Dr. Kevin Pollock President St. Clair County Community College.

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Pathways to College and Beyond: Institutional Planning Dr. Kevin Pollock President St. Clair County Community College

Transcript of Dr. Kevin Pollock President St. Clair County Community College.

Pathways to College and Beyond: Institutional

Planning Dr. Kevin Pollock

PresidentSt. Clair County Community College

Vision, Mission, Strategic Plan, SEM, Student Success

Executive Role, Drivers Marketing, Recruitment, the Student Maze

and Developmental Education Social Media, Connection to campus and

Retention Setting Goals, Data Collection, Budget,

Challenges Worksheet

Agenda

How do you connect:

Response to outside “drivers” (local, state, community)

Internal “drivers” (staff, students, faculty)

Accreditation Vision and Mission Assessment Student Success

concept AND create a

campus atmosphere of inclusiveness?

The Perfect Recipe…

Utilizes main ingredients that compliment each other

Allows room for seasonings to taste

Has a desired end result

Are you dealing with:

Chronic versus Crisis Situations?

Move from…

Student Access to Student Success

National Issues◦ P-20 Concept

State Issues The “Basics” of Enrollment Management:

create a plan, work with faculty, increase retention, connect students to the campus, etc.

A lot of information available based on “four-year” models

Tougher for “two-year” colleges

Let’s start with the “Basics”:

1. The “Open Door” and its ramifications;2. Needs of nontraditional students;3. Needs of the employed student;4. Accountability;5. The opportunities and attainment gap;6. Remediation and basic skills;7. Transfer and articulation;8. Noncredit and workforce development;9. Financial aid;10. Supportive learning environments.

“Keeping America’s Promise: Challenges for Community Leaders”

Recruit adult students Enroll dual enrollment students Define, and work with, at-risk students Open access and its ramifications Benchmark data Creating and marketing an institutional

image

Two-year institutional concerns:

Nontraditional student definition: “One who is

financially independent, attends part time, works full time, delays enrollment after high school, has dependents, is a single parent, or does not have a high school diploma”.

Kay McClenneyLeague for Innovation

Remedial education is a fixture in community colleges with 95% of community colleges offering remedial classes

42% of entering students are underprepared in at least one of the basic skills (reading, writing, math)

Mathematics is the greatest hurdle

No One to Waste McCabe (2000)

Consider the following:

Startling statistics:Time is the Enemy

Complete College America

“Four out of every ten college students are part-time”

“Seventy-five percent of today’s students are juggling some combination of families, jobs, and school while commuting to class”

“Only one quarter go full-time, attend residential colleges, and have most of their bills paid by their parents”

“Part-time students rarely graduate; only a quarter ever make it to graduation day”

“Students are taking too many credits and take too much time to graduate”

“Remediation is broken, producing few students who ultimately graduate”

Part-time students rarely graduate —even when they have twice as much time.

Copyright © 2011 Complete College America. All rights reserved.

Students are wasting time on excess credits

Copyright © 2011 Complete College America. All rights reserved.

... and taking too much time to earn a degree.

Copyright © 2011 Complete College America. All rights reserved.

Remediation: Too many students need it, andtoo few succeed when they get it.

Copyright © 2011 Complete College America. All rights reserved.

Remedial students are much less likely to graduate.

Copyright © 2011 Complete College America. All rights reserved.

Some Simple Questions:

Are students customers?

Why are you looking at SEM or Student Success?

What are your realistic goals and expectations?

Worksheet question #1

Originally created by state legislatures to: Prepare students for

academic transfer; Provide vocational-

technical education, continuing education, developmental education;

Provide community service through cultural and recreational events.

Education is necessary for the maintenance of a democracy;

Education is essential for the improvement of society;

Education helps to equalize opportunities for all people.

Rouche, J. (1993). Between a Rock and a Hard Place. American Association of Community Colleges.

“Junior Colleges” were the outgrowth of some basic democratic philosophical assumptions:

Evolution of the community college now includes such things as distance learning and open admissions policies that ensure no member of the community need miss the chance to attend.

Community colleges are now involved in leadership strategies for community, economic, and workforce development.

Today’s community college:

Access Community Responsiveness Clear focus on student learning Resourcefulness Entrepreneurial spirit Creativeness Innovativeness

Dr. George BoggsPresident of American Association of Community

Colleges

Community College Values

Recent Threats to Community Colleges: Inadequate financial support Increasing student costs

(tuition hikes) Financial Aid policies (Loans

versus Grants) Challenges to image

(Second class?) Problems with transferability

Dr. George BoggsPresident of American

Association of Community Colleges

Access (Turning away students by not being able to offer enough sections)

Student Success (Beyond Access) Accountability

Dr. George BoggsPresident of American Association of

Community Colleges

New Challenges for Community Colleges:

What is the community college role? Responsibility for academic

transfer preparation Vocational-technical

education Developmental education

and community service Remediation in basic

academic and workplace skills

English as a second language

Training in technology Continuing education and

enrichment programs Others specific to you?

Do you have:

A vision A mission A strategic plan A focus that can be

agreed upon? Do your people know

the vision, mission, strategic plan and can they relate to them?

Were they all part of the process?

Who are we? (Principles and Values)

Where are we going? (Vision)

What will we do? (Mission and Purpose)

What do we expect to achieve? (Outcomes)

What are our indicators of success? (Goals)

How will we proceed? (Planning)

Connect the “Dots”

Values

Values are a set of understandings in an organization about how to work together, how to treat other people, and what is most important. Before mission, vision, and strategy, a company must come to agreement on what it stands for.

Scott, Jaffee & Tobe Organizational Vision, Values & Mission

What are your values?

Worksheet #2

No vision…

Without a clear picture of a desired future state, no plan can claim to be moving an institution in any desired direction

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

SC4 MissionSt. Clair County Community College provides lifelong educational and enrichment opportunities. SC4 Vision St. Clair County Community College strives to be a leader in our community's renaissance by establishing dynamic partnerships and focused programs that are the top choice for students.

Mission Statement

“Students Finish What They Start”

Tallahassee Community College

What is your vision?

Worksheet #3

Why Strategic Planning?

Strategic Planning and a Vision will provide faculty and staff with a common set of values and assumptions about change.

When presented with a diverse group, take advantage of it.

"If you don't know where you are going, you are certain to end up somewhere else."- Yogi Berra

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

SC4 Strategic Plan Goals

Goal I: Maximize the success of our students.

Goal II: Cultivate a campus culture that is nurturing and supportive of all students, faculty and staff. Goal III: Provide high-quality certificates, degrees, programs and training to meet present and future needs of students and the community. Goal IV: Develop and align quality partnerships and strategically manage college resources to maximize benefits for our students and community.

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

Strategic Plan format is being modified to monitor progress• Link initiatives to goals/objectives• Establish indicators, identify targets and assess progress towards goals

Goal Objective Initiative Indicators Targets Assessment

I. Maximize student success

Improve graduation rate

Advising outreach to promote grad

Overall Graduation Rate (IPEDS)

Current = 21%Goal = 25%Critical = 15%

Measure grad rate annually

II. Cultivate supportive campus culture

Hire, orient and retain the best employees

Gather feedback from faculty/staff

Faculty/staff Survey results

Current = 69%Goal = 75%Critical = 60%

Measure annually with employee surveys

When was the last time you updated your strategic plan?

Worksheet #4

It isn’t always easy…

What is your definition of student success?

Worksheet #5

Student Success

“Students attaining their educational goals in the most efficient manner”

For SEM to be successful:

Make Student Success Part of the Culture

If community college students are not taking accountability for their success who should step up and take that accountability?

A Question:

Strategic Enrollment Management DefinedDolence

SEM is a comprehensive process designed to achieve and maintain the optimum recruitment, retention, and attainment of students where “optimum” is defined within the academic process.

Strategic Enrollment Management definedBlack, 2001 SEM Anthology

SEM is a comprehensive process that consists of research, planning, strategies, evaluation, human resource management, integration of services and information, knowledge management, and culture change.

SEM Plan Components:

Define student success

Relate it to vision and strategic plan

Environmental scan Data Identify vital issues Response to issues

(rate them) What will it take to

make a difference?

Set goals: enrollment, marketing, program mix, policies, procedures

Create a sample Include

measurement: KPI Communicate with

campus

We are talking about change and our roles

Challenges to Institutional ChangeBuilding a Culture of Student Success

Resistance to change

Power issues/governance issues/multi-unit systems issues

Project mentality Institutional silos Lack of

stakeholder involvement

Challenges to Institutional ChangeCreating a Culture of Evidence

Lack of institutional research capacity

Aversion to data Unreliable data Lots of data but

nobody actually using it

Challenges to Institutional ChangeEffective Planning and Resource Allocation

Absence of strategic planning (…that anyone uses)

Overload, “initiative fatigue.” competing or unclear priorities

Failure of focus Reluctance to

reallocate

Lack of governing board awareness/support Inappropriate governing board involvement Legislative mandates Conflicting state policies

Challenges to Institutional ChangePolicy Conditions

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

Progress is a nice word. But change is its motivator. And change has its enemies.

~Robert Kennedy

Getting People on Board

Why are you changing?◦ Financial situation◦ Reorganization◦ Expansion◦ New opportunities◦ Better service to

students?

What are the advantages for change? For students For the college For the staff How can you cut

through the red tape?

“…It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try.”

Atul Gawande, Better: A Surgeon’s Note on Performance

“Better is Possible…”

What are the roadblocks?

Finances Transformation

questions: process changes, type of building, what do we value, etc.

People and staff◦ Always did it this way◦ We can’t work together◦ It’s not my job◦ Simple difficulty of

handling change STRESS!

Question #6

What are your roadblocks?

Roles

What roles are changing?

What affect does this have on staff?

What will you do about it?

What are your advantages for change?

Worksheet #7

What is the focus?

Agree on the focus◦ Student focus◦ User focus◦ Stakeholder focus◦ What is your focus

and does your staff agree with it?

Dealing with Change

Find out what the needs are

Use an assessment model such as SWOT

Bring in an outside resource (neutrality)

Agree on the vision, mission, values

Design an action plan

Finally

Determine how communication is flowing

Determine if there is collaboration

Is continuous quality improvement a part of the change?

Determine who are the champions of change?

Eliminate the stress!

Things you need to address: Rules Regulations Internal set up Anxiety Unions? Uncertainty What else?

A Simple Motto:

“Do the right thing for the right reason and when in doubt, lean toward the student”

Change is good…

You go first!

LeadershipThe Executive role in Strategic

Enrollment Management

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

One-fifth of the people are against everything all of the time.

~Robert Kennedy

Understand SEM What is the potential for your campus? Define the reasons for pursuing SEM What are the issues? Is the rationale cogent and clear? What are we facing: high school decline,

student satisfaction, large retention issues, financial?

The Executive Role:

Major or minor player? Determine others initial role What type of structure: committee,

coordinator, division Remember issues: reporting lines,

accountability, campus culture Who are the decision makers:

implementers, student services, instruction, administrative services, students

Define the executive role

Students Faculty Board of Trustees Upper administration Student Services Local needs State issues and needs Federal requirements National initiatives Accreditation

Are you responding to the drivers?

Vision and strategic plan Statement of importance Professional development Collegiality and inclusion Define student success Define major goals Define major data collection needs and requirements Tie initiatives to state and federal requirements,

grants, national initiatives Determine budget implication Determine how to communicate with the campus Professional development

The Executive Role

Can you state why SEM (Student Success) is important on your campus?

Have you done so?

Worksheet #8

Statement of Importance

Recruiting? Advising? Mentoring? Attending programs? Learning outcomes and assessment of

classes and programs? Developmental Education? Working with K-12? A student friendly class schedule? What else?

What is the faculty role?

The faculty perspective and concerns

Standards must remain high

Open enrollment and its impact

Moving to a learning centered environment

Need for gathering data Working with K-12 Impact on faculty (class

scheduling, course offerings, remediation)

Need to be involved in the process

Points to Consider: Faculty

To receive faculty buy-in they need to be part of the process

A great opportunity for faculty to see the “big picture”

An opportunity to work with others outside of their department and share their expertise

Decisions must be data driven

Doing Education Differently Intensive student

engagement High expectations

and raised aspirations

Focus on the front door

More structure, fewer options, clearer pathways

What is educational quality?

What is institutional effectiveness?

What are the indicators of achievement?

What are the evaluation criteria?

What assessment methods will be used?

Fundamental Questions

Every course, every program, every college is perfectly designed to get the results it is currently getting.

What matter most

Focused, sustained efforts, targeted to significant number of students, can produce real improvements in student engagement, learning, persistence, and academic attainment.

Enrollment headcount Student quality Student diversity Retention rates Graduation rates Student satisfaction Staff satisfaction and professional growth Institutional image

What goals are you setting and why?

Worksheet #9Example: Increase graduation rates and close gaps. (Achieving the Dream)

Setting Goals

What are you measuring? What are you comparing yourself to (state,

federal)? What will you do internally with the data? What is required by state, feds? Worksheet #10

What data will you need?

Building a Culture of Evidence “Take nothing on its

looks; take everything on evidence. There’s no better rule.”

Charles Dickens (1812-1870) ◦ - Great Expectations

Think of this:

We can’t get better at what we’re not willing to look at.

Student goal attainment

Persistence Degree completion

rates Placement rate in the

workforce Licensure

certification/pass rates Client assessment of

programs and services Demonstration of

critical literacy skills

Demonstration of citizenship skills

Number and rate of who transfer

Performance after transfer

Success in subsequent, related course work

Participation rate in service area

Responsiveness to community needs

Core Indicators of Community College

Effectiveness (Roueche, J.E., In Pursuit of Excellence, 2001)

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATEAccountability – Coming Attractions:Voluntary Framework of AccountabilityCollege Readiness Measures Report of % of students referred to developmental education (DE) who:-attempt first math or English/reading DE course; -complete highest level math/English/reading DE course; -complete first college-level course in math/English/reading-complete all DE courses

Progress Measures Report of % of students who:-successfully complete in term one;-reach credit threshold by end of year two-are retained from fall of term one to next academic term;-who reach year two outcomes;-who successfully complete at end of year two

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

Accountability – Coming Attractions:Voluntary Framework of AccountabilityOutcomes and Success Measures Report on students who:-earn and associate’s degree – without transfer and with transfer;-who earn a certificate – without transfer and with transfer;-who transfer to a 4-year with no degree or certificate;-who laterally transfer.

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

Accountability – Coming AttractionsNational Community College Benchmark Project12 Colleges in Michigan currently reporting on 130 metrics including the following

Student and Student Outcomes-Fall to Spring and Fall to Fall persistence rates-Educational goal attainment-Institution-wide grade information-Developmental course retention and success rates

Institutional Effectiveness-Average credit section size-Student/faculty ratio-Instructional faculty load-Cost per credit hour and FTE student

Community and Workforce Development-Market penetration rates-Business and industry productivity

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

Accountability – Coming AttractionsEducation Department’s Committee on Measures of Student Success

Report issued contains recommendations for community colleges to collect and disclose more information on:Graduation rates (national rate is 32%)

Student learning

Academic quality

Remedial students

Employment

Outcome measures◦ Degrees awarded annually (number and change

over time)◦ Graduation rates◦ Transfer rates

Progress measures◦ Remediation (entry and success)◦ Success in first-year math and English◦ Credit accumulation◦ Retention rates◦ Course completion◦ Time and credits to degree

From Time is the EnemyComplete College America

St. Clair County Community College September 9, 2011

FALL SEMESTER CAMPUS UPDATE

Dashboard samples:

Recruiting and the Student Maze

Enrollment, Technology, Customer Service,

The Enrollment Funnel:

Inquiries Suspects Prospects Applicants Admits Enrollers Maintainers Graduates

Marketing and Student Recruitment Need for community

impact studies and need for data

Service district issues and limitations

Possible inability to follow traditional “four-year” models of recruitment

Need to focus on high school students, adult students, workforce development, and senior citizens needs

Outreach: School visits College fairs Website Information pieces Mailings Outreach to middle school Campus events Calling campaigns Electronic communication (text,

email) Billboards Relationships with business and

industry Community events Arts Fundraising Targeted populations Worksheet #11

Tours

Campus visit Does the campus

look good? Can anybody assist a

student? Is it well planned

out? Consider everything

a student has to experience before he/she gets to campus.

Online tours Do you have a virtual

tour? Easy to find? Does it consist of maps

and photos? Is it a slideshow

format? Can students do live

interaction? Webcams? Zoom in and out; 360

degree views?

Technology: More students take online

classes than ever before Digital divide between

students at community colleges

Use technology to streamline institutional functions such as application process, registration, orientation, advisement, and assessment

Use web sites to deliver what students need, not what faculty and staff desire

Technology part II

Frequently asked questions

Podcasts Online video Blogs CD-Roms and DVDs Are students required to

turn off cell phones and computers when they enter the classroom?

How do your faculty members utilize technology?

Customer Service is more than just words

“Some folks make you feel at home, while others make you wish you were there”

Have a winning attitude Make a commitment to the customer Use proper grammar and enunciate Work on oral communication skills Increase your phone ability Develop stronger listening skills Use different problem-solving techniques Have the confidence to deal with difficult

customers Manage job stress Exceed customer expectations

10 Steps to Customer Service

Remember:

It is not easy to change somebody’s personality; but it isn’t impossible

Astonishing customer service is more than just personality; it means that superior processes have to been in place as well. If this doesn’t happen all we have is enthusiastic incompetence.

No-class versus world-class

Worksheet question #12

Relationships Being treated as an individual Multiple effective channels of

communication Response time Costs Location What else?

What Influences Student’s Decisions:

The Student Maze:

Recruitment Application Admission Orientation (mandatory?) Testing and course

placement Scheduling Registration Bill payment Book purchases Advising Financial aid Mentoring Online issues

Examine course availability Correct course placement Do courses “line up”? Ask yourself honestly, “Is the schedule done

in the best interest of the students or the faculty”?

Identify high risk courses Create and enforce a campus attendance

policy Worksheet #13

The Schedule

Considers late registration the week before classes start

Students can’t register for classes that have already started

Late start classes are available for “late” students

One college:

Advising – the volume of students, bad advice

Do you track success through data and interviews?

Do you have a student success class?◦ One or three hours long?◦ Required or not?

Time management issues◦ Related to study time◦ Related to family time

Student Issues:

RetentionStudent connection, strategies, Developmental Education, At-Risk students and At-Risk classes

Student satisfaction Create campus-wide emphasis on retention Continuous intervention Address performance and attendance

patterns Increase faculty participation rate Plan to improve student performance Data, data, data

Retention

Facebook and social media are now part of a generation’s lifestyle

Do you utilize these to connect students to the campus?

In the classroom? Student announcements? Registration and enrollment? Text books?

Facebook and Social Media

Testing and class placement Advising Mentoring Tutoring Supplemental Instruction What else do you do? These efforts usually deal with traditional on

campus students and their needs. What about the online students?

Numerous known retention efforts (check those that you currently do):

Peer to Peer Student to Faculty Student to Institution Mentoring Advising

Connecting Student to the Campus

Implement student success, not enrollment management to create a more seamless environment

Create innovative programs for increasing support for at-risk students such as increasing pre-enrollment activities and orientation, eliminate late registration, conduct basic skills assessment, improve financial aid, expand mentoring programs

DEFINE AT-RISK

Counseling and Support:

“Drive-in” students Determine role of the student services office

in connecting students to the campus Define the role of faculty in connecting with

students Fix “disjointed” services

Student engagement and Connection:

Retention Strategies

Financial Aid Transition Course Learning

Communities Early Intervention Peer Mentoring Supplemental

Instruction Academic Support

May have difficulty in assessing the value of an education;

May regard public education as a form of entitlement rather than a good or service;

May not have as much of a choice in public education compared to most goods and services;

May lack access to third-party ratings of public education services;

May not realize that the burden of success lies with them;

May not recognize that classmates can affect their individual level of benefit.

Students:

Learning the norms of campus culture Finding a niche Putting down roots Transferring successful behaviors from other

settings Developing focus Resisting peer pressures Compartmentalizing family and work pressures Exhibiting classroom habits of successful students Building relationships with teachers Asking for help

Levitz, R. S., Noel, L., & Richter, B. J. (1999). Strategic moves for retention success. New Directions for Higher Education (108), 31-49.

We have probably overrated student’s abilities in the following areas:

After 15 credit hours or more students must have a degree plan

Alamo Community College

Think of this:

Library Parking Tutoring Center Achievement Center Cafeteria Student Services

◦ Admissions◦ Financial Aid

◦ How do students rate these services? How do you know? Survey?

◦ Worksheet #14

How are your campus services?

Pre-Reqs Gaps Specialized plans Type of course delivery Three or four hour classes Labs Block scheduling and learning communities Work with K-12?

Worksheet #15

Developmental Education

Your definition of an at-risk student:

Your major retention initiatives for at-risk students:

How do you measure success?

Worksheet #16

Your Institution:

The emphasis in supplemental instruction is on historically-difficult courses (those classes with a 30 percent rate of grades of D. F. and Withdrawals) rather than high-risk students.

How do you determine an at-risk class?

2002 Previous three years

Previous five years

Intro to College Writing

39.7% 30.0% 33.4%

Intro to College Reading

40.4% 33.5% 36.2%

Pre-Algebra 38.1% 35.4% 29.2%

“D, F, & W” Rate for Developmental Classes (Rate of Failure)

The next step involved the faculty… Shared the data with the

math faculty The math faculty

determined that a three hour class that met twice a week was inadequate

Changed course to a four hour class that met four times a week

Hired a developmental math instructor (who became a member of the Student Success Team)

Support mechanisms needed to be in place… Tutors were made available

for the classes Supplemental Instruction was

added as a support mechanism

Began an intrusive mentoring program through the Student Success Team

Students had to meet with mentors

Students were physically taken to where help was provided

Student’s goals were determined and the students were emotionally supported

Measurement:

Compare D,F, W rates with previous data

Create a student survey based on a five point scale (-2 strongly disagree, -1 disagree, 0 no opinion, 1 agree, 2 strongly agree)

Discussion among the mentors

D,F,W rate for 1st year:

1st year of Mentoring program

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%

Five-year average Fall 2004 non-mentor

Fall 2004 Mentor

MMTH 051

CENG 051

First Student Survey

English Math Combined

Connected -0.1 0.4 0.1

Adjusted -0.2 0.2 0.0

Find -0.3 0.1 -0.1

Comfort -0.1 0.1 0.0

Accessible 0.4 0.6 0.5

Helpful 0.6 0.6 0.6

Knowing 0.9 0.6 0.7

Recommend 0.1 0.2 0.1

Continue 0.1 0.3 0.2

Peer -0.2 -0.1 -0.1

Scattered success Scattered methods of communication;

phone, in-person, email Utilized support mechanisms, particularly

STaRS Overall evaluation was varied Suggestions included the fact that more

contact was needed

Student Survey Comments:

Same classes Intro to College Writing (20 students) and Pre-Algebra (11 students)

Mentors met with students in the first class and set appointments

Students were taken to the STARs program during class (tutoring, etc)

Second semester:

Second Student Survey:

English Math Combined

Connected 0.3 0.6 0.4

Adjusted 0.3 0.8 0.5

Find 0.8 0.3 0.6

Comfort 0.5 0.5 0.5

Accessible 0.5 1.1 0.8

Helpful 0.8 1.1 0.9

Knowing 0.8 1.3 1.0

Recommend 0.8 1.0 0.9

Continue 0.4 0.8 0.6

Peer 0.5 -0.5 0.1

D,F,W Rate Since Mentoring:

Before Mentoring 2004-2005

Intro to College Writing

39.7% 22.7%

Intro to Reading 40.4% 25.7%

Pre-Algebra 38.1% 19.8%

87% of successful students in Intro to College Writing earn a “C” or better in English Comp I

78% of successful students in Intro to College Reading earn a “C” or better in American National Government (required class)

76.5% of successful students in Pre-Algebra earn a “C” or better in Intro to Algebra

89.4% of successful students in Pre-Algebra earn a “C” or better in Business Math

Success in Subsequent Courses:

Question: Who are your partners? K-12 Four-Year

Institutions Community Businesses

Final PiecesChallenges, Suggestions, Alignment,

Connect the Dots

Ask yourself right now:

Where are you and where do you want to go?

Do you know who you are?

Do you remember the “basics”?

SEM is too large and complex Lack of consensus Process in fits and starts Determination of the best structure Determination of SEM components Budget Fight against cultural change

Challenges to face:

Create and market and institutional image to reach all types of students

Connect students with each other, the college, faculty and staff, and course content

Use technology to assess student skills, provide distance learning, and streamline student services

Provide effective counseling and support, especially with “at-risk” students

Identify and measure critical enrollment goals

Five Challenges:

Remember…

You will have false starts; don’t give up

Bringing people together doesn’t always mean you have to agree with them

Put students and their needs first

Determine enrollment and performance objectives

Be proactive, not reactive Work with other community colleges Create a method to determine goal

objectives and attainment throughout the entire tenure at the institution

Enrollment goals:

Stop late registration Math refresher before assessment Assessment Placement Orientation Student success course for those not

college ready Advising (leading to a plan) Learning lab participation

Make Effective Practice Mandatory

Learning communities (Developmental Math linked with Student Success course)

Basic skills imbedded in career programs Supplemental instruction Active and collaborative learning (cooperative

learning) Fast-Track math/modular math Summer bridge programs (boot camps) Case management (incorporated in learning

communities) Course redesign/curricular alignment

Encouraging/Promising Practices

Use block schedules with fixed predictable classroom meeting times

Allow students to proceed toward degrees or certificates at a faster pace

Simplify the registration process by enrolling students in one single, coherent program

Reduce the amount of time students must be in the class by using technology and demonstrated competency

Form peer support and learning networks Embed remediation into the regular college curriculum Provide better info on every program’s tuition,

graduation rates, and job placement outcomes

Taking it one step further:Time is the Enemy

Require formal, on-time completion plans Enact caps of 60 hours for an associate

degree Create a common general education core

program to ensure consistency Require full transferability of common core

courses Adopt alternate pathways such as Advanced

Placement, online learning, and accelerated competency-based courses

As well as:

As you wander during the process (and you will): Always focus on

why we are here…the students!

What do you really need?

How do you know for sure?

Are you really serving the community?

Can you prove it?

Create a culture of responsibility, high standards and clear expectations;

Provide a deep and broad array of student support services;

When in doubt, lean in the direction of the student;

Recognize that students are much more than customers, but recognize that they are also customers.

Putting Students First:

Purposeful Alignment

Successful practice requires alignment of:

Values;Intentions;Actions;Assessment;Analysis;Evaluation;Evidence; andAdjustment

to achieve outcomes, improve quality, and enhance effectiveness.

Do missions reflect institutional values?Are values modeled by daily practice?Are outcomes identified or implied?Are they congruent with values & mission?What are the indicators of achievement?How do actions relate to intentions?Are achievements inferred by completion or affirmed by assessments?

Who assesses? Who evaluates? Why?

Considerations

Who are we? (Principles and Values)

Where are we going? (Vision)

What will we do? (Mission and Purpose)

What do we expect to achieve? (Outcomes)

What are our indicators of success? (Goals)

How will we proceed? (Planning)

Connect the “Dots”

The Importance of Execution

#17 Committed Leadership #18 Use of Evidence #19 Broad Engagement #20 Systematic Improvement

What types of policies, strategies, and indicators do you have for each of these areas? What needs to be adjusted?

Final worksheets:

Questions?

Dr. Kevin PollockPresident

St. Clair County Community College810-989-5545

[email protected]