SMCC will participate in this national survey focusing on teaching, learning, and retention in...
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Transcript of SMCC will participate in this national survey focusing on teaching, learning, and retention in...
SMCC will participate in this national survey focusing on teaching, learning, and retention in community colleges
It will be administered in classes randomly selected by CCSSE to ensure a representative sample and to preserve the integrity of the survey results
Faculty whose classes are selected for survey administration will receive specific information in early February
Survey administration: February and March
Community College Survey of Student Engagement (CCSSE) 2011
CCFSSE is an online instrument offered as a companion to the student survey (CCSSE)
The faculty survey elicits information from faculty about their perceptions regarding students’ educational experiences
All faculty will receive an email invitation to participate in CCFSSE
Community College Faculty Survey of Student Engagement (CCFSSE)
The amount of time and energy students invest in meaningful educational practices
The institutional practices and student behaviors that are highly correlated with student learning and retention
Student Engagement
Active and Collaborative
LearningStudent Effort Academic
Challenge
Student-Faculty
Interaction
Support for Learners
SMCC-Spr 2006 47.2 45 47.1 50.5 43.2SMCC-Spr 2009 52.2 46.6 49.4 53.5 43.5National (all) 50 50 50 50 50
0
20
40
60
SMCC Benchmark Scores
What happens to students after they leave SMCC?◦ National Student Clearinghouse◦ Jenzabar EX (student information system)
44% of our graduates continue their education at another post-secondary institution (2008-2009 SMCC graduates)
20% of non-graduates transfer to another post-secondary institution (IPEDS cohort)
Are transfer students successful in obtaining a degree, or do they stop attending the transfer institution?
Transfer Data
U.S. Department of Education 5-Year Project (through Sept. 30, 2015) $1.9 million
Primary Goal: Student Success
Title III: Strengthening the Institution
Integrated, cohesive and comprehensive suite of services within the Learning Commons
Includes diagnostic assessment; virtual, one-on-one, and small group academic, career, and transfer advising; whole class support; workshops and seminars; and technology and multi-media support
Master Advisors, Professional Tutors, Peer Mentors
Integrated Support Services
Gateway courses directly linked to the Learning Commons
Information technology used to enhance the quality of instruction, to improve retention, to expand access, to increase capacity, and to change pedagogy
Instructional Redesign
Links instruction and goal planning through the Learning Commons
Thematic Freshman Interest Group (FIG), a one-credit team-taught course required of matriculated students in their first-semester, supported by My Maine Guide, academic and career planning software
Engaged Guidance
Director of Learning Commons/Activity Director◦ Oversee all activities of the Learning Commons,
including tutoring, advising, and online services◦ Responsible for timely implementation and
institutionalization of the grant objectives Programmer Analyst
◦ In collaboration with faculty and staff, provide technical expertise for the successful development of a student planning and goal-setting system tied to the Student Information System (SIS) and integration of academic support services
Two New Positions Funded by Grant
Stipends for◦ Master Advisors and Professional Tutors◦ Peer Mentors◦ Participation in Design Teams◦ Participation in Professional Development
Technology Renovation of Campus Center
Also Funded
Organizational StructureCollege
President
Title IIICoordinator
ExternalEvaluator
Steering Committee
Activity Director/Director of the
Learning Commons
TaskForce
Master AdvisorsProfessional TutorsPeer Mentors
Programmer Analyst
Design Teams
Responsible for designing appropriate strategies/activities to successfully implement Title III objectives◦ Integrated Support Services◦ Curriculum (Gateway Course Redesign and
FIGs)◦ Engaged Guidance (My Maine Guide)
Design Teams
Objectives Baseline Indicators Criteria Increase student achievement in gateway courses
51% success rate 16% increase in success rate
Increase student retention
65% fall to spring retention rate 12% increase in fall to spring retention rate
Increase student persistence
0 FIGs in program areas 0 My Maine Guide 45% fall-to-fall persistence rate
FIGs in all program areas; 10% increase in fall to fall persistence rate
Increase three-year graduation rate
19% three-year graduation rate 5% increase in three-year graduation rate
Table 15. Activity Timetable Design Pilot Implement
Components Coordinated Through the Learning Commons Y1 Y2 Y3 Y4 Y5 Integrated Support Services
On-site Orientation and Advising On-site Tutorial Services Virtual Tutoring Virtual Advising
Instructional Redesign Cohort 1 (2 courses) Cohort 2 (6 courses) Cohort 3 (6 courses) Cohort 4 (6 courses) Professional Development
Engaged Guidance FIGs – Public Safety Program Area FIGs – Pre-Health Program Area FIGs – Liberal Arts Program Area FIGs – Applied Technology and Business Program Area
National Center for Academic Transformation Common characteristics of successful course redesign: Whole course redesign- not by section Active learning- learner-centered Incorporate computer-based learning Mastery Learning On demand help
Six Models for Course Redesign The Supplemental Model The Replacement Model The Emporium Model The Fully Online Model The Buffet Model The Linked Workshop Model
Freshman Interest Groups - FIGS 1 Credit
Combines◦ Interest Topic◦ College skills◦ Ties in with My Maine Guide
My Maine Guide
An electronic portfolio that combines student goal creation and achievement with information and student support in the learning commons
Examples
LifeMap at Valencia Community College
College Transition Intro to College Progression to Degree Graduation Transition Lifelong Learning