Bsi leadership for student success what matters_most_2010
40
Leadership for Student Success: WHAT MATTERS MOST Basic Skills Initiative Leadership Institute, 2010
Transcript of Bsi leadership for student success what matters_most_2010
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.
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1.0
Act
ive
and
coll
abo
rati
vele
arn
ing
Stu
den
t ef
fort
Aca
dem
icch
alle
ng
e
Stu
den
t-fa
cult
yin
tera
ctio
n
Su
pp
ort
fo
rle
arn
ers
Faculty
Students
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
