A Focus on Learning to Foster Completion The National Council of Instructional Administrators Judy Marwick, Provost, William Rainey Harper College Kris Young, Vice President of Academic Services, Parkland College Bill Mullaney, Bergen Community College Amy Fugate, Vice President for Academic Affairs, Mott Community College AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93RD ANNUAL CONVENTION Judy Marwick, Provost AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93RD ANNUAL CONVENTION A Focus on Student Learning Completion • Center for Adjunct Faculty Engagement • A collaboration between Academic and Student Services • No late registration • Developmental course success Harper College Fast Facts Enrollment (Unduplicated Headcount): • Credit: 26,441 • Noncredit: 7,554 Faculty: • 233 full time • Approximately 653 part time Programs Offered: • 8 Associate/Transfer Degree Programs • 41 Associate of Applied Science Degrees • 111 Certificate Programs Campus Size: • 200 acres, 24 buildings • • • • Center for Adjunct Faculty Engagement The Center provides increased support, resources, professional development and oversight for the 650 adjunct faculty teaching at Harper each semester. Staff • Associate Dean • Assistant Dean • 3 part-time instructional evaluators o Prepare and present new adjunct faculty orientation programs. o Conduct administrative evaluations of all adjunct faculty members. o Develop programming to meet the identified professional development needs of the adjunct faculty. o Engage adjunct faculty in achieving the goals of the student completion agenda. Orientation • Since CAFÉs inception we have doubled the number of sessions. • Not required but 100% attendance. • No longer paid but appropriate gift bags. Evaluations • Between June 2011 and November 2013, all adjunct faculty members will have been observed. • Evaluations may be used to recommend targeted professional development. • New adjunct faculty are observed in each of their first 3 semesters and then every 3 years. • Evaluations done by CAFÉ compliment those done by department chairs and coordinators. Professional Development • • • • • • • • • • • • • • Building Relationships with Icebreakers Engaging you Students in Critical Thinking, Parts I and II Expanding Your Teaching Toolbox Managing Challenging Conversations Game Changers by Diana Oblinger, Book Discussion Formative Assessment Made Easy Promoting Critical Thinking with Clickers and Waffiti Advanced Features in Blackboard Supporting Deaf and Hard of Hearing Students in the Classroom Posting Midterm Verifications & Grades Effective Use of Small Groups in the Classroom Understanding FERPA Mentoring and Engaging Adjunct Faculty (for department chairs and coordinators. Supporting Adjunct Faculty (for department chairs and coordinators Engage and Connect Completion • Measures of Success – Comparison of student success in gateway courses between full-time and adjunct faculty. – Comparison of student success for adjunct faculty who have attended 3 professional development sessions compared to those who have not. – Comments from adjunct faculty association. Kris Young Vice President of Academic Services Parkland College AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93RD ANNUAL CONVENTION Student Success Defining “The First Year Experience” “The First Year Experience ®” “Everything an institution does with, for, and to its new students. It is a philosophy and rationale for what should be done and why.” John Gardner, Senior Fellow National Resource Center for the First Year Experience. Note: This term is a registered trademark of the University of South Carolina. Design Principles for New Student Success – Create clear pathways – Integrated Support – High Expectations with High Support from Everyone – Professional Development to support students’ success – Designing for scale A Matter of Degrees, Promising Practices for Community College Students, Center for Community Engagement. 2012 S.O.A.R. Minority Student Retention Initiatives Fall Convocation First-Year Experience PSY 109 P-20 Learning Communities S.O.A.R. Students: Preliminary Persistence Data Percentage of Students Persisting 77.1 80 70 60 52.4 48.2 50 31.0 40 All credit students SOAR students 30 20 10 0 Fall 2011 to Spring 2012 Fall 2011 to Fall 2012 Fall Welcome Convocation PSY 109: Educational, Career, and Life Planning • New text for 2012FA • Unified syllabus with common assignments & grading • Mandatory academic planning, career research, & student engagement activities • Writing assignment techniques & rubrics mirror those in ENG 098/099 First Year Communities Fall 2012 Black Males Together We Achieve Business Criminal Justice Health Professions Preliminary First Year Community Results Dev Reading Pass Rate – 2012FA Average Pass Rate vs FYC Pass Rate 100% 88% 90% 87% 80% 70% 60% 61% 56% 50% 39% 40% 30% 20% 10% 0% Course average Business Criminal Justice Black Males Health Professions Preliminary First Year Community Results Fall-to-Fall (2011FA – 2012FA) Persistence Black males Together We Achieve FYC 60% 48.20% 50% 50% 40% 31% 30% 20% 10% 0% All credit students 2011 SOAR students Together We Achieve Cohort #1 Dual Credit Data Subsequent Attendance at Parkland fall enrollment Subsequent Attendance at Parkland spring enrollment (final dual credit class) (final dual credit class) 74.5% 73.0 65.0 60.9% 65.6% 54.7% 54.1% 51.6% 32.4% 35.0% 2007 2008 2009 2010 2011 2008 2009 Note: Data for most recent years is lower because students may still be attending high school 2010 2011 2012 Leading to Desired Outcomes Bill Mullaney Vice President of Academic Affairs Bergen Community College AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93RD ANNUAL CONVENTION On Time Registration Learning Starts DAY ONE! Where did OTR come from?  Survey of Entering Student Engagement (SENSE) – Fall 2010    Network Institutions  Valencia Community College  Ivy Tech Community College Literature Review   Entering Student Success Institute (ESSI) – Spring 2011 Best practices in developmental education Supported by Administrative Leadership Team (ALT) What is OTR ? Students will not be permitted to enroll in a class that has already met. Why OTR?  Reinforce our commitment to learning starts on day one  Positively impact student success Planning & Development Collaboration   & Academic Affairs  No Overrides  Strategic Scheduling Student Affairs Communication  Current Students  Prospective Students  College  Front line staff saying “no”   Assist students to find alternatives Faculty  Staff Implementation – Fall 2012  Strategic Scheduling  Alternative Start classes for top 10-12 high enrollment courses   Capped at 15 until first day of semester  Shadow Sections of top 10-12 high enrollment courses  Extended Enrollment Period (EEP) Accommodations (There are no “exceptions”)  Right Classing  Same Course, Same Instructor  Incorrect Enrollments   Science Labs  Learning Communities Dropped at “no fault” of the student Evaluation – Fall 2012   Schedule Change Requests (200+)  ~40% submitted by Academic Affairs  65% approved Top “reasons”  Dropped for non-payment (Wks 1-2)  Need required lab or enrolled in wrong lab section (Wk 1)  Incorrect enrollment in Learning Community (Wk 1)  Unable to self-enroll in a class that started later in the day (Wk 1)  Student presented “add slip” signed by instructor after the class met (Wk 1)  Right Classing (Wks 1-2)  Same course, same instructor (Wks 1- 2) Evaluation – Fall 2012  Stakeholder Surveys    Employees  Majority supported the initiative  Not enough alternative start classes  Communication needs to be improved Students Data  Retention by enrollment date  Fill rate of classes Amy Fugate Vice President for Academic Affairs Mott Community College AMERICAN ASSOCIATION OF COMMUNITY COLLEGES 93RD ANNUAL CONVENTION