Engaging the Internal and
External Community in
Student Completion
Lorain County Community College (Elyria, OH)
AtD College Since 2011
Lorain County Community
College, an innovative leader
in education, economic,
community and cultural
development, serves as a
regional catalyst for change
in a global environment
through accessible and
affordable academic and
career-oriented education,
lifelong learning and
community partnerships.
Success is what counts.
LCCC’s Four Cornerstones
2
Lorain County Community College
 About LCCC

The only community college in Ohio that offers a University
Partnership, which enables people to earn bachelors’ and masters’
degrees from any of eight Ohio universities without leaving the
LCCC campus.

Named as one of the top 120 community colleges in the United
States – and the only one in Ohio – by the Aspen Institute

The first college in the state to build an advanced technologies
center for business and industry.

The largest provider of e-learning programs in northern Ohio.

Acknowledged by the Ohio Partnership for Excellence in 2001 and
2006 with the Tier 3: Achievement for Excellence Award.
Success is what counts.
3
Building Talent
College
Readiness
K-12 Initiatives
• Post-Secondary
Enrollment Options
• Early College High
School
• College Tech Prep
• Project Lead the
Way
• Dual Enrollment
• College for
Kids/Teens
• KnowHow2Go
(to college)
Completion
Associate Degree and
Certificate Programs
120 plus Associate Degree
and Certificate Programs
Fall 2012: Mobile Device Application
Development Major
Fall 2011: Alternative Energy, Solar
Technology Major
Culinary Arts Major
Fall 2009: Alternative Energy
Technology, Wind Turbine Major
Allied Health and Nursing
Arts and Humanities
Business (including
ENTREPRENEURSHIP!)
Engineering Technologies
Health, Physical Education and
Recreation
Science and Math
Social Sciences and Human Services
13,800 students (Over 100% increase since 2000)
Success is what counts.
Market-Driven
Bachelor and Master Degrees
through University Partnership
Over 40 Bachelor and Master Degree
Offerings
•Ashland University
•Bowling Green State University
•Cleveland State University
•Hiram College
•Kent State University
•Ohio University
•University of Akron
•University of Cincinnati
•University of Toledo
•Youngstown State University
3,000 students
4
Planning Year Strategies for Engaging Stakeholders
 Leveraging Existing Campus Forums

LCCC Board of Trustees Meetings

Operations Council

Administrative Leadership Team Meetings

Deans Council

Convocation Activities

Adjunct Faculty Conference

Faculty Development Days

Academic Division Meetings

Faculty Brown Bag Sessions

Student Forum with the President
Success is what counts.
5
Strategies for Engaging Stakeholders (continued)
 Using Technology to Present Data, Solicit Feedback, and
Prioritize Options

Survey Monkey

SharePoint Site on Completion

Groupware and polling technology
 Using Focus Groups

Faculty and Staff

Students
 Using Internal Stakeholder Engagement Process
 Using the college’s visioning process to engage the
broader community
Success is what counts.
6
Faculty Engagement
 Convocation & Professional Development Days (2)
 Additional faculty Sessions
• Initial meetings of the Student Success Council
• Faculty Engagement Rounds 1, 2, & 3
• Academic Division Meetings October, November, &
December
 Brown Bag Sessions
• Focus on CCSSE results and why there are gaps in our
performance/very interactive
Success is what counts.
7
Adjunct Faculty Engagement
 Adjunct Faculty Conference
 Adjunct Faculty Advisory Committee (2 representatives
from each academic division), Fall and Spring meetings
 Engagement strategies
•
•
•
•
SharePoint/lorainccc.edu/completion
Survey monkey
ANGEL LMS orientation course and video clips
Focus groups
Success is what counts.
8
Staff Engagement
 Parallels Faculty Engagement Sessions to ensure all staff have
the opportunity to engage in student success and completion
Rounds 1, 2, & 3, October, November, & December
 Completion Agenda was included in the President’s Forums held
the week of November 4
 Part Time Staff invited and encouraged to attend all staff sessions
Success is what counts.
9
Student Engagement
 President led 3 Student Forums to focus students on
completion.
 Student focus groups were convened November 22 –
December 1
●
Focus groups included students belonging to the 4 student
populations identified in the data and prioritized after faculty
and staff engagement sessions.
• Student senators photographed the most and least engaging
learning spaces at the College.
♦
They kept a journal as they took photographs.
♦
Their comments and photos were used to create a montage.
Success is what counts.
10
Partner Engagement
 Achieving the Dream & Completion By Design

AtD Coaches and keynote speaker, Kay McClenney on Campus for 2011
Convocation

LCCC hosted a CBD cadre retreat December 5 and 6.

AtD Coaches’ first site visit, December 12 & 13

2012 Convocation keynote speaker, Suzanne Walsh
Success is what counts.
11
Community Engagement
(External Stakeholders)
 LCCC extended engagement sessions to the larger,
external community by:

Aligning internal listening and learning sessions with the
College’s visioning process

Incorporating AtD and CBD data into the external listening
and learning sessions

Producing Vision 2.0
Success is what counts.
12
Campus Engagement Timeline
Using Design Thinking to Integrate Our Work 2011-2012
Completion Agenda
ATD/CBD
October

Faculty Division Meetings
October 3

Faculty Brown Bag Sessions
w/CCSSE Data

CBD Columbus Retreat

Adjunct Faculty Sessions

Faculty Sessions

Staff Sessions
October 20
November
November 7
December
January
February
March
April
May
June
December 5
November
15 & 21
March
22 & 23
AM & PM
Nov 15
Mar 29
October 27
Dec 12
October 6
(Session 1)
October 31
(Session II)
November 3
(Session III)
December 7
AM & PM
(Session III)

Staff Quarterly Updates
w/Dr. Church
November
10 & 11

Student Focus Groups
November
22,28,29,30

CBD Cadre Retreat at LCCC
December
5&6

ATD Coaches on Campus
December
12 & 13

ATD and CBD Plan Proposals
Success
is what counts.
April
4&5
CBD Due
April 30
Logic Models and
Evaluation Plans
ATD Due
13
May 15
Breakout Session
 What have you learned that might increase engagement
of your stakeholder group with the completion agenda?
 What challenges or obstacles to engagement might your
stakeholder group encounter and how would you
resolve them?
 Report Out

Share one take-away from your discussion.
Success is what counts.
14
ENGAGEMENT ON STERIODS
Vision 2.0 – Designing Our Future
External Listening and Learning Sessions

70 External Listening and Learning Sessions engaged over
1,000 external stakeholders

Represented Agriculture, Arts/Culture, Civic,
Economic/Workforce Development, Education, Faith-Based,
Government, Health/Human Services, Not-for-Profits,
Minority/ethnicities, Low Income, Older Adults, Philanthropy

Answered 3 questions
●
What are the trends taking place in your area?
●
How have you connected with LCCC?
●
What would be a Building Block Idea for Lorain County’s College of the
Future?
Success is what counts.
15
Vision 2.0 – Designing Our Future
Internal Listening and Learning Sessions

Internal Engagement included 20 sessions with over 300
participants.

Represented LCCC Staff, LCCC Full-Time Faculty, LCCC
Part-Time Faculty and LCCC Program Advisory
Committees.

Participants described trends seen in different areas on
campus, what the future might hold, and submitted
Building Block Ideas for Lorain County’s College of the
Future.
Success is what counts.
16
Vision 2.0 Designing Our Future
Vision 2.0 Council
 Comprised of 100 people, 50 from the external community
and 50 from the internal family.

Quantitative data as well as qualitative listening and
learning opportunities focused on LCCC’s Four
Cornerstones: Education, Economy, Community and
Culture.
Success is what counts.
17
Vision 2.0 – Designing Our Future
 Priority # 1: Drive Student Completion & Success

Improve College Readiness

Reduce Time and Cost of Degree Completion

Encourage Early Connection to Careers

Embed Real World Experiences

Strengthen Student Support and Engagement

Launce Personalized Interventions.
Success is what counts.
18
Cost Savings Initiative (CSI)
 Rounds 1, 2, & 3 in March, April & May
 Focused identifying cost savings and opportunities for
reallocating existing resources to accomplish, among other
things, Vision 2.0 including Priority # 1: Drive Student
Completion & Success
Success is what counts.
20
Engagement process
Round I: Raising Consciousness
Purpose:
- Familiarity with Loss-Momentum
Framework
- Share & process CRCC data
analysis
- Identify challenges at the point
of Connection, Entry, Progress,
Completion
Success is what counts.
Round II: Working Through (Deliberation)
Purpose:
- Share key themes from Round I
(so people know they have been
heard)
- Identify conflicting values,
tensions, consider tradeoffs
- Weigh options and choices to
improve student success
- Start moving toward common
ground
Round III: Resolution
Purpose:
- Share key themes from Round II
- Identify further solutions related
to student success
- Begin prioritizing strategies or
interventions for student success
(including low hanging fruit)
- Start identifying interventions or
strategies we can take to scale
(i.e., transformative)
22
Data & Feedback from Round 1 Engagement
 Re-Cap
• Introduced Achieving the Dream
& Completion by Design LossMomentum Framework
• Data Presentation:
•
•
•
CCRC Student Completion Data for
Ohio Cadre
LCCC Baseline Student Completion
Data
Analysis of our current student
body
• Engagement Process:
• Discussion about our greatest
challenges at each point along the
Loss-Momentum Framework
Success is what counts.
 Top Challenges Identified:
• Limited Career Counseling &
Academic Advising (137 small group
comments logged (80 from faculty
and 57 from staff)
• College Readiness: 98 small group
comments logged (62 from faculty;
36 from staff)
• Uniqueness of Populations We
Serve: 100 small group comments
logged (42 from faculty; 58 from
staff)
• General Lack of College Support
Services/Need for Enhanced Case
Management: 68 small group
comments logged (32 from faculty;
36 from staff)
23
Developmental education
(1-2 Subject areas)
 CCRC Research
 Engagement Theme
5-Year Highest Educational Outcome by
Still enrolled
Initial Placement Level
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
at college in
Year 5 with
30+ college
credits
Bachelor's
(other inst.)
Transferred
to 4-Year
institution
with no
award
Certificate or
associate
(other inst.)
Transferred
to 4-Year
institution
with an
award
Success is what counts.
College readiness among top 2
greatest challenges identified by LCCC
faculty& staff (98 small group comments
logged on this topic!)
Analysis of Current Student
Body
 Comprises 53% of our
current student body (6,960
students)
24
Population: Developmental Education Students
 Years Since First Enrolled:
 Comprises 53% of our current

student body (6,960 students)
 Demographic Profile

79% While; 9% African American, 9%
of Hispanic origin

65% Female; 35% male

11% are < 18; 52% are 18-24; 23% are
35-44; 9% are 35-44; 6% are 45 +
 Enrollment Status

60% are PT; 40% are FT
 Credit Hours Passed Towards GPA

39% with 11 or <; 32% with 12-37; 17%
with 38-62; 11% with 63 + credit hours
Success is what counts.
58% 2 years or <; 19% 3-4 years; 13% 5-9
years; 9% 10 + years
 Top 10 DECLARED Academic Plans

Nursing (1,058)

Universal Arts (890)

PSEO (631)

Undecided (622)

Universal Science (512)

Business Admin – Mgmt (305)

Physical Therapy Asst (193)

Diagnostic Medical Sonography (187)

Radiologic Tech (185)

Practical Nursing (165)
25
Undecided/non-attempters
 CCRC Research
5-Year Highest Educational Outcomes:
Concentrators by Year Entered a Concentration
Still enrolled at
college in Year
5 with 30+
college credits
Bachelor's
(other inst.)
100%
90%
80%
70%
Transferred to
4-Year
institution with
no award
Certificate or
associate (other
inst.)
60%
50%
40%
Transferred to
4-Year
institution with
an award
Bachelor's
degree (starting
inst.)
30%
20%
10%
0%
 Engagement Theme
Limited career counseling &
academic advising/planning among
top 2 greatest challenges identified
by LCCC faculty/staff (137 small
group comments logged)
ADDITIONAL ANALYSIS
2011 CCSSE Data: Use of career
counseling and academic
advising/planning among lowest
scores BUT very important to students
Entered in Entered in Entered in Entered in Entered in Associate
Year 1
Year 2
Year 3
Year 4
Year 5 degree
Success is what counts.
26
Population: Undecided (no major concentration)
 Years Since First Enrolled
 Comprises 46% of current student
body (5,952 students)

84% 2 years or <; 5% 3-4 years; 3% 5-9 years;
8% 10 + years
 Some students have “declared” a major
but NONE have completed at least 9 credit
hours in any major area of study
76% White, 12% African American;
 Demographic Profile

8% Hispanic Origin

PSEO (1,082)

61% Female; 39% Male

Universal Arts (656)

22% < 18; 46% 18-24; 16% 25-34;
9% 35-44; 7% 45+

Nursing (614)

Undecided (549)

Universal Science (411)

Bus Admin-Mgmt (257)

Early College (201)

Physical Therapy Asst (141)

Radiologic Tech (109)

Diagnostic Medical Sonography (104)
 Enrollment Status

64% PT; 36% FT
 Credit Hours Passed Towards
GPA:

80% with 11 or <; 18% with 12-37;
2% with 38 + credit hours
Success is what counts.
27
Liberal Arts & Science Persisters: 5 years +
CCRC Research
5-Year Highest Educational Outcomes: LAS
Concentrators by Subfield
100%
Still enrolled
90%
at college in
80%
Year 5 with
70%
30+ college
60%
credits
50%
40%
Bachelor's
30%
(other inst.)
20%
10%
0%
Transferred to
4-Year
institution
with no award
Success is what counts.
 Engagement Theme
Uniqueness of populations we serve
among top 3 greatest challenges
identified by LCCC faculty/staff(i.e.,
life challenges contribute to
longevity)
Analysis of Current Student
Body
 Comprises 8% of current
student body (1,030
students)
28
Population: Transfer Students (LAS)
 Comprises 8% of current student
body (1,030 students)
 Still enrolled at college in year 5
with 30+ credits
 Demographic Profile

77% White; 10% African American;
9% Hispanic Origin

72% Female; 28% Male

26% 18-24; 45% 25-34; 18% 35-44;
12% 45 +
 Enrollment Status

76% PT; 24% FT
 Credits Passed Towards GPA

 Years Since First Enrolled

45% 5-9 years; 55% 10 + years
 Top DECLARED Academic Plans

Universal Arts (145)

Universal Science (58)

Human Services (33)
 Some of these students have
DECLARED majors in applied areas
but have taken all course work in
liberal arts and sciences (i.e., the
analysis framework)
40% with 30-49; 32% with 50-69
credits; 19% with 80-99 credits; 14%
with 90 + credit hours
Success is what counts.
29
Career & Technical Education Persisters: 5 years +
 CCRC Research
Engagement Theme
5-Year Highest Educational Outcomes: CTE Concentrators
100%
Still enrolled at
college in Year
5 with 30+
college credits
Bachelor's
(other inst.)
90%
80%
70%
60%
Uniqueness of populations we
serve (i.e., life challenges
contribute to longevity) among top
3 greatest challenges identified by
LCCC faculty/staff
50%
Transferred to
4-Year
institution with
no award
Certificate or
associate
(other inst.)
40%
30%
20%
10%
0%
Success is what counts.
Analysis of Current
Student Body
Comprises 5% of current student
body (683 students)
30
Population: Applied Concentrators (CTE)
 Comprises 5% of current student
body (683 students)
 Still enrolled at college in year 5 with
30+ credits
 Demographic Profile
 Years Since First Enrolled

49% 5-9 years; 51% 10 years +
 Top DECLARED Academic Plans

Nursing (201)

Business Admin- Mgmt (54)

Universal Arts (36)

Accounting (27)

Practical Nursing (23)
 Enrollment Status

Radiologic Tech (21)
79% PT; 21% FT

Network Comm Tech (18)

Police Science (16)

EET Computer Maint: Networking
(15)

80% are White; 9% are African
American; 8% are of Hispanic origin

69% Female; 31% Male

19% are 18-24; 42% are 25-34; 23% are
35-44; 13% are 45 +

 Credits Passed Towards GPA

22% with 30-49 credits; 33% with 50-59
credits; 26% with 70-89 credits; 19%
with 80-99 credits
Success is what counts.
31
Feedback from Round 2 Engagement
Options Discussed to Address Dev Ed Challenges
•
•
•
•
•
•
•
Expand Tutoring
Mandatory Academic Student Advising/Counseling
Pre-College Refresher Courses/Boot Camps Prior to
Assessment (COMPASS)
Redesign of Developmental Education Courses
(Structure, length, size)
Mandatory completion of developmental education
courses prior to college level course registration
Limit overall number of courses developmental
students can take at a time?
Better K-12 Communication/Interface
Alternative Educational Options for Developmental
Education Students
Conceptualize more strategies to help build student
confidence and motivation throughout
developmental course work, including student
incentives/rewards for achievement
Success is what counts.
Options Discussed to Address Delayed Entry
into a Major
•
•
•
•
•
•
Mandatory Career Counseling
More Career Awareness/Exploration Activities
Combine SDEV 101 (College Orientation) and
SDEV 103 (Career Exploration) into One 3-Hour
Course
Utilize More Career Assessment/Interest Inventories
to Help Students Select a Major That Is More Suited
for Them
More Work-Based Learning Integrated into
Academic Programs
Strengthen Communications/Marketing Strategies
32
Using Technology to Further Engage the
Campus

www.turningtechnologies.com

Key pad polling (clicker)

Can rank several choices by priority order

Instant results and graphics for group
 www.polleverywhere.com

On-line software – free to groups of 40 or less

Can have open-ended questions

Can rank top choice (not multiple)

Instant results and graphics for group
Success is what counts.
33
Round 3 Engagement: Prioritization of Strategies
Developmental Education
Faculty
Staff I
Staff II
Strategies to Incent, Reward, Build Confidence
Alternative Ed Options for DE students failing…
Better K12 Interface
Limit Overall # Credits DE students take at once
Mandatory Completion of DE courses prior to college…
Redesign DE Courses
Refresher Courses Prior to COMPASS
Mandatory Advising
Enhanced Tutoring
0
Success is what counts.
1
2
3
4
5
6
7
8
9
34
Round 3 Engagement: Prioritization of Strategies
Delayed Entry/Undecided Population
Success is what counts.
35
Maintaining Engagement During
Implementation
 Creation of a Faculty Liaison position
 Development of a Completion Core Team to merge
completion initiatives
 Reorganization of Work Teams to improve efficiency
Success is what counts.
36
Creation of a New Faculty Liaison Position
to Facilitate Faculty Engagement
 Ensure the AtD priorities and interventions and the CBD
strategic priorities are implemented in a way that reflects
the faculty’s engagement and voice throughout the
implementation
 Facilitate faculty work on curriculum revisions
 Chair a committee formed to determine the role faculty
will play in advising
 Serve as the faculty liaison on the ad hoc committee that
is planning professional development for faculty
 Assist with writing proposals and reports
Success is what counts.
37
LORAIN TEAMS AND STRATEGIES FOR STUDENT SUCCESS
CONNECTION
ENTRY
PROGRESS
COMPLETION
Interest to Application
Enrollment to Completion of
Gatekeeper Courses
Entry into Course of Study to 75%
Requirements Completed
Complete Course of Study to
Credential with Labor Market Value
POTENTIAL
STUDENTS
COLLEGE
READY
H.S. JUNIOR/
SENIOR
H.S.
GRADUATES
NOT
COLLEGE
READY
H.S.
GRADUATE
ABLE/GED
BASIC
SKILLS
K-12/COLLEGE
PARTNERSHIPS
TEAM 1:
The Connection
Team
A. Increase
Preparedness Prior
to Reassessment
B. Support Early
Career Exploration
C. Continue Sharing
Success Data With
H.S. Superintendents
D. Replicate Lessons
of Early College H.S.
COLLEGE/CAREER
ASSESSMENT
A. Test Early For
College
Preparedness
B. Use Multifaceted
Indicators
REDESIGN of the
LCCC Registration
Experience
TEAM 2:
The Registration
Experience Team
A. Mandatory
Orientation
B. Identify
Assessment tools
C. Implement
MyCAP
D. Front End
Redesign
E. Financial Literacy
REDESIGN of
DVED
TEAM 3:
The DVED
REDESIGN
Team
MAKING
PROGRESS
TEAM 4 : The Career
Advantage Team
(CA)
TEAM 5: The
Transfer and
Applied Team (TA)
A. Embed Experiential
and Contextualization
Education in All
Programs (TA)
B. Implement Tools for
Early Career Exploration,
i.e., MyPlan (CA)
C. Redesign Programs to
Include Stackable
Certificates (TA)
A. Math
B. English and
Reading
C. Content for
Reassessment
COMPLETING
WITH
SUCCESS
TEAMS 4 & 5
A.Multiple
Strategies
to Connect
Students to
Career
and Educational
Goals (CA)
____________
CBD CADREWIDE TEAMS
A. Work to
Support OACC
and JFF In
Efforts To Build a
Policy
Environment
COMPLETION CORE TEAM
SUPPORT SERVICES TEAM
Success is what counts.
STUDENT SUCCESS DATA TEAM
CAREER ADVANTAGE TEAM
REGISTRATION EXPERIENCE TEAM
38
TRANSFER
AA/AS
UNIVERSITY/
COLLEGE
PARTNERS
JOB &
CAREER
AAS
INDUSTRY
PARTNERS
Contact Information
 Jonathan Dryden
jdryden@lorainccc.edu
 Marcia Ballinger
mballing@lorainccc.edu
 Stephanie Sutton
ssutton@lorainccc.edu
 Karen Wells
kwells@lorainccc.edu
Success is what counts.
39