LeBaron Woodyard, Dean, Academic Affairs Chancellor s Office. February 20, :00 PM 1:30 PM

Transcription

1 LeBaron Woodyard, Dean, Academic Affairs Chancellor s Office February 20, :00 PM 1:30 PM

2 Agenda Meeting ground rules, chat window, questions, meeting feedback survey, etc. DE Coordinators Meeting Schedule for Online Education Initiative Update on Course Selections for the Online Course Exchange and Course Reviews Online Education Initiative Update on the Common Course Management Selection Process Tutoring Survey Outcomes Report W-SARA and State Authorization Update CCC Coordinators and Managers Organization Announcements Meeting Evaluation

3 @ONE Support Anna Staff DE Coordinators and Managers Meeting and Archive Page

4 Meeting Evaluations At the end of this meeting you will have an opportunity to evaluate it Please continue to provide your input and comments regarding the monthly meetings

5 DE Coordinators Meeting Schedule for DATE START END 05/15/ :00 PM 1:30 PM 06/19/ :00 PM 1:30 PM

6 Online Education Initiative Update on Course Selections for the Online Course Exchange and Course Reviews Jory Hadsell, Chief Academic Officer, Online Education Initiative

7 ACCESS QUALITY - COMPLETION Improve success and retention in online courses for the CCC s Prepared students Prepared faculty Quality course design and content resources Providing resources to colleges to allow for the addition of quality online courses Providing students with opportunities to take classes when and where they need them

8 DISTANCE EDUCATION IN CCC In , the average time it took a student to graduate from a CCC: 7 years In , the average time it took for a student to transfer from a CCC to a four-year institution: 4 years Source: CCC Research and Planning Group (February 2015) based on data from the CCC Chancellor s Office MIS Data Warehouse.

9 INITIAL PILOT COURSES Bottleneck Courses Part of an ADT Pathway, C-ID Approved Introduction to Criminal Justice Introduction to Cultural Anthropology Child Growth and Development Intercultural Communication Principles of Microeconomics Principles of Macroeconomics College Composition Introduction to Human Geography Physical Geology United States History to 1877 United States History from 1865 Introduction to Statistics Introduction to Philosophy Introduction to American Government and Politics Introductory Psychology Introduction to Research Methods in Psychology Introduction to Research Methods in Psychology (With Lab) Introduction to Sociology Introduction to Research Methods (SOC)

10 SPRING PILOT DATA Spring 2015 Pilots (Online Tutoring & Student Readiness pilots) Participating Colleges: 16 Teaching Faculty: 42 Total Class Sections: 49 Total Capacity: 1,921 students (sum of class maximums) Coming in June: RP Group data analysis of both the Online Tutoring and Student Readiness pilots

11 ONLINE TUTORING IMPLEMENTATION Tutoring: 8 pilot colleges (Spring) 15 pilot colleges (Summer) Full service NetTutor online tutoring Spring, Summer, Fall 15 (Pilot courses at no cost; any CCC can purchase at a reduced cost) Students can Meet with a live tutor (up to 24/7, depending on subject) Use Question and Answer Center 24/7 (asynchronous tutoring) Essay or paper review 24/7 via Paper Center No cost platform for any CCC to connect their own tutors to online students (WorldWideWhiteboard - now available)

12 ADDITIONAL INSTRUCTIONAL SERVICES Basic Skills Resources Embedded for students right time/right place Clearinghouse of shared resources Leverage Open Educational Resources Student Authentication Form a statewide proctoring network Proctoring and other mechanisms to verify student identity online Online Library Services Partner with Council of Chief Librarians to leverage existing CCC online library services Create streamlined access for students

13 Online Education Initiative Common Course Management System (CCMS) Update DE Coordinators April 17, 2015

14 Online Education Initiative Common Course Management System (CCMS) A key requirement of the OEI is to provide distance education in a uniform, easily navigated, online environment with a full complement of support and tools for both students and faculty. -- OEI RFA

15 Objectives Select the best Common Course Management System (CCMS) to meet the needs of our students using a collaborative, faculty-driven process. The CCMS is envisioned to serve the needs of all students; those students online and in face-to-face classes.

16 CCMS Committee Recommendation Near unanimous support for:

17 Next Steps Contract Negotiations: Ongoing Project Planning and Communication Protocol with Vendor Pilot College Implementation Planning Professional Development Planning

18 Letter from Pat James (4/17/15) What colleges should be doing now The url for the resource site is: Frequently asked questions about this process are available at the OEI site at My blog posts give a good history of the OEI over the last 9 months and a new post will go up next week at If you have general questions, please oei@cccnext.net If you would like one of us to visit your campus, please me at jamespat@fhda.edu

19 CALIFORNIA COMMUNITY COLLEGES TUTORING SURVEY SUMMARY

20 Survey Components Individual tutoring centers California Code of Regulations (CCR) Title 5 relating to tutoring

21 Individual Tutoring Centers Tutoring Center Basic Information Tutoring Services Provided Tutors Certification and Training Apportionment and Funding Data Collection and Assessment

22 Tutoring Center Basic Information Findings from the survey suggest that the volume of tutoring services provided varies based on college sizes and operations. Over 76% of the colleges participating in the survey have more than one tutoring center. Of the 146 tutoring centers identified from survey responses, 60% are supported by categorical funds. However, most of this funding is $10,000 or less annually. The most common categorical fund that pays for tutoring services is the Basic Skills Initiative.

23 Tutoring Services Provided The tutoring service most often provided by tutoring centers is drop-in tutoring (92%). Not many tutoring centers provide: Peer mentoring (30%), Online tutoring (28%), Test proctoring (27%) and Test preparation services (22%). Survey results also indicate that tutoring centers are more likely to offer tutoring services in the summer (79%) than they are in the evenings (59%) or on weekends (25%).

24 Tutors Certification Only 6% of tutoring centers indicated that their employees are certified by National College Learning Center Association Only 32% of the centers have their programs certified by the College Reading and Learning Association, Association of Tutoring Professionals, or any other organization. What is the amount of initial tutor training during a tutor s first semester of employment (including orientation, if applicable)?

25 Tutors Training Initial training First semester of employment as tutors 38% of tutoring centers have their tutors go through 0-10 hours, 38% go through hours, and 24% go through 20 or more hours of training Ongoing training for tutors is much less common than initial training. Only 40% of the centers have their tutors go through at least five hours or more of ongoing training. How mannduplicated students visit your tutoring #1 (peer tutoring only) inperson, during semester, for

26 Data Collection and Assessment Although 78% of the tutoring centers have a mechanism to collect data on student usage, only 40% of tutoring centers indicated that data collection is consistent among all tutoring centers at their colleges. The most common tool used by tutoring centers to capture student usage data is SARS Grid, although certain centers still rely on sign-in sheets or manual input into MS Excel, which can cause inconsistencies in data collection.

27 Online Tutoring Of the colleges responding to the survey, 27 out of 47 (57%) indicated that they offer online tutoring. Although many students are still accustomed to or prefer face-to-face offerings, colleges indicated there is added value to offer online tutoring. In general, synchronous tutoring platforms are more effective than asynchronous platforms.

28 Online Tutoring (cont.) Factors that prevent colleges from adopting online tutoring include: cost of implementing and maintaining an online tutoring platform, level of comfort among faculty, staff, and students in utilizing technology, and the reliability of the platform and services. In order for campuses to fully embrace online tutoring, the tutoring platform needs to be affordable, user-friendly, and greatly accessible.

29 Online Tutoring Consortium When asked whether colleges are interested in joining the California Community College tutoring consortium, 30% (14 colleges) indicated they would be interested while 64% (30 colleges) would need additional information before deciding to participate. Colleges indicated they prefer the consortium to utilize a synchronous platform over an asynchronous platform.

30 Online Tutoring Consortium (cont.) Finally, factors that would determine whether colleges would participate in the consortium or not include time commitment of learning center staff and faculty, cost to join, quality of the common platform, and control over tutor qualifications.

31 SARA, State Requirements for Membership, and Applications for Individual Institutions to Home State Visit the NC-SARA site to mine valuable general information: View the Application and Evaluation Form for State Membership here: If California does join SARA compact, institutions will have to apply to California to be part of the reciprocity agreement. View the Application and Approval form for Institutional Participation in SARA here:

32 Current SARA Metrics Approved States SARA Institutions Jan 2014 Actual Jan 2015 Actual Notes 0 18 AK, AZ, CO, ID, IN, KS, LA, MO, MT, NE, NV, NH, ND, OR, SD, VA, WA and WV Institutions from all four regional compacts are represented. Revenue 0 $378,000 Institutional fees Est 2015 Legislative Activity CA, IA, MA, ME, MI, NJ, NM, PA, RI, TN, TX and WY Pending Apps MN Review and decision expected by February 15 th Apps Est in Early AR, IL, OH and OK Ten (10) of the 15 WICHE states are SARA members. 32

33 SB 634, (D-Block, San Diego) Letters of support are needed Bill opposition does exist Ad Hoc Coalition formed by 6 members to oppose bill unless amended Opposition letter sent today to DE coordinators

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35 Executive Board Members: Larry Lambert: President Cynthia Alexander: Vice President: Alice Dieli: Corresponding Secretary: Lisa Beach: Corresponding Secretary: Lenore Simonson: Public Information Officer: Richard Wu: Treasurer:

36 CCC DECO Status Larry Lambert knee surgery Web Site Lenore Simonson Bank Account Richard Wu 501(c)(3) Status Cynthia Alexander OTC DE Coordinators Retreat

37 Activities Online Teaching Conference and CCCDECO retreat We are beginning to plan our program for the retreat that happens again this year one day prior to the start of the OTC. We are excited to follow up on last year's great program and expand the creativity and fun. If anyone is interested in helping us plan our retreat then we would love to have you. Contact anyone of the executive board members for details.

38 Other stuff Working on creating a webpage Looking at opportunities for professional development for our members

39 Announcements Online Teaching Conference (OTC) in June 17-19, 2015 San Diego, California DE Coordinators Meeting will be on June 17 th

40 Evaluation Survey Help us improve the monthly DE coordinators meeting by filling out a short anonymous online feedback survey at the following URL: /California-Community- Colleges-Chancellor-s-Office-DE- Coordinators-Monthly-Meeting- Feedback-Survey