Moving from Access to Completion

Transcription

1 Moving from Access to Completion California Community College Student Success Conference Sacramento, CA March 14, 2016 Vincent Tinto Distinguished University Professor Emeritus Syracuse University 1

2 Lessons Learned: Access without support is not opportunity. 2

3 Lessons Learned: Access without support is not opportunity. Completion requires the timely completion of many courses one after the other over time 3

4 Lessons Learned: Access without support is not opportunity. Completion requires the timely completion of many courses one after the other over time. Improvement in rates of student success does not arise by chance. It requires an intentional, structured and coordinated course of action that builds collaboration across campus and employs data to improve practice and close equity gaps. 4

5 Promoting Student Success Expectations Knowing where to go and who to see 5

6 Promoting Student Success Expectations Knowing where to go and who to see Knowing what courses to take to transfer/graduate (e.g. Anne Arundel CC, Austin CC; Central Piedmont CC; Lorain County CC; Miami Dade; Saddleback C; Sinclair CC) 6

7 Promoting Student Success Expectations Knowing where to go and who to see Knowing what courses to take to transfer/graduate (e.g. Anne Arundel CC, Austin CC; Central Piedmont CC; Lorain County CC; Miami Dade; Saddleback C; Sinclair CC) ipass; Course Scheduler, Degree Maps, SHERPA, etc. 7

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9 Promoting Student Success Expectations Clear, consistent, accurate information Knowing where to go and who to see Knowing what courses to take to transfer/graduate High expectations No one rises to low expectations 9

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11 Promoting Student Success Providing Support Financial Academic Social 11

12 Providing Financial Support Incentive grants Summer Pell grants Support for textbooks - Open Educational Resources (e.g. Tidewater CC) 12

13 Providing Academic Support High School programs (e.g. Chattanooga State CC; Lee College) Summer / Transfer Bridge programs (e.g. El Paso CC; Georgia Perimeter College; Pasadena City College; Rio Hondo College) Student success courses (e.g. Bronx CC; Houston CC System; Wake Technical CC) Contextualized academic support 13

14 Contextualized Academic Support Supplemental instruction (e.g. Austin CC; El Camino CC; Gavilan College) Co-Requisite instruction (e.g. CAP; Butler CC; Butte C; Ivy Tech CC; Long Beach City) Accelerated learning (e.g. CAP; CC Baltimore County; Gateway CC) Linked courses (e.g. Kingsborough CC; LaGuardia CC) Embedded academic support (e.g. I-Best) Adaptive learning (e.g. Kentucky CC System) 14

15 Supplemental Instruction (SI) Math 100 Supplemental Study Groups Instructor A B Tutor A Tutor B 15

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18 Co-Requisite Instruction College English Workshop 18

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21 Basic Skills Linked Courses ESL English Accounting 21

22 The relationship between accounting and ESL is helping a lot because the accounting professor is teaching us to answer questions in complete sentences, to write better. And we are more motivated to learn vocabulary because it is accounting vocabulary, something we want to learn about anyway. I am learning accounting better by learning the accounting language better. 22

23 Providing Social Support Counselors/Advisors (e.g. Zane State College) Mentors (e.g Cape Cod CC; Eastern Shore CC; Rio Hondo CC) Cohort programs Learning communities (e.g. Kingsborough CC; Seattle Central) 23

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25 Cohorts and Social Support In the cluster we knew each other, we were friends, we discussed everything from all the classes. We knew things very, very well because we discussed it all so much. We had discussions about everything it was like a raft running the rapids of my life. 25

26 Promoting Student Success Assessment and Feedback - Entry assessment and placement (e.g. Bakersfield; Butte; Camden County; Ivy Tech; Long Beach City; Passaic County) 26

27 Promoting Student Success Assessment and Feedback - Entry assessment and placement (e.g. Bakersfield; Butte; Camden County; Ivy Tech; Long Beach City; Passaic County) - Early warning (e.g. Davidson County; N.E. Alabama; Schenectady County) 27

28 Promoting Student Success Assessment and Feedback - Entry assessment and placement (e.g. Bakersfield; Butte; Camden County; Ivy Tech; Long Beach City; Passaic County) - Early warning (e.g. Davidson County; N.E. Alabama; Schenectady County) - Predictive/Learning Analytics (e.g. South Orange CC District; Coastline; Golden West; Los Rios; Westhill) 28

29 Promoting Student Success Assessment and Feedback - Entry assessment and placement (e.g. Bakersfield; Butte; Camden County; Ivy Tech; Long Beach City; Passaic County) - Early warning (e.g. Davidson County; N.E. Alabama; Schenectady County) - Predictive/Learning Analytics (e.g. South Orange CC District; Coastline; Golden West; Los Rios; Westhill) - Classroom Assessment One minute paper Automated response systems 29

30 Promoting Student Success Promoting Engagement - Contact with faculty, staff, and students - Active engagement in learning with others - Time-on-task 30

31 Promoting Student Engagement Pedagogies of engagement - Cooperative/collaborative learning (e.g. Hawkeye CC; Patrick Henry CC) - Problem/Project-based learning (e.g. Gulf Coast State College; Three Rivers CC) 31

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34 Promoting Student Engagement Pedagogies of engagement - Cooperative/collaborative learning (e.g. Hawkeye CC; Patrick Henry CC) - Problem/Project-based learning (e.g. Gulf Coast State College; Three Rivers CC) Hybrid/Blended classrooms Cohort programs Learning communities Service learning (e.g. Kapi olani CC) Engaging curriculum (e.g. Chabot College) 34

35 Promoting Student Completion Completion requires the timely completion of many courses one after the other over time. 35

36 Promoting Student Completion Removing curricular roadblocks 36

37 Promoting Student Completion Removing curricular roadblocks Accelerated learning 37

38 Promoting Student Completion Removing curricular roadblocks Accelerated learning Building supportive pathways to degree completion - ASAP-CUNY; State of Ohio - Pathways Project - Pasadena City College - CCA Structured Pathways (e.g. Chatanooga ) - CBD Guided Pathways (e.g.central Piedmont; Lorain County; Miami Dade; Sinclair) -AACC Guided Pathways (e.g. Bakersfield, Irvine Valley, Mt. SAC) 38

39 Supportive Pathways Pasadena City College Pathways: Persistence Rates 39

40 Promoting Student Completion Removing curricular roadblocks Accelerated learning Building supportive pathways to degree completion Building pathways to College/University completion Statway/Mathway (e.g. College of the Canyons; Mt SAC) Transfer to College Pathways (e.g. Seattle Central-UW; Valencia CC-UCF) 40

41 Closing Thoughts: It is one thing for colleges to work to retain students, it is another for colleges to act in ways that lead students to want to persist and complete their programs of study. 41

42 Closing Thoughts: In the final analysis student success is everyone s business. It takes a community. 42

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