Bsi leadership for student success what matters_most_2010

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Leadershipfor Student Success: WHAT MATTERS MOST

Basic Skills Initiative Leadership Institute, 2010

Eastfield College

WHAT ARE YOU LEADING FOR?

Eastfield College

WHAT WE’RE LEARNINGABOUT WHAT MATTERS MOST

BSILI 2010

WHAT MATTERS MOST

#1 Engagement matters

…for community college students

BSILI 2010

Emphasis on Student Engagement

• 20 Years of Research on Undergraduate Student Learning,

Persistence and Success

• 3 Years of Important Research on Students in Community and Technical

Colleges

BSILI 2010

Engagement Matters – furthermore…

In community colleges, engagement is unlikely to happen by accident.

It has to happen by design.

BSILI 2010

WHAT MATTERS MOST

#2 We must engage students early and often.

Thus…

…the Survey of Entering Student Engagement (SENSE)

BSILI 2010

Support for Learners

Most

Important

Service?

BSILI 2010

Support for Learners:Most Important Service?

National: very or somewhat important

90% Academic Planning and Advising

85% Computer Labs

79% Career Counseling

78% Financial Aid

BSILI 2010

WHAT MATTERS MOSTIn focus groups with students, what do they typically report as the most important factor in keeping them in school, persisting toward their goals?

#3 Relationships matter

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

BSILI 2010

Relationships:Active and Collaborative Learning

Worked with other students on projects during class:

National (2008):

47% often or very often (13% never)

BSILI 2010

Relationships:Active and Collaborative Learning

Worked with classmates outside of class to prepare class assignments:

National:

21% often or very often (41% never)

BSILI 2010

Relationships:Student-Faculty Interaction

Discussed ideas from your readings or classes with instructors outside of class:

National:

16% often or very often

47% never

Eastfield College

ENGAGED LEARNING

ENGAGED LEARNING

BSILI 2010

WHAT MATTERS MOST

#4 High (and clear) expectations matter…

…As does frequent feedback on students’ academic performance.

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

Eastfield College

HIGH EXPECTATIONS AND ASPIRATIONS

High Expectations and AspirationsPercent of entering students who strongly or somewhat agree that they have the motivation to do what it takes to succeed in college:

90%

Percent of entering students who strongly or somewhat agree that they are prepared academically to succeed in college:

84%

28%

19%

41%

22%

0% 10% 20% 30% 40% 50%

Skipped class

Came to class unprepared

Did not turn in one or moreassignments

Turned in an assignment late

Percentage of students who, at least once during their first three weeks of college:

High Expectations and Aspirations

BSILI 2010

Academic Challenge

Full-time students who wrote 4 or fewer papers or reports of any length during the academic year:

National: 30%

Eastfield College

MOST IMPORTANT SERVICE?

A Plan and a Pathway

A PLAN AND A PATHWAYAn advisor helped identify the courses I needed to take during my first semester/quarter (69% Agree or Strongly Agree)

23.00%

46.00%

16.00%11.0%

5.00%

0%5%10%15%20%25%30%35%40%45%50% Strongly

AgreeAgree

No OpinionDisagree

Strongly Disagree

A PLAN AND A PATHWAYAn advisor helped me to set academic goals and to create a plan for achieving them (31% Agree or Strongly Agree)

9.00%

22.00%

29.00% 28.0%

11.00%

0%

5%

10%

15%

20%

25%

30%

35% Strongly AgreeAgree

No Opinion

Disagree

Strongly Disagree

A Plan and A Pathway

A PLAN AND A PATHWAYA college staff member talked with me about my commitments outside of school to help me figure out the number of courses to take (22% Agree or Strongly Agree – 58% Disagree or Strongly Disagree)

6%

16%20%

40%

18%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45% Strongly AgreeAgree

No OpinionDisagree

Strongly Disagree

BSILI 2010

WHAT MATTERS MOST#5 Effective Developmental/ Basic Skills Education Matters Hugely

• Data points

• Academic policy and support services

• How we teach

→→Effective practice

• State policy matters

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

BSILI 2010

WHAT MATTERS MOST# 6 Focused, sustained efforts, targeted to significant numbers of students, can produce real improvements in student engagement, learning, persistence, and academic attainment.

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

BSILI 2010

WHAT MATTERS MOST#7 Student Success By Design

• Richland College/San Antonio

• Houston Community College

• Kingsborough Community College

• Valencia Community College

• All Florida Community Colleges

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

BSILI 2010

WHAT MATTERS MOST#8 Building a Culture of Inquiry and Evidence

“Take nothing on its looks; take everything on evidence. There’s no better rule.”

— Charles Dickens (1812 – 1870) Great Expectations

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

Student Progress and Success in the Community Colleges

Figure 2

“Milestone Events” in a Student Enrollment Pathway

ABEESL

GED First College Credit

X Credits –1 Term

College-Level[“College Path”]

Y Credits – 1 Year College-Level

[“Transfer Ready”][“Workforce Ready”]

Certificate Associate Degree

Employment[Field Earnings]

BA Degree

Basic Skills Conversion Rate

SRK Completion Rate

“Workforce Ready” Employment Rate

Skills-Deficient Completion Rate

Start Developmental

WorkReadingWritingMath

Complete Developmental

WorkReadingWritingMath

“College Path” Completion RateDevelopmental

Completion Rate

What’s the denominator? Who is being counted, and when does the counting start? ALL? FIRST-TIME FULL-TIME? DEGREE-SEEKING? COLLEGE-READY? XX CREDIT HOURS EARNED?

What are the key performance measures at THIS college? How are you doing?

Is the “choice to complete” or the “failure to complete” equitably distributed across groups of students?

What You should Askabout Success Rates

BSILI 2010

The Courage to See…

Eastfield College

FACULTY SURVEY FINDINGS

BSILI 2010

CCFSSE Findings

CCFSSE:

Elicits information from faculty about their teaching practices, the ways they spend their professional time both in and out of class, and their perceptions regarding students’ educational experiences

Is aligned with CCSSE to allow colleges to contrast student and faculty perceptions

BSILI 2010

CCFSSE data are based on results from all colleges in the 2007 CCFSSE Cohort. When student (CCSSE) and faculty (CCFSSE) views are shown side-by-side in this presentation, the student responses include data only from colleges that participated in the faculty survey. It also is important to note that while CCSSE results are expressed in terms of benchmarks, which are created through a complex statistical analysis and peer review, there are no benchmarks for CCFSSE. For this presentation, CCFSSE results are presented in groupings of survey items that correspond to the CCSSE benchmarks.

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Source: 2009 CCSSE and CCFSSE Cohort data.

A Tale of Two PerspectivesEffective Educational Practices: Student and Faculty Responses

BSILI 2010

Source: 2009 CCSSE and CCFSSE Cohort data.

A Tale of Two PerspectivesEffective Educational Practices: Student and Faculty Responses

Faculty giving prompt feedback:

93% often/very often

Students receiving prompt feedback:

53% often/very often

BSILI 2010

WHAT MATTERS MOST#9 Getting Beyond Projects

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

BSILI 2010

WHAT MATTERS MOST#10

Resisting the Average/

Reaching for Excellence

“The compensatory effect”

i.e., where there are differences in engagement between “high-risk” groups and their comparison groups (academically under-prepared students, students of color, first generation students, nontraditional college age students) --- the high-risk students are more engaged.

Eastfield College

Kay McClenney, Ph. D.Director, Center for Community College Student Engagement

kmcclenney@cccse.org