DISCUSSION OUTLINE Brief overview of AAC&Us Roadmap Project and - PDF document

5/3/2012 DEVELOPING INSTITUTIONAL ROADMAPS FOR STUDENT LEARNING AND SUCCESS AACC Annual Convention April 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 1

5/3/2012 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. 2

5/3/2012 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 Outcomes Knowledge 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 3

5/3/2012 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 4

5/3/2012 Developing a Community College Student Roadmap Developing a “Semester of Success” for Entering Students Hostos Community College The City University of New York Richard D. Gampert, Ph.D. Director of Institutional Research and Student Assessment 5

5/3/2012 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 16 th Congressional District, poorest district in the United States (1990 and 2000 Census) • One of 24 units of The City University of New York • 6 buildings located at 149 th Street and the Grand Concourse • 171 full-time faculty; over 200 part-time faculty • 25 associate degree programs and 2 certificate programs, including academic transfer and vocational/technical training Some Views of the Hostos Campus 6

5/3/2012 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 • 7

5/3/2012 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; between 85 and • 90 percent of entering freshmen have at least one developmental need 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 reinforce reading and writing proficiencies and • prepare students for the academic demands and expectations of college The College Seminar would be required for students in remedial reading • and/or writing courses and linked to those classes. College Seminar Content: Specific content being developed by faculty will be reflective of the content in • the remedial courses. High impact practices (learning communities, first-year seminar, writing • intensive assignments) are to be included. Seminar will be an interdisciplinary, thematically based credit-bearing course. • All students in the College Seminar will develop e-portfolios to maintain a • record of their work and reflect on their experiences. Peer mentors will assist in a wide range of areas in the Seminar, including: • technology, reading, writing, library research, information literacy, and adjusting to college. 8

5/3/2012 The Academic Seminar: • The Academic Seminar is envisioned to be part of lower and intermediate ESL courses (either embedded or in required modules) to serve entering students who are not prepared to participate in the College Seminar (about 15 percent of students). • Need to provide these students with support that will enable them to complete their ESL sequence and be engaged with the college community. • The Academic Seminar will provide support, instruction, and assistance in the following areas: • Specialized tutoring • Study skills • Library usage • Additional college resources (e.g., counseling, clubs, other extracurricular activities) • The few ESL students entering at higher level ESL will skip the Academic Seminar and instead participate in the College Seminar when they reach developmental reading and writing in their next term. 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 lower and • intermediate level ESL 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 Goals: Improved 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 9

5/3/2012 Roadmap to Completion “Linking the Electronic Alert System with Intrusive Interventions: The faculty-student-advisor connection” Faculty Early Electronic Advisement & Alert System Career Services No Intersections College Learning Outcomes Initiative “ 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. 10

5/3/2012 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 11

5/3/2012 Faculty – Student ‐ Advisor Connection F aculty/ Alert System Advisors/ Advisement Salt Lake Community College Roadmap Action Plan: Layering Interventions to Help Developmental Math Students Succeed in College 12

5/3/2012 Three Challenges/Opportunities circa 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. 13