Texas Completion by Design

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Texas Completion by Design - Description

June 2012. Funded by the Bill & Melinda Gates Foundation. CBD Panel. Alamo Colleges . – Dr. Jo-Carol . Fabianke. Dallas Co. Community College District . – Audra Barrett. El Paso Community College . ID: 561649 Download Presentation

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Texas Completion by Design




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Presentations text content in Texas Completion by Design

Slide1

Texas Completion by Design

June 2012

Funded by the Bill & Melinda Gates Foundation

Slide2

CBD Panel

Alamo Colleges

– Dr. Jo-Carol

FabiankeDallas Co. Community College District – Audra BarrettEl Paso Community College – Steve SmithLone Star College System – Juanita ChrysanthouSouth Texas College – Kristina Wilson

Slide3

What is CBD?

Five year community college reform effort aimed to help more low-income young adults complete more quickly and with greater rates of success

The Bill & Melinda Gates Foundation will provide nearly $40 million over five years to four states

The largest investment to date in higher education for the Foundation

Slide4

Who is CBD

After a rigorous application process, only four grants were awarded in the nation:

Florida, North Carolina, Ohio, Texas

Lone Star College System is the Managing Partner for the Texas cadre

Slide5

Texas CBD Cadre

Alamo Colleges

Dallas County Community College District

El Paso Community CollegeLone Star College SystemSouth Texas College

Slide6

Collective Impact

289,000 Students = 1/3 of all TX community college students

Slide7

State Partners

Slide8

State Advisory Board - Policy

Transfer and Articulation

Outcomes Based Funding

Developmental EducationFinancial AidAssessment/DiagnosticsProgress and Completion Best Practices

Slide9

The Challenge of Completion

For Colleges:

Financial

Incentives aligned with access, not completion

Under-resourcedInnovations tend to be isolatedChange is hard, even when the will is there

For Students:

Easy to enroll, easy to drop outMany enter without a clear plan, and need developmental educationLack of confidence, financial resources and family support

Slide10

Question

How can a community college raise completion rates for large numbers of students while containing costs, maintaining open access and ensuring quality?

Slide11

Answer

Develop strong completion pathways, defined as integrated policies, practices and programs designed to maximize students’ progress from start to finish.

Slide12

Gates Foundation Pathway Principles

Accelerate Entry into Programs of Study

Minimize Time to College-ReadyEnsure Students know RequirementsCustomize/Contextualize InstructionIntegrated Student Supports with InstructionMonitor Student Progress and Provide FeedbackReward Completion Focused BehaviorsLeverage Technology to Improve Learning

Slide13

Supporting Student Success:

PREVENTING LOSS, CREATING MOMENTUMa system designed for student completion

CONNECTION

Interest to Application

ENTRY

Enrollment to Completion of

Gatekeepr

Courses

PROGRESS

Entry into Course StudyTo 75% Requirements Completed

COMPLETIONComplete Course ofStudy to Credentialwith Labor Market Value

JOBS

Slide14

How?

Analyze and understand the common barriers and

milestones that

students experienceImplement and integrate proven and promising practices to provide students with the quickest, straightest path to a degreeCreate the conditions for change by empowering interdisciplinary, cross-campus delegations of faculty, staff and administratorsBuild infrastructure for continuous improvement

Slide15

Planning Phase

Interdisciplinary, cross-functional teams

Data Analysis

Target Student GroupsApplied Inquiry FrameworkEngagementFaculty, Staff, StudentsInventory of Promising PracticesBubble ChartsPriority StrategiesModel Pathways

Slide16

CCRC Pathway Analyses

College “scoreboard” student completion rates

Program of study entry/completion patterns

Characteristics of concentrators vs. non-concentrators

Program entry/completion rates by field

Timing of program entry

Pathways of program completers

Courses most frequently taken by program completers

“Stacking” of credentials

4) Trends in awards by field (IPEDS)

Slide17

Student Groups

Target Student Groups

Alamo

DCCCD

EPCC

LSCS

STC

First Time In College (sub-groups)

15,785

9,000

10,432

7,063

2,790

30+ Credit Hours (currently enrolled)

1,843

6,585

1,451

21,829

n/a

Dual Enrollment

n/a

n/a

n/a

n/a

10,458

Business Concentrators

n/a

n/a

n/a

6,130

n/a

Slide18

Applied Inquiry Framework

CYCLE OF EVIDENCE-BASED IMPROVEMENT

Stage

1 – Explore how to improve outcomes

Stage 2 – Gather meaningful evidence

 

Stage 3 – Discuss evidence broadly

 

Stage 4 – Use evidence to inform change

Stage 5 – Measure the impact of change

Slide19

Sample Bubble

Connection

Entry

Progress

Completion

Automatic

Graduation

Reverse Transfer

Mandatory Orientation

Early Placement Testing, Prep and Remediation

Accelerating Students through Developmental Education

Getting Students into a program of study

Streamlining programs, course options and core curriculum

Aligning programs and services with workforce, career and transfer pathways

Using technology for a comprehensive advising, tracking and degree planning system (dashboard)

Institutional alignment of completion strategies and resources

Mandatory Education Plan

Alumni Development

K-12 curriculum alignment

Accelerated learning

Student monitoring system (milestones, early alert, audits)

Financial Planning and Incentives

Mandatory Student success course

Student Engagement: faculty advising, etc.

Incentivizing completion at institutional and state

level: engagement, communication and messaging

Packaged degrees aligned with transfer, dual enrollment, career

College-going culture

Dual enrollment

Priority registration; automatic scheduling

University

curriculum alignment

Slide20

Top 5 Priorities

 

Cadre Top Five Priorities and Alignment with CBD Principles

 Program of Study(P1, P2, P8)Mandatory Advisement & Pre-Assessment Prep (P3, P6)Enhanced Engagement Strategies (P3, P7)Curriculum Alignment & Coordination (P4, P5)Auto Degree & Reverse Transfer (P6, P7, P8)AlamoSuccess course;Career PathwaysEarly student alerts; pre-assessment/orientation; Mandatory declaration of a major in the first semester; intrusive/proactive advising and monitoringProfessional DevelopmentOngoing faculty, staff and student engagementAccelerated courses; flexible scheduling; integrated basic skills; sequencing of core curriculum DCCCDLearner Relationship Management (LRM) system; Acceptance letter link to orientation; success courseFaculty AdvisingProfessional Development; Use of existing / enhanced technologyStreamline Core Curriculum EPCCCareer; Exploration; LRM; success course; Informed IntentEarly student alerts; case management system; Intrusive/proactive advisingProfessional development Clarifying Core; Streamlining selections LSCSSuccess course; Default Schedule; Core; Guided pathwaysMandatory Advising; Early Alert; Degree Audit; pre-assessment orientationUse of technology; professional development; faculty mentoring/advisingAccelerated courses; stackable credentials; workforce alignment STCLRM; Career Skills Interest Inventory Redesign Advising; Degree Plans; Career Skills Inventory; Dual Enrollment Professional Development; Use of TechnologyAccelerated DE; Integrated Curriculum Module 

Slide21

Model Pathway

Slide22

CONNECTION

ENTRY

PROGRESS

COMPLETION

Terry’s Current Journey

Terry’s Future Journey

Attends a

HS without college prep

curriculum

Confused by FAFSA

; family & school don’t help; doesn’t complete FAFSA

Graduates HS and

gets a low-wage retail job

; delays enrollment for a year; finally enrolls in local community college, but part-time

Underprepared, underfunded, enrolled part-time

College placement test requirements force 3 semesters of developmental education coursesLack of advising leads to unstructured, part-time enrollmentLecture-based gatekeeper courses create disengagement , boredom, and surface-level learning at best

Undirected and barely “college ready”

Self Advising leads to extra courses/excessive credits and inability to access needed college supportsSemester-based learning model constrains accelerated progressionOver-enrolled courses and heavy workload lead her to “stop out” for a semester

Stop-out risk

Loses job and re-enrolls, continues to struggle Graduation fees present financial and administrative barrier to graduationLack of career advising leads to low-wage retail work again even after obtaining a credential

Lucky to cross the finish line after 5-years

Tale of Two Terrys10th gradeB-student Low-income family Dreams of becoming a teacherStarts at a community college

Prepared, supported, enrolled full-time

Academically caught up and ready to roll

On track in an accelerated program of study

A well-connected graduate in 2-years ready to continue learning

Attends a PS aligned HS with college prep curriculumHS supports student to complete FAFSA before graduationFinancial aid enables her to enroll full-timeChooses to begin at a high-quality community college close to home at significantly lower cost

Diagnostic assessment allows for targeted developmental education during the summer and supplemental instruction during the first semesterHigh-quality digital courseware in gatekeeper courses provides more diverse and deeper learning opportunities; results in higher student engagement and improved learning outcomes

Intrusive advising steers her into a coherent program of studyLearner Relationship Management system alerts her when at academic risk so she can course correct and enables a useful social network of supportInnovative competency-based learning options allow her to complete many courses at her own pace

Contextual learning supports career relevant work experienceDegree audit system automatically confers credentials, including a certificate along the way to the degreeIntrusive advising helps her “match” to the right 4-year institution

Slide23

Panel Discussion

1. What is different about Completion by Design, as compared to other completion initiatives you have been doing in Texas? How is it building on previous initiatives/successes?

2. How

did you look at the data differently for CBD?

3. How

difficult will it be to create a culture where all faculty and staff see themselves as Completion Advocates? What have you learned so far from the

planning

work

?

4

. What will be the main features of your pathways? How will

the student experience be different as a results of the CBD work?

Slide24

Inquiries

Amy WelchState Director, Texas Completion by DesignGovernment Affairs & Institutional AdvancementLone Star College Systemamy.m.welch@lonestar.eduwww.texascompletion.comwww.completionbydesign.org


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