Overcoming the Biggest Barrier to Student Success Ron Bleed January, 2005.
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Transcript of Overcoming the Biggest Barrier to Student Success Ron Bleed January, 2005.
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Overcoming the Biggest Barrier to Student Success
Ron BleedJanuary, 2005
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Previous Research
Top 25 Coursesor
1% Solution
“obvious but not recognized”
Championed by Carol Twigg
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• 87% of all higher education students commute.
• Only 13% are residential.• Commuting students are non-
traditional.• Urban universities are similar to
community colleges.
“Going to college, notwhat it used to be.”
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Student Retention
• Research Studies• Programs and Strategies
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4
Powerful online, integrated course catalog with sophisticated search
and enrollment options
Access to individual course documents and assignments, downloaded for off-
line work and automatically synchronized with online version
Links to electronic advising, library, and tutoring resources
Online news and announcements
Personalized virtual desktop
Integrated Customer Relationship Management (CRM) tools
Single sign-on registration
Common application shared by all institutions
Data warehousing capabilities to support program management and reporting
Overview: eArmyU provides Soldiers with all of the tools needed to succeed.
Online e-business payment functionality to support self-pay
Automated delivery ofcourse materials with
tracking capability
Integrated PeopleSoft Student Admin System to track grades and degree progress
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Double Loop Learning
1. Better Advisement2. More class time/contact
hours3. Placement testing/pre-
requisites4. Multi-year class scheduling5. Portals/CRM
EspousedTheory of
Action
Challengeof
Assumptions
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Brutal Facts
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Successful Course Completion Rates
• Day Traditional 70%• Day Partial-Semester 85%• Day One-Day Week 77%• Evening One-Day Week 79%• Every Two Week Start 80%
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Unsuccessful Course Completion Rates
• Day Traditional 30%• Day Partial-Semester 15%• Day One-Day Week 23%• Evening One-Day Week 21%• Every Two Week Start 20%
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Traditional Targets of Blame
Academic Difficulties 7%
Poor Advisement 1%
Too Heavy Academic Load 3%
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Capture Time
• Commuters• Work and Family Life
CCSSE 2004
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Financial Problems
Work Responsibilities
Family Responsibilities
Health Issues
Transportation Problems
Job Shift
Personal/Confidential
Limited TimeLife
Interruptions
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Our intellects live inside our messy lives, not apart from them in some Platonic realm. My discomfort arose
from my reluctance to allow my students’
noise and pain into my quiet, country life…To seal myself inside the
ivory tower of my discipline was not to be safe but perhaps most
in danger…” (M. Garrett Bauman,
professor of English at Monroe Community
College.)
Kline Biology Tower, Yale
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Unscrambling the Work-Family-Education Puzzle
“offering more flexible schedules”
Grubb & Lazerson 2004
Education Work
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“Opening Doors”
•Bridges between non-credit, remedial and credit•Non-traditional course formats•Lifelong learning opportunities and career pathways
Grossman, Gooden 2002
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Curriculum Design
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Models of Course Redesign
• Supplemental• Replacement (hybrid-blended)• Emporium• Fully online• Buffet
Twigg 2004
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“Blended learning in higher education is an evolving phenomenon that offers promise for addressing challenges such as access, cost, efficiency and timely degree completion. In addition, this approach will impact aspects of the academy such as faculty development and rewards, student retention, college and department structure, as well as the notion of lifelong learning. Our experience is that blended learning is a transformational force, even at the outer edges of its influence. In a real sense, ‘we have just begun.”
ECAR 2004
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Economic Denominator
• FTSE – Full-Time Student Equivalents
• SCCR – Successful Course Completion Rate
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Deep Learning Is Not Timed
• NLII advocacy for “deep learning”• Focus on student learning rather than how
much time is spent in a course• Learning based on the course objectives
without being fettered by time constraints• Interactions between students and faculty
occur without the concept of timeFong 2004
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Deep Learning Is Not Timed
• Students want to learn their way.
• Students have different timeframes than my timeframes.
• Imagine learning based and measured on content ladders and not clocks and calendars.
Fong 2004
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Recommendations
• Understand the incompatibility of traditional scheduling with life interruptions
• Look for new formats for courses that reduce the fixed seat time
• Establish a new reward system for course completions
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The most significant innovations andthe ones hardest are institutional innovations, not technical ones.
John Seely Brown, 2004