Dr. Mark Smith. Location - Temple, TX Main Campus est. 1926 5 Centers: Downtown, Cameron, Taylor,...
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Transcript of Dr. Mark Smith. Location - Temple, TX Main Campus est. 1926 5 Centers: Downtown, Cameron, Taylor,...
![Page 1: Dr. Mark Smith. Location - Temple, TX Main Campus est. 1926 5 Centers: Downtown, Cameron, Taylor, Hutto, and Texas Bioscience Institute Serve.](https://reader030.fdocuments.us/reader030/viewer/2022032604/56649e695503460f94b65919/html5/thumbnails/1.jpg)
Dr. Mark Smith
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Location - Temple, TX Main Campus est. 1926 5 Centers: Downtown, Cameron, Taylor,
Hutto, and Texas Bioscience Institute Serve 17 ISDs
Achieving the Dream College – 3 Years
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Enrollment – Fall 2011 5,692▪ 755 FTIC (13%)▪ 1,193 First Time at TC (21%)
Enrollment – Spring 2012 5,454▪ 311 FTIC (6%)▪ 584 First Time at TC (11%)
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Gender - Male = 33%, Female = 67%Average Age = 27 years (Not
including DC learners)Race/Ethnicity
White = 52.5% Hispanic = 20.9% Black = 20.9% Asian = 1.9% Other = 3.8%
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Mandatory College Orientation Starting Fall 2012 All FT@TC Learners Learners on academic probation Board mandated
Continuous Orientations Delivered throughout the semester to
reinforce topics covered in College Orientation
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Continuously remind learners of available support services
Weekly present one-to-two minute “infomercials” to: Provide learners with just-in-time
information about available support services
Orient learners to college life Help learners develop skills that
encourage student success
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1st Version of the Time Management Orientation
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Temple College Continuous Orientation
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Build a CalendarBuild a CalendarList assignments and deadlines for ALL
classes on to a calendar or into an electronic calendar
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28
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Prioritize your tasksPrioritize your tasks
List all activities due for the week and
rank them in order of most important to
least important
Complete assignments based on the
priority placed on each task
What are your priorities for this week,
this month, this semester
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To-do listTo-do listList the tasks you you want to complete
today
Take this list with you
Cross items off of your list as they are
completed
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February 2007February 2007
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1
ENG HW
2
PSY HW
3
Library time
4 5 6 Review
English notes
7 8 Labor Day
Spend time
with
family
9
Meet with
study group
10
Study
11
ENG Test
12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29
Research
Paper Due
30 31
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First-time learners Spring 2011 CCSSE: 26.5% of sample
entered college for the first time at Temple College
Academically underprepared learners Spring 2011 CCSSE: 42.1% had
developmental need in at least one area First Generation learners
Spring 2011 CCSSE: 29.4% said that neither parent had attended college
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1. Student Handbook Awareness & Time Management Skills
2. Computer Lab locations, Loaner/Donor Program & Testing Center
3. Leopard Alert4. Student Accommodations5. Financial Aid and Scholarships6. Tutoring Services 7. Online Registration8. Survey 1
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9. Library10.Withdrawing from Class/6-Drop Rule11.TRiO12.Writing Center13.TurnItIn14.Student Clubs & Athletics15.Survey 2
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Increased awareness and use of available support services (Focus group and CCSSE)
Increased learner retention Increased course completion
Low budget strategyVery replicable strategy
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Initial team met to discuss orientation topics and goals of the strategy Added new members based on chosen
topics▪ New volunteer members joined the strategy team
Just-in-time sequencing of segments Scripts and PowerPoint
development/revision Survey instruments developed Re-sequenced segments based on
faculty, learner, & SME feedback
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Revised sequence of segments based on previous semester feedback
Reduced number of segments from 15 to 13 Merged some segments together Eliminated conflicts with final exams Provided sufficient time to complete Survey 2
Added voice narration to PowerPoint Added 1-hour follow-on expanded
workshops Added information to Scuttlebutt newsletter
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Reviewed sequence and list of topics Added professional level audio to
PowerPoint Identified need for two versions of
orientations F2F classroom version without audio and
automatic slide sequencing of PowerPoint slides
Online version with voice narration and auto slide sequencing
Developed website for faculty and learner access to orientation segments
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Scalability across the College All developmental education classes, all
Composition I classes, and Career/Technical classes Maintenance of orientations
Keep presentations as general as possible Build a short version of orientations and an
expanded version that provides more detailed information
Multiple formats to accommodate F2F and online classes
Variety of audio voices Online New Comer orientation -
Mandatory
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No orientations or surveys during last week of semester
Voice narration by developer - Variety of audio voices
Find a way to generalize the presentations to hopefully extend the useful life
Be selective in the courses where the CO strategy is offered to prevent oversaturation of the information
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Just-in-Time expanded orientations from the experts, such as FA
Compliance with ADA Pre-plan well in advance! Sell the strategy to get faculty buy-in!
Use of anecdotal learner and faculty feedback valuable
Faculty champions Need to begin tracking usage of services
after orientation presented
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Learners completing online orientation increase by 5% each fall
Learners satisfied with the implementation of minute orientations - 3.5 or greater using a 5-point Likert-like scale
Learners will be satisfied with the implementation of online orientation - 3.5 or greater using a 5-point Likert-like scale
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Term-to-term retention rates increase for developmental English learners 79% to 81% in year two 84% in year three 89% by year four
Year-to-year retention rates increase for developmental English learners 49% to 51% in year two 54% in year three 59% by year four
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End-of-course retention rate will increase for courses employing minute orientations 88% to 90% in year two 92% in year three 94% by year four
Successful course completion rates in developmental English will increase 78% to 80% in year two 83% in year three 86% by year four
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Sample Size Answered SatisfactionFA2010 243 Survey 1 155 121 3.96%Survey 2 62 55 4.02%SP2011 821 Survey 1 199 173 3.90%Survey 2 164 144 4.14%FA2011 1,329 Survey 1 248 218 3.90%Survey 2 104 88 4.18%SP2012 1,659 Survey 1 162 133 4.20%Survey 2 104 93 3.99%
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Percentage of Fall 2011 Students Rating Each Session as “Excellent” or “Very Good”
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Term to Term Dev. EnglishFA2009-SP2010 76.40%FA2010-SP2011 78.10%
Year to YearFA2010-FA2011 71.60%
End of CourseFA2009 87.80%FA2010 89.80% FA2011 86.60%
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Retention may not be enough, what about course completion?
Successful Course Completion (A-C) Dev. English
FA2009 74.40%
FA2010 71.50%
FA2011 67.20%
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"I just viewed the FA orientation...I thought it was simply great! I would have liked to see something like that when I first started college. It's very informative and touches on all the key points...yet doesn't take all day to read."
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"i am a first year student and all the information was helpful but at times i do think it is boring and i hear it in my other class to, but i know it has to be done so i listen just in case there is information that is good for me to know or hear."
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"For those who are wanting to take summer classes, the orientation on registration was very helpful. This is the first time that I have heard about it."
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"This is the best power point so far, Easy to follow. Information right to the point with lots of pictures if you don't care to read. Well done. Did I learn anything new? What's new to learn, it's a library? "
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"I looked over the TurnItIn orientation. I learned a bit from it, because I never really thought about how to prevent plagiarism. I think it's a good thing, and I think it's good to make students aware of it. I did find some things to nit-pick about though: slide 2 - image is blurry, slide 4 & 5 - logo changes from white to black (maybe they are testing to see which looks better...I vote for white)"
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"Continuous orientation is good for new students who have never stepped foot on this campus, even for students who have been here a couple of semesters, because there are a lot things students don't know."
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“I presented the orientation and it went over really well. In all classes, the orientation acted as an icebreaker as the students opened up discussions into other services that 1. they heard about and weren't sure of. 2.they felt they might need. (i.e. tutoring, math lab, help writing papers) ”
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“I was able to answer a lot of questions that might not have been asked had we not presented the continuous orientations.”
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“…I think it is very valuable to complete these throughout the semester. Most of this is included in my discussion with students during the first two days of class. However, because so much information is thrown at them at the beginning, it is helpful to use these as reminders once they are more settled.”
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“Students liked this orientation. I took all 17 students to the lab and half were already signed up for leopard alert. The other half, I assigned extra credit if they signed up. They did appreciate the alert, especially with the terrible cold weather we were having last week.”
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“This week's CO was well received; most did not know that if they had a temporary disability they could get accommodations.”
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"After giving the Financial Aid presentation, the classes really picked up when they saw the $20 million number, and when they heard there would be a workshop."
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Mark [email protected]
Learner Access Websitehttp://www.templejc.edu/dept/cis/ccollins/common/co/cont-ori.html