To skip to a particular institution s project, press and hold the CTRL key and click on the name of the college you would like to learn about. Section Page Number ipass Initiative Overview 2 Community College of Philadelphia 3 Doña Ana Community College 4 Georgia State University 5 Guttman Community College 6 Honolulu Community College/University of Hawai i System 7 Montgomery County Community College 8 Northeast Wisconsin Technical College 9 Northern Essex Community College 10 Patrick Henry Community College 11 Queensborough Community College 12 Seattle Colleges 13 South Texas College 14 Trident Technical College 15 University of Texas at San Antonio 16 Zane State College 17 ipass Initiative Contacts 18 Note: Unless otherwise stated, student data comes from IPEDS database.
We believe the power of integrated planning and advising services lies in their ability to spur transformative change, rather than merely promote efficiency. Achieving the Dream and partner, EDUCAUSE, are working with 26 two- and four-year higher education institutions to leverage integrated technologies to enhance and streamline advising and planning services with the goal of transformative institutional change. The work covers three essential student supports: 1. Education planning 2. Counseling and coaching 3. Targeting risk and intervention Integrated planning and advising services help college personnel define, monitor, and act on the multiple factors that impact student success in an efficient, coordinated, and simple way. Armed with this information, advisors, faculty, tutors and other staff are better able to prioritize their work and target their time and college resources to those students who stand to benefit the most from additional supports. Integrated planning and advising services also empower students by providing additional information and guidance that supports their efforts to reach their educational and career goals. Integrated planning and advising services leverage technology to enhance and streamline course advising, course selection, course registration, tracking of student progress, and targeting of support services in order to improve student academic decision-making as well as institutional strategies to help students stay on track to degree attainment. This document provides descriptions of the ipass projects being undertaken by the 15 institutions being supported by Achieving the Dream. To learn more about the ipass initiative and Achieving the Dream s approach to supporting these institutions, please visit www.achievingthedream.org/ipass or contact the ATD ipass initiative leads using the contact details provided at the end of this document. 2
Project Name: Integrated Planning and Advising for Student Success Community College of Philadelphia has significantly advanced its technology resources over the past few years in support of achieving the college s student success goals. The goal of the college s ipass project is to take the next step to fully integrate these systems, providing seamless services to students, faculty and staff. The focused outcomes are a fully developed degree audit and academic planning system (DegreeWorks); a fully utilized communication relationship management system (Hobsons Connect); and a fully implemented retention management solution (Starfish). The development of a single log-in to an integrated system environment will tie all of these systems together, allowing ease of access by students, advisors, and support staff. High level analytics through Civitas Learning will support development and assessment of the ipass project. This fully seamless and transparent system will support students, faculty, advisors, and administrators in achieving the college s student success goals. Total : 18,920 First-time Degree Seeking: 4,067 American Indian or Alaska Native 1% Asian 5% Black or African American 45% White 24% Hispanic/Latino 4% Two or more races 2% Race/ethnicity unknown 10% Pell recipients 61% 3
Project Name: I SPARC: An Integrated Student Planning and Advising for Retention Cube Doña Ana Community College (DACC) will use the Integrated Planning & Advising for Student Success (ipass) project to explore effective means of integrating campus efforts to ultimately increase the retention and completion rates of DACC students. The ipass project will serve as a catalyst for DACC to transform a range of strategies currently employed at the college to a more proactive, holistic, and coordinated approach that will help students progress through their college experience and achieve timely program completion. ipass will provide a jumpstart to a campus paradigm shift in philosophy, technology, and practice to integrate currently unconnected services toward increased student success. Implementation of ipass will support a wide range of STEM activities from in depth teacher and advisor training, to engineering design skills and problem solving skills, to improving the diversity of the STEM workforce. ipass will promote success for students on STEM pathways through the following STEM Initiatives, based on the five Recommendations for a Middle Skill STEM State Policy Framework. Total : 9,270 First-time Degree Seeking: 1,528 American Indian or Alaska Native 1% Asian 1% Black or African American 2% White 19% Hispanic/Latino 69% Two or more races 1% Race/ethnicity unknown 3% Pell recipients 56% 4
Project Name: Integrated Student Planning and Advising for Student Success Building upon the success of Georgia State University's initial adoption of integrated planning and services using the EAB platform (and branded the Graduation and Progression Success GPS system on our campus), the next step for GSU will involve the development and implementation of a cross-institutional model to support transfer pathways from community colleges into undergraduate programs at four-year universities. A three-year ipass grant will support the expansion of GSU's existing integrated planning and advising system to include student data and academic program information, and nightly student data uploads from GSU's largest transfer partner, Georgia Perimeter College (GPC). The proposed deployment of a single system across multiple institutions will support transfer pathways between the institutions, and generate evidence in support of best advising practices for cross-institutional integrated planning and advising services implementations. Total : 32,842 First-time Degree Seeking: 3,157 American Indian or Alaska Native 0% Asian 10% Black or African American 35% White 38% Hispanic/Latino 7% Two or more races 3% Race/ethnicity unknown 3% Pell recipients 56% 5
Project Name: Guttman s Advising and Planning Project (GAPP) Guttman s Advising and Planning Project (GAPP) will bring together the offices of Academic Affairs and Student Engagement, Information Technology and the Center for College Effectiveness for a three year collaboration to integrate and improve two systems within Guttman s technology infrastructure: Starfish Retention Solutions, a student success enterprise platform, and Digication, an eportfolio platform. By recently employing the Starfish Early Alert to systematize feedback to students and help them refine educational plans, the college will build on this feedback, using analytics for more effective academic coaching and counseling and risk targeting and intervention. Through GAPP, the college will increase its capacity to provide student support, develop proactive strategies, and systematize effective advising, coaching, and support practices. This new integrated approach to student success promotes shared ownership for educational progress among students, faculty, and staff, encompassing services that help students formulate and advance towards and advance towards educational goals. ipass includes tech-enabled advising, counseling, progress tracking, and academic early alerts. GAPP will increase the capacity of Guttman faculty and staff to provide student academic coaching, engage students in and educational planning process, and develop proactive risk targeting and intervention strategies. Moreover, the college will be able to integrate and systematize effective planning and advising practices as the college grows to scale. (data provided by college) Total : 691 First-time Degree Seeking: 691 American Indian or Alaska Native 0% Asian 7% Black or African American 25% White 12% Hispanic/Latino 55% Two or more races 0% Race/ethnicity unknown 0% Pell recipients 75% (includes NY Tap) 6
Project Name: Improving Student Retention in STEM through Innovation Integration Honolulu Community College will pilot a program that integrates data from separate student registration and early alert systems to better recruit and retain underrepresented students in STEM fields. The program involves building a proactive student advising system using interactive software and predictive analytics to identify atrisk students before they encounter academic obstacles and to offer counseling and tutoring services to help students stay or get back on track. These interventions are critical to students ability to succeed in STEM disciplines and to attain a workforce-ready degree. The ipass project represents the next step in the University of Hawai i System s ongoing work to increase enrollment, retention, and graduation rates, and, in particular, increase participation of Native Hawaiian and underrepresented students. These efforts are part of the University s Hawai i Graduation Initiative (HGI) which focuses on overall student success and timely degree completion. HGI aligns with the State of Hawai i s 55 by 25 goal to have 55% of the population with a two- or four-year degree by the year 2025. The results of Honolulu Community College s project are expected to guide ipass implementation throughout the rest of the ten campuses within the University of Hawai i System, challenging current practices and driving changes in behavior in both students and advisors. Uni of Hawai i [Honolulu Community College] Total : 34,100 [6,124] First-time Degree Seeking: 5,907 [375] Uni of Hawai i Honolulu CC American Indian or Alaska Native 0% 0% Asian 33% 40% Black or African American 1% 2% White 13% 10% Hispanic/Latino 10% 9% Native Hawaiian or Other Pacific Islander 10% 10% Two or more races 26% 27% Race/ethnicity unknown 0% 1% Pell recipients 26% 43% 7
Project Name: Student Success Matters Our vision for ipass continues to build on the success of our initial IPAS project to Continue implementation of IPAS with a goal that every degree seeking student complete an education, financial and career plans within their first semester and these plans will lead to improved retention, progression and completion for new students. This will focus on: Deepening / broadening students educational planning Leveraging predictive analytics for insights on student retention /completion Integration of student financial planning and career planning with analytics Validation of Student Success components through analytics Total : 13,645 First-time Degree Seeking: 2,519 American Indian or Alaska Native 0% Asian 5% Black or African American 13% White 63% Hispanic/Latino 5% Two or more races 2% Race/ethnicity unknown 9% Pell recipients 27% 8
Project Name: Starfish Student Success Matrix The Starfish EARLY ALERT and CONNECT systems, rolled out college-wide in fall 2014, have allowed Northeast Wisconsin Technical College (NWTC) to enhance its at-risk cohort advising by adding an outreach component based on leading indicators. Through the Starfish Student Success Matrix project, NWTC will take the support of student success to the next level by developing and using a matrix to be integrated within Starfish EARLY ALERT, CONNECT, and advising. The Matrix will be based on three elements: 1) a student success score based on a student s real-time attributes, 2) predictive analytics, and 3) a student intake survey modified to allow for qualitative feedback regarding non-cognitive factors. By using both cognitive and non-cognitive indicators to prioritize resources and direct efforts to sub-populations of students who can most benefit, NWTC intends to increase student retention, beginning with a documented 10% increase among pilot participants. Total : 9,944 First-time Degree Seeking: 1,180 American Indian or Alaska Native 2% Asian 2% Black or African American 2% White 88% Hispanic/Latino 4% Two or more races 1% Race/ethnicity unknown 0% Pell recipients 37% 9
Project Name: NECC ipass Project NECC will utilize course catalog software to facilitate student advising, self-directed course exploration and academic processes of course changes and new course approvals. The addition of a data warehouse and business analytics will improve how we use our wealth of data and make it more accessible across the campus, leading to more informed decisions around academic strategies and interdepartmental collaboration. As we implement these new technologies, we will focus on the student experience and how they engage with advising and degree planning, academic, non-academic and career coaching and early alert. Functional and structural organizational shifts will support the focus on students and their success at NECC. Total : 7,312 First-time Degree Seeking: 1,441 American Indian or Alaska Native 0% Asian 2% Black or African American 4% White 57% Hispanic/Latino 34% Native Hawaiian or Other Pacific Islander 1% Two or more races 1% Race/ethnicity unknown 3% Pell recipients 65% 10
Project Name: ipass - Retention and STEM Patrick Henry Community College in Martinsville, Virginia is pledging to utilize its ipass system called SAILS (Student Assistance and Intervention for Learning Success), a product of Starfish, in order to increase by 10% the fall-to-fall retention rates for all students. Moreover, it also pledges to increase the annual retention rates for students enrolled in STEM pathways by 10% by the end of the three year grant. To accomplish these goals, the college will focus on strengthening its Guided Pathways approach to advising. The college will also maximize the use of SAILS across all discipline and curricular areas in order to utilize the software s risk targeting and just in time intervention strategies. Patrick Henry Community College has developed a reputation as The Cooperative Learning Community College having trained faculty from over 120 community colleges in the last five years. As a result, PHCC was awarded the 2015 Leah Meyer Austin Award for Community College Excellence with Achieving the Dream. Total : 3,079 First-time Degree Seeking: 509 American Indian or Alaska Native 0% Asian 1% Black or African American 25% White 69% Hispanic/Latino 3% Two or more races 1% Race/ethnicity unknown 0% Pell recipients 56% 11
Project Name: Queensborough Academies Roadmap Queensborough Academies Roadmap: QCC has created a visual Roadmap for students that will identify critical milestones in a student s college career and point to both college and student strategies that will help students successfully navigate and complete that career. Our goal is to make advisement a college-wide enterprise with key offices and departments stepping in at appropriate points along the student roadmap, reaching out to students as they approach credit milestones, and assisting them in taking the appropriate actions at each stop. We wish to adopt a learning-centered advising paradigm with specific learning objectives centered on what students should learn to do as a result of academic advisement and continue to redefine the role of academy advisers so that they become relationship managers by developing a set of goals for the advising relationship that is centered on connecting students to college personnel to assist them in accessing the resources they need to succeed. Total : 21,411 First-time Degree Seeking: 3,050 American Indian or Alaska Native 1% Asian 21% Black or African American 23% White 20% Hispanic/Latino 29% Native Hawaiian or Other Pacific Islander 1% Two or more races 0% Race/ethnicity unknown 0% Pell recipients 61% 12
Project Name: Integrated Planning and Advising for Student Success Seattle Colleges plans to build on the success of our past and current innovative initiatives dedicated to improving student success. IPASS grant resources will be used for further development and refinement of tools that support educational planning and advising. The two technology tools are an Advisor Dashboard and My Education Plan. Separate resources are supporting Completion Coaches at each college and the purchase of ILLUME from Civitas. The work of these two initiatives will be integrated with the homegrown technology tools to complement our existing systems as well as foster organizational and cultural changes needed to realize the benefits these tools will bring to students. With this grant we will enhance our educational planning systems, increase efficiency in student coaching and advising, and improve proactive advising strategies. Total : 31,101 First-time Degree Seeking: 508 American Indian or Alaska Native 1% Asian 10% Black or African American 10% White 42% Hispanic/Latino 6% Native Hawaiian or Other Pacific Islander 1% Two or more races 5% Race/ethnicity unknown 14% Pell recipients 48% 13
Project Name: ipass Technology Enhanced Advising Our strategic goal is centered on student pathways to complete on based upon best practices and involvement in Achieving the Dream and Texas Completes. The key to this strategy is student-specific data and systems that are able to help identify where every student is in the pathway. We will implement Hobsons Radius and Starfish Early Alert systems so that we may better communicate with students and enhance data management so we can target the best intervene on for each student at the most appropriate time. The implementation on of an early alert system will require that the college review and reengineer its current advising processes and procedures to ensure response to students needs is quick and effective. We will collect data through these systems in order to better inform our Predictive Analytics project with Civitas Learning as we strive for the goal of complete on for all students. Total : 30,824 First-time Degree Seeking: 3,825 American Indian or Alaska Native 0% Asian 1% Black or African American 0% White 3% Hispanic/Latino 92% Two or more races 0% Race/ethnicity unknown 4% Pell recipients 47% 14
Project Name: TTC Pathways TTC believes that advising is critical to keeping students enrolled and progressing toward their goals. This project will develop an integrated approach to advising that incorporates orientation, career planning, coaching, advising, and early alerts. STEM students need to be especially careful to plan developmental and prerequisite coursework in the correct order and on time. The integrated advising process will consist of the creation of a one-stop Student Hub, the use of trained STEM Navigators, and the use of an IPAS system. TTC Pathways will address a variety of advising issues with the following actions: Improve process knowledge (especially overwhelming for new and first generation students) Improve understanding of career path (incl. curriculum, time, and total tuition requirements) Build a unified comprehensive pathway that guides students through the onboarding process and on to graduation Improve persistence from acceptance to registration Improve benefit from student/advisor interaction and student satisfaction with advising Improve course selection resulting in efficient sequencing and timely completion (especially important for STEM students) Total : 17,224 First-time Degree Seeking: 2,958 American Indian or Alaska Native 1% Asian 2% Black or African American 32% White 58% Hispanic/Latino 4% Two or more races 2% Race/ethnicity unknown 2% Pell recipients 55% 15
Project Name: UTSA Global Advising ipass Project With the assistance of a prior Bill & Melinda Gates Foundation ipass grant, we began implementation of several systems to improve advising for both students and campus advisors. This effort included an early alert retention network (EARN), electronic degree auditing and planning (DegreeWorks), and a customer relationship management (CRM) system for an integrated Global Advising System (GAS). The current ipass project will expand the capabilities of the system to improve the student path to graduation. ipass will enhance the CRM tool, streamline advising processes to enable more caseload management and outreach, and provide both the student and advisor current data to make informed collegiate career decisions. Key resources for ipass implementation include the Provost s Office, Undergraduate Academic Advising, Registar s Office, Office of Information Technology (OIT), Institutional Research, and UTSA faculty and staff. Collaborative efforts between departments will allow UTSA to integrate components into the award-winning UTSA mobile application. Having this information available in a mobile format will provide streamlined, effective advising for our tech-driven students. Total : 34,913 First-time Degree Seeking: 4,457 American Indian or Alaska Native 0% Asian 5% Black or African American 9% White 31% Hispanic/Latino 45% Two or more races 3% Race/ethnicity unknown 2% Pell recipients 43% 16
Project Name: Retention and Completion of Allied Health Students Zane State College proposes to pilot strategies to improve student retention and completion with dual-enrolled students at two local high schools who are interested in selective allied health programs. The focus of the Middle Skill STEM Collaborative and the proposed ipass pilot projects are aligned and will bring additional expertise to realize ambitious ipass outcomes. Zane State College s strategies for advising STEM students, specifically those desiring admission to selective allied health programs include: Comprehensive career advising that includes meta-major options for allied health. Highly structured and streamlined STEM pathways that clearly describe academic requirements, stackable credentials, and easy-to-understand routes to program admission and degree completion for dual enrollment students. Structured STEM pathway for dual enrollment students seeking to obtain an Associate of Science or Associate of Science with Healthcare Concentration for transferability. An early-alert advising system, intrusive advising, and degree mapping. Continuous data collection and analysis to monitor and adjust programs, where necessary, toward student and job placement outcomes. Technology solutions will enhance current labor intensive, disjointed processes for intake, advising, and academic planning. Total : 2,930 First-time Degree Seeking: 568 American Indian or Alaska Native 0% Asian 0% Black or African American 3% White 89% Hispanic/Latino 1% Two or more races 2% Race/ethnicity unknown 4% Pell recipients 61% 17
Questions regarding the ipass initiative should be directed to: Mei-Yen Ireland Associate Director of Programs Achieving the Dream, Inc. Phone: (240) 450-3833 Email: mireland@achievingthedream.org Julia Lawton Assistant Director of Programs Achieving the Dream, Inc. Phone: (240) 450-3836 Email: jlawton@achievingthedream.org 18