BUILDING MIAMI DADE COLLEGE'S STUDENT PATHWAY: A 3-TIERED ADVISING MODEL JOAQUIN G. MARTINEZ ASSOCIATE PROVOST MIAMI DADE COLLEGE, MIAMI, FL

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1 BUILDING MIAMI DADE COLLEGE'S STUDENT PATHWAY: A 3-TIERED ADVISING MODEL O HIO A SSOCIAT ION OF C OMMUNITY C OLLEGES (OACC) 5 TH A NNUAL FALL S YMPOSIUM, S PRINGFIELD, OH, NOVEMBER 14, 2014 JOAQUIN G. MARTINEZ ASSOCIATE PROVOST MIAMI DADE COLLEGE, MIAMI, FL

2 STUDENT ACHIEVEMENT INITIATIVES The goal of the Student Achievement Initiatives (SAI) is to substantially increase student success and completion while maintaining access and quality.

3 FOCUSING ON THE BIG PICTURE After a year-long data review and planning process, MDC developed a 2-year implementation plan focused on creative integrated academic and student services solutions to ensure the success of students starting at MDC in any one of our three entry points: college-ready, developmental education, and English for Academic Purposes (EAP).

4 Barriers to Student Success and Completion Unstructured curriculum pathways at all levels Too many academic choices and curricular options Inconsistent or misaligned academic support Unclear or inconsistent communication of information Inadequate technological infrastructure to effectively guide and monitor student progress

5 Implementation Strategies Create a structured intake process. Develop and utilize structured curriculum pathways with sequential coursework and focused course choices. Increase forward momentum, especially in developmental education and English for Academic Purposes (EAP). Increase transition assistance from developmental education and EAP into college-level programs of study and from there into transfer and/or career outcomes. Integrate academic and student support programs aligned with learning outcomes. Increase student engagement through participation in communities of interest.

6 ACCOMPLISHMENTS Today is about telling the story of the progress we ve made to date and sharing plans for our future direction.

7 7 RESPONSES TO BARRIERS--IMPLEMENTING Curriculum Pathway Redesign Academic Advising (PCA, Sr. Advisors, C&M) Communities of Interest First Year Experience (FYE) Course New Technology Platforms Mandatory Orientations Boot Camps Registration Deadline Multiple Measures Pilot Developmental Education Redesign EAP+

8 High School Orientation Orientation 25% 25% Benchmark Graduation Shifting our focus: New approaches to matriculation research Lesson: Too many students fail to graduate due to inadequate advising, mentoring, coaching, tutoring, and feedback. Too many at-risk students fall through the cracks and fail to receive the timely support that they need to succeed often because faculty and advisers do not recognize potential problems until it s too late. Pre- College Advisement Student Services Advisement Academic Coaching & Mentoring

9 9 The MDC Student Pathway Integrated academic and student services support from high school through graduation/transfer Focus to date: curriculum pathways and new advising models Starting off Right Becoming Engaged Persisting and Progressing Completing

10 1 2 Orientation through 25% Benchmark Admissions through Orientation 3-Tiered Advising Model Supports Student Pathway 3 25% Benchmark through Graduation 10

11 PRE-COLLEGE ADVISING The first stage of the model provides pre-enrollment advising for students still in high school, through the admissions process, and up to mandatory orientation.

12 Tier 1: Admission to Shark Start Orientation Prepares students for a strong start at MDC What: On-site advising at 46 high schools with financial aid information; monthly activities and career workshops; personal connections; and documentation/event reminders Who: Pre-College Advisors, Recruiters, New Student Centers Early Results Over 60% of Miami Dade County Public High Schools have an assigned Pre-College Advisor Increased applications and conversion to enrollment 12

13 FAFSA & Registration Marathons College Tours Mentoring & Tutoring Faculty & Staff Professional Development Financial Literacy Workshops College Clubs Student & Parent Workshops (Cognitive & Non Cognitive) Curriculum Alignment Summer-Bridge Programs Test Prep Courses (Boot Camps)!HACER! Website

14 Tier 2: Shark Start Orientation to 25% Completion Benchmark Becoming engaged: academic/career plan aligned with interests and goals What: Mandatory Shark Start orientation, engagement activities, noncognitive and career assessments, one-on-one advising, career assessments, and Individual Educational Plan (IEP) completion Who: Student Services Senior Advisors Early Results ~ 900 Shark Start Orientations for almost 30,000 students More than 90% of new students have assigned advisor and completed IEP Students with assigned advisors have higher retention rates and reach benchmarks faster 14

15 15 MDC s Wildly Important Goal (WIG) Lead Indicator 1 Increase student completion rates Number of FTIC-DE applicants Lead Indicator 2 Number of FTIC-DE students attending Shark Start Orientation Lag Indicator Number of students registered for courses

16 FTIC-DE Scoreboard Registration Deadline Dates Percentage point difference since 8/25/2014 8/26/ /27/2012 Term # Applied 18.6% 17,504 16,561 14,759 # Registered 9.9% 9,384 8,991 8,531 Credits Registered 13.4% 118, , ,130 # Attended Orientation/ Registered 24.9% 8,267 7,819 6,617

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18 18 Tier 3: 25% Benchmark to Graduation Persisting and progressing: more specific academic and career advice linked to program of study What: completion of IEP monitoring, academic progress reviews, service learning and internship opportunities, transfer and career planning, mentorship. Who: Academic Coach/Mentor (faculty, department advisors, discipline chairs) Early Results: ~10,000 students successfully reached the 25% benchmark and have transitioned to coach/mentors College-wide, ~280 coach/mentors Students achieve benchmarks faster and stay in solid academic standing

19 At each stage, the student has a primary point of contact at MDC. Seamless transitions from one stage/advisor to the other. Supported by processes and technology for information sharing and communication.

20 TRANSITIONS TO COACHES / MENTORS: A closer look. First transition (2012-3) Second Transition (2013-2) Current Transition (2014-1) DIRECT ENTRY TERM Number to be assigned Number actually assigned Number unassigned Number to be assigned Number actually assigned Number unassigned CURRENTLY TO BE ASSIGNED (previously unassigned spillover component)* DE (96) DE (8) DE (32) DE (0) DE (0) TOTAL (136)

21 CURRICULUM PATHWAYS Lesson: Cafeteria-style curriculum, with unlimited options, does not serve many non-traditional students well. Time is generally the enemy of graduation, and wasted credit hours contribute significantly to low graduation rates.

22 Curriculum Pathways: Key to Student Success Students who enter a program of study early and follow structured course sequences: Master and reinforce competencies in meaningful order Persist at greater levels, for longer times Reach completion benchmarks sooner Take fewer excess credits Undergraduate Pathways Planning Group (UPP) To date, faculty teams developed/refined 43 curriculum pathways and more than 50 program sheets (mostly AS). Cover majority of students at MDC 22

23 Curriculum Pathways and UPP 4 Original Pathways: Biology Business Criminal Justice Psychology 43 + through UPP collaboration. Developmental Education Redesign English for Academic Purposes EAP +

24 UPP Process for Academic Year Lay the foundation in the fall: UPP team will Research best practices Identify essential elements and gaps Collaborate with Student Services, SAI teams, especially COI team, academic leadership Build the model in the spring: UPP and discipline leadership will engage disciplines Discussion, debate and consensus-building Consolidation the recommendations by end of spring term Clear Priorities Implementation plan 24

25 Next Steps Focus this year on next generation of innovation and improvement Integrating curriculum pathways with 3-tiered advising Building comprehensive career assessment and support Sustaining coaching & mentoring Developing new models of academic support Implementing Communities of Interest Expanding teaching & learning, both inside the classroom and beyond 25

26 Integrated Academic and Student Support Services QEP Learning Outcomes 3 Tier Advisement SAI

27 SAI Framework Student Pathway (across)/ Organizational Pathway (down) Starting off Right Getting Engaged Persisting and Progressing Completing Build model and action plan (new or developing strategies) Implement, prove concept and build momentum (strong, promising) Double-down to sustain with evidence (well established and effective) Weaved into the fabric of the institution (mature)

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29 DEVELOPMENTAL EDUCATION REDESIGN SB1720 INTRODUCED SIGNIFICANT CHANGES TO THE WAY FLORIDA COLLEGES CAN OFFER DEVELOPMENTAL EDUCATION.

30 Acceptable Modalities for Developmental Education Modularized instruction that is customized and targeted to address specific skills gaps. Compressed (or accelerated) course structures that accelerate student progression from developmental instruction to college-level coursework. Contextualized developmental instruction that is related to meta-majors. Co-requisite developmental instruction or tutoring that supplements credit instruction while a student is concurrently enrolled in a credit-bearing course. 30

31 Exempt Students and the Opt-in Option 31 Exempt students is any student who: entered 9th grade in a Florida public school in the school year, or any year thereafter, and earned a Florida standard high school diploma or a student who is serving as an active duty member of any branch of the United States Armed Services Exempt students shall not be required to: take the common placement test and enroll in developmental education instruction in a Florida College System institution. Opt-in option: Exempt students may opt to be assessed and to enroll in developmental education instruction, and the college shall provide such assessment and instruction upon the student s request.

32 MULTIPLE MEASURES PILOT The pilot aims to test the effectiveness of implementing a strategy to support non-college level students when they attempt college level classes..

33 Multiple Measures Pilot Student participants Supplemental instruction Data to be collected 400 students identified at Kendall, North and Wolfson Students placed directly into gateway courses (ENC1101, MAT1033 or MAC1105) Students are required to complete a minimum of 1 hour in the lab per week Supplemental lab instruction is customized to address students skills gaps Student success rates Average lab hours completed per student per course Average cost of supplemental instruction per course

34 WHAT S NEXT? We ve accomplished a great deal, but there s still work to do!

35 META MAJORS The State Board of Education approved a series of meta-majors and academic pathways and identified their corresponding gateway courses. Meta-majors are academic pathways established for the purposes of advising Florida College System associate degree seeking students of the gateway courses that are aligned with their intended academic and career goals.

36 COMMUNITIES OF INTEREST A Community of Interest represents a clustering of students who demonstrate a common interest and have similar academic and/or career goals.

37 Professional Development March 7, 2014 Kendall Campus Strengthening Our Roots: Enhancing Quality, Opportunity and Success Track 1: Opportunity and Success Track 2: Supporting Student Plans and Progress Track 3: Challenging and Empowering Students Track 4: A Culture of Inquiry and Evidence Track 5: Educational Excellence Track 6: Quality Enhancement Plan

38 EVALUATION AND ANALYSIS Educational trajectories need to be process analyzed to determine why students flounder and drop out. It is essential to use fine-grained analytics to identify the pinch points and barriers to graduation and address these head on.

39 DOUBLING DOWN ON IMPLEMENTATION Lesson: Efficiency and scale are not inevitably at odds with instructional quality.

40 For more information: Contact: Joaquin G. Martinez Associate Provost, SAI (305)