CCBC and Achieving the Dream
Scaling Up at CCBC:
Going Above and Beyond with an Academic Success Course
February 29, 2012
“D.R.E.A.M.”
Achieving the Dream’s 2012 Annual Meeting on Student
Success
Susan Delker, Dr. Mark McColloch, Sonya Caesar
Mark Williams and Dr. Estelle Young
CCBC = 74,000 Students
How to Deliver Student Success
Change at Scale
No Boutique Programs
Pilots Evaluated
for Scalability
So, Acceleration in
Developmental Education
Tested and Doubled Each Term
Term 1
Term 2
Term 3
Term 4
Comprehensive Academic
Advising
 Group Labs
Technology
Faculty Role (including ACDV)
Close Gap
 Financial Literacy
– reach every student
 CRT  aiming at all faculty
What Did We Do- ACDV 101
•ACDV 101 – Academic Development:
Transitioning to College
•Scalable - the course is required in the first
semester for all new full-time and part-time
degree-seeking students.
•Cost effective- 1 credit; 1.5 contact hours, max
class size 22.
ACDV Course Overview
 Major topics include life skills, academic
skills, CCBC policies and resources,
introduction to career exploration,
academic planning, technology skills for
learning.
 Standard grading system; D is passing .
Overview
 Experiential
 Face-to-Face, Online and Blended
 Continuous collaboration
Original Concept
•Four Academies
Health Professions
Business and Social Sciences
Arts and Humanities
STEM
•Challenges
Registration
Curriculum
College readiness
Financial needs
Faculty training
Program Evaluation
Preliminary Outcomes
 Spring to fall retention
 Developmental education needs vs College
readiness
Rates of Completion for African
American Students
African American/Black students success rate in
ACDV 101 was 59% while Caucasian/White students
success rate in ACDV 101 was 71%.
What We Have Learned?
 Course Scheduling
 Course Delivery System
What did it mean?
 Create Academies
 Increase the number of African American
male ACDV sections
 Infuse Financial Literacy into the curriculum
Academies: Why Did We Start?


School of Health Professions (SHP) - Need for
early and intentional preparation for entry into rigorous
health care career tracks
Challenge:



Developmental Education needs
Persistence
Existing ACDV curriculum
What Was Our Objective?



Prepare Freshman for Requirements of SHP
Programs

Technical reading rigor and volume

Employ same study methods as SHP

Overall allied health focus
Create awareness of various allied health career
paths
Infuse time management activities
What Did We Do?
Created:
 Health academy within ACDV
 An integrated reading, note-taking, review, and test
preparation module

Using Anatomy and Physiology textbook
 Career lattice
 Career and educational plan/activities
 Focused time management strand
What Have We Learned?
 Success Rates
 Time restraints
 Goal conflict
 Future integrative opportunities
What Does It Mean?
 Revision and refinement of initial design
 Potential for growth
Financial Literacy:
The “Why”
 An AtD Strategic Strand
 Faculty Survey
Financial Literacy:
The Primary “Goals”





Create awareness
Analyze spending habits
Needs vs. Wants
Refund checks
Implementing a Savings plan
Financial Literacy:
The “How”
ACDV 101 Curriculum Overview
Course Design Framework
Lesson #1
Transtheoretical Model of
Change
Lesson #2
 Mini Documentary
 Pre & Post Surveys
 Feed the Pig Assessment
Lesson #3
 Micro Savings Class Project
 Lesson #4
 Student Scenarios
Financial Literacy:
The “Outcomes”
Preliminary Data
 Program Expansion
African American Cohort
What can be changed through institutional means?
 Broadening the scope
 Collaboration and Institutional
 Student enrollment
African American Cohort
Strategic foci of course:
 Cultural differences
 Content development
 Responsibility & accountability
 Increasing persistence
 Collaborative learning
 Informal academic experiences
 Intrusive advising and journaling
African American Cohort
Maximum participation- Monitoring sections
Clean Sections
Future Scaling
Fall 2011 (all of these were in the first seven weeks)
203 students- 46 % success in the A-C range,
26% failed the course*
9% either withdrew or stopped attending .
Fall 2012 scaling to 20 sections
African American Cohort
Engage adjunct faculty with multiple connections to the College; and
base them in a “safe zone”
• Student-faculty informal contacts
• Teacher behavior - Sustained attention and early interventions
• Face to face exposure with instructors
• Supportive Leadership
• Willingness to evoke change
• Suit needs of campus
• Instructor training- Involving
other faculty/staff to teach
and promote the vision
Contact Information
•Sonya Caesar, Developmental Education Coordinator
•Scaesar@ccbcmd.edu
443-840-3455
•Susan Delker, Department Chair, Academic Development
Sdelker@ccbcmd.edu
443-840-2004
•Dr. Mark McColloch, Vice President of Instruction
•Mmccolloch@ccbcmd.edu
•Dr. Estelle Young, Director, School of Health Professions Student Success Support
Eyoung2@ccbcmd.edu
443-840-1704
•Mark Williams, Director, Career Development and Counseling Services
Mwilliams@ccbcmd.edu
443-840-4334