student Success

• 100% employer satisfaction with career program graduates *

• 579 student members of Phi Theta Kappa National Honor Society, Omicron Theta Chapter

• 58 student members of Chi Alpha Epsilon National Honor Society, Epsilon Chi Chapter

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* Source: 2010 MHEC Performance Accountability Report

Data to InformStudent Success 2020

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Student Success 2020 Goals

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For every 3 award seeking students new to AACC in the fall

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2 of every 3 award seeking students new to AACC have at least one developmental requirement

Developmental Requirement

67%

College Ready33%

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For every 100 AACC students with a developmental requirement

42 need 1 developmental course

41 need 2 – 3 developmental courses

17 need 4+ developmental courses

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For every 100 AACC students with a developmental requirement

76 need Math only

22 need Math and English &/or reading

2 need English &/or reading only

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Within one year, for every 100 students with a developmental requirement

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Successful Course Enrollments

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Successful Course Enrollments of Students Registering Late

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For every 100 award seeking students new to AACC, enrolled in the fall…

74 return in the spring

58 return the following fall

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SummaryGOAL 1

• 2/3 of our students have a developmental requirement• Vast majority of students with a developmental requirement have at least

one math requirement• Moving from developmental status to College ready is unlikely in first year

GOAL 2• Successful completion of English and Math gatekeeper courses is lower than

for all credit coursesGOAL 3

• Successful course completion in college courses is 70%, compared to 52% for developmental courses

• Students with “late enrollments” are not as successful

GOAL 4• Fall to fall retention is 58%

GOAL 5• Time to graduation is at least three years• Each fall term we have a large pool of potential completers

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1. What is the message?

1. What surprises you?

2. What is the one thing we can do to move the needle on student success?

3. What additional information do we need to help our students be more successful?

Summit Questions

Student Success 2020 Summit

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0 100%

Placement Preparation Accuracy of placement cut scores for MATH 012 Accuracy of placement cut scores for ENG 111 College readiness skills Teaching methodology and format Students reading levels Full time to part time faculty ratios Faculty skills related to diverse student learning needs Policy issues Gen Ed course eligibility

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Known Issues

Defining the Agenda in Student Terms of Success

We know community college students define educational and career goals in many different ways:

• I want to earn a degree.• I want to transfer to a four year school.• I want to get a job.• I need some college courses to get a better job.• My parents say I have to…..• I want to be a role model for my children.• I want to learn how to [fill-in-the-blank.]

The Completion Agenda is not just attaining credentials, it is about attaining credentials to ensure a well-educated citizen as well as a well-trained workforce.

Defining Student Success

Traditional measures of student success are readily identifiable:

Degrees Certificates

However, it is important to measure student success in terms of the student’s goals.

So, AACC listened to our students and expanded our thinking to include:

Noncredit Certificates of Completion Licensure/Certification courses terminating in

Industry Awarded Certifications

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Why Listen?

Increase student engagement in their own progress • Provide natural checkpoints in every course

and every program

Make it clear that learning is a continuum• It is never too early and never too late

Learning is learning and a student is a student• Career pathways are key

Why Noncredit Certificates?

Many jobs and careers do not require a college degree

• Short-term training can be directed for specific job skill attainment

Individuals can begin working sooner while still maintaining the opportunity to continue and further their education

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Why Industry Certifications?

Known and recognized by employers

Portable from employer to employer and from your state to national companies and in some cases internationally

In many cases will allow student to gain employment in a shorter period of time while still having the option to continue on to degree completion

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Key Factors

Challenge your current processes• Look at everything and then look again• Seek out ways to provide systemic

change Funding models

• State and federal• College enterprise• External partnerships

Improving Student Success with Alternative

Course Designs

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Data Driven Course Improvement: A Cycle of Continuous Improvement

Define the Issue Recognize a Problem Investigation and Analysis of Data Review of Course Policies, Curriculum, &

Pedagogy Define an Intervention: Pilot to Full

Implementation Assess the Intervention

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Data Driven Course Improvement: A Cycle of Continuous Improvement

Obtain Commitment from the College Community• Faculty

• Student Services & Institutional Research

• Deans, Vice Presidents, President

 Seek Funding • Internal

• External

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Connecting with Best Practices: Local and National Level

National Conferences National Center for Academic

Transformation League for Innovation & STEMtech Accelerated Learning Program

Conference Achieving the Dream

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Connecting with Best Practices: Local and National Level

Site Visits See your concepts in practice &

expand on your ideas

 Informal Partnerships with Sister Community Colleges What is happening in your state? Maryland--Statewide Math Group

and Statewide English Group59

Engaging All Stakeholders

Know Who is Impacted and Plan to Inform

Students and families Faculty Student services Administration

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Engaging All Stakeholders

Does your change involve a culture shift?

Does your change challenge faculty, staff, student, and community expectations?

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Engaging All Stakeholders

Know Who is Impacted and Plan to Inform

Students and familiesFacultyStudent servicesAdministration

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Three Course Redesigns at AACC Developmental Algebra

Challenging the lecture format in a three-course sequence

Reading and Writing for SuccessHelping our least prepared readers and writers

Accelerating To College Level English

A pairing of ENG 002 and ENG 111

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Developmental Math Redesign

Committed Faculty Data shows low success rates & low persistence Data drives commitment

Administrative Support Desire for Improvement Trust in Faculty and Staff as Area Experts Support through Funding

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Developmental Math Redesign

Proven Solution National Center for Academic

Transformation (NCAT) conferences Track-record of improved course

success rates & retention rates Leveraging technology for student

success

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Developmental Math Redesign

Communication is Key New programs challenge traditional

expectations Key players: Faculty, tutors, lab techs,

advisors, records and registration, administration

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Developmental Math Redesign

The Program Mastery-based learning enhanced by

technology Maintain small class size Increased one-on-one student/instructor

interaction Help 24/7: Online Tutoring & Fully-Staffed

Tutoring/Computer Labs

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Developmental Math Redesign

External Funding NCAT Changing the Equation Grant

Recipient, August 2010 Formal pilot of “redesigned”

developmental algebra, Spring 2011

Internal Funding 100-seat computer lab to open August

2011 to serve 50% of developmental math students at AACC

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Reading and Writing for Success

Committed Faculty & Staff Data suggests investigation of a

reading/English placement test “floor” Data drives institutional commitment Data supports teachers’ experiences

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Reading and Writing for Success

Collaboration of Administration & Faculty Coordinating Council of Developmental

Education Advisors & Student Support Services Continuing Education Professionals,

Developmental Reading Faculty, Support of the Administration

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Reading and Writing for Success

The Program Intensive Intervention in Reading and Writing

—Individualized Direct Instruction and Computer Tutorials

12 hours per week Free to qualified students Partnership with Continuing Education and the

School of Arts and Sciences

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Reading and Writing for Success

Course Established RWS 300 “Reading and Writing For

Success” through Adult Basic Skills effective Fall 2010

Pre- and Post-Testing to measure student learning gains

Students may repeat RWS 300 Ineligible for Financial Aid

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Reading and Writing for Success

Funding Grant-Funded for Pilot in 2009 - 2010 Grant-Funding Continues for Formal

Courses, beginning Fall 2010 Increased demand will require

institutional funding

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The Accelerated Learning Program: ENG 002 & ENG 111

Accelerated Learning Program (ALP) Initiative from Community College of Baltimore

County, Catonsville, MD Pairs developmental and credit courses in

same semester Gaining momentum locally and nationally

AACC English faculty attend conferencesJune 2010 and June 2011

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The Accelerated Learning Program: ENG 002 & ENG 111

Fall 2011 Pilot 5 sections ENG 002and 5 sections ENG 111 Mixture of college-ready & developmental

students in ENG 111

Measurable Outcomes Increased pass rate? Retention? Success in

ENG 112?

Fiscal Implications

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