Practical and Workable Ideas for Learning Communities Julie Phelps, Achieving the Dream (AtD) Project Director & Professor, Mathematics Christy Cheney, College-wide Coordinator of Learning in Communities (LinC) & Professor, Student Success Valencia Community College now has four major campuses, two academic and administrative centers, and two more major campuses in the planning stages. Criminal Justice Institute Osceola Campus East Campus Winter Park Campus Sand Lake Center West Campus Overview of Presentation Strategic Planning Research Plans Initial Data analysis 2000-2005 3 Gaps Indentified in Success Rates Targeted Courses, Implementation Timeline & Participation #s Closing the Gaps 1) Supplemental Learning (SL) 2) Learning in Communities (LinC) 3) Student Success (SLS) Wrap-up Gaps in Student Achievement as Identified by Valencia for AtD Gap 1. Between under prepared and collegeready students Gap 2. Between racial and ethnic groups Gap 3. Between success rates in math courses and success rates in other discipline courses Gap 1: Progression and Completion rates are lower for under prepared students (Fall 2000) Fall 2000 FTIC Students n = 3741 80% 70% 60% 50% 40% 26% 30% 74% 20% 10% 0% n = 966 n = 2775 Completed Developmental in 2 Years College Ready 0% Non-College Ready 49% 15 college level credits in 3 years 72% 49% Completed Degree in 4 years 33% 15% Completed Degree in 5 years 38% 18% Gap 1: Progression and Completion rates are lower for under prepared students (Fall 2006) Fall 2006 FTIC Students n = 4011 90% 80% 70% 60% 50% 23% 40% 30% 77% 20% 10% 0% n = 758 n = 2575 College Ready Non-College Ready Completed Developmental in 2 Years 0% 55% 15 college level credits in 3 years 78% 57% Gap 2: Hispanics and African Americans fall below other groups; Asians lead Progression Rates by Ethnicity FTIC Under Prepared Students - Fall 2000 80% 60% (Cohort Rate = 48%) 60% 51% 47% 36% 40% 65% (Cohort Rate = 51%) 54% 49% 42% 24% (Cohort Rate = 15%) 16% 13% 20% 0% Complete Prep in 2 Yrs Asian/Pac/Isldr Complete 15 CL hrs in 3 Yrs Caucasian Hispanic Complete Degree in 4 Yrs Afr/Amer 8% Gap 2: Hispanics and African Americans fall below other groups; Asians lead Progression Rates by Ethnicity FTIC Under Prepared Students – Fall 2006 80% 72% 72% 70% 60% 57% 58% 55% 50% 60% 48% 46% 40% 30% 20% 10% 0% Complete Prep in 2 Yrs Asian/Pac/Isldr Complete 15 CL hrs in 3 Yrs Caucasian Hispanic Afr Am Gap 3: Math courses dominate the list of 10 courses with lowest success rates Courses with 10 Lowest Success Rates All Students - Fall 2004 (Success = Grade of A, B, or C) ( Enrollment) Success Rate Prep Math Intens Beginning Algebra Pre-Algebra Pre-Calc Algebra Intro to Programming Calc (Bus & Soc Sci) Interm Algebra Principles of Accntg Principles of Econ College Trig MAT0020 MAT0024 MAT0012 MAC1140 COP1006 MAC2233 MAT1033 ACG2021 ECO2023 MAC1114 0.0% 20.0% (203) 39.4% (2,641) 42.3% (1,855) 43.1% 52.4% (437) 54.7% (223) 55.8% (428) (2,373) 56.0% 56.4% (970) 56.8% (863) 57.8% (510) 40.0% 60.0% (Courses = 10,503 enrollments or 12% of Fall enrollment)) Gap 3: Math has high enrollment and low success rates AtD Targeted Courses Developmental Pre-Algebra Beginning Algebra Intermediate Algebra Gateway College Algebra Freshman Comp I U.S. Government Strategy Implementation Timeline 2005-06 Phase I Supplemental Learning 2006-07 2007-08 2008-09 2009-10 MAT 0012, 0024, 1033 ENC 1101, POS 2041, MAC 1105 Phase II Linked SLS Course (LinC) SLS LinC w/ MAT 0012, 0024, 1033 & w/ ENC 1101, POS 2041, MAC1105 as option Phase III Linked Interdisciplinary Courses (LinC) Phase IV Required SLS Enrollment ENC1101, POS2041,MAC1105 w/ Other Courses 3 Prep Course Mandates 2 Prep Course Mandate Under Review Participants: Spring 2006-2009 34, 223 students (Goal was 25,285) 1,497 class sections 820 faculty and staff (duplicated headcount) Annual Student Participation FTIC Degree-Seeking 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% SL LinC SLS Any 05-06 06-07 07-08 08-09 **Yr 05-06 184 Yr 06-07 678 Yr07-08 905 **Yr08-09 912 0 158 403 380 SLS 400 2264 2822 2825 Any (unduplicated) 533 2640 3539 3491 2003 6723 7880 7415 SL LinC Total Students Enrolled **Note: Year 05-06 includes Spring and Summer only. Year 08-09 includes Fall and Spring only. Fall Cohort Retention Rates FTIC Degree-Seeking Students Fall-Spring Retention 100% Fall-Fall Retention 90% 80% 75.3% 76.9% 76.1% 76.7% 78.6% 79.9% 81.6% 79.2% 80.5% 79.2% 79.7% 60.3% 61.3% 62.4% 2004-05 2005-06 2006-07 Retention Rate 70% 60% 55.3% 56.8% 56.4% 1997-98 1998-99 58.2% 58.5% 58.7% 58.4% 59.6% 1999-00 2000-01 2001-02 2002-03 2003-04 81.5% 63.8% 50% 40% 30% 20% 10% 0% 1996-97 Fall Cohort to Spring/Fall the Following Year 2007-08 Closing the Gaps • Overall, success in the 6 Gateway courses increased by 3% from 2004 to 2008. • Success gaps between African American and Caucasian students closed from 13.4% in 2004 to 3.6% in 2008. • Success gaps between Hispanic students and Caucasian students closed from 1.8% in 2004 to Hispanic students having higher success rates than Caucasian students by 4% in 2008. Gateway Course Gap Analysis AFRICAN AMERICAN – CAUCASIAN SUCCESS RATE GAP 17 African American - Caucasian Success Rate Gap by Course Negative values mean African-Americans are not performing as well as Caucasians on average. 30.0% ENC1101 20.0% POS2041 Difference in Success Rate 10.0% MAC1105 0.0% MAT0012C -10.0% MAT0024C -20.0% MAT1033C -30.0% Average Total Combined Gap -40.0% 2001 2002 2003 2004 2005 2006 2007 2008 2009 FA08 Academic Year 18 Gateway Course Gap Analysis HISPANIC – CAUCASIAN SUCCESS RATE GAP 19 Hispanic - Caucasian Success Rate Gap by Course Negative values mean Hispanics are not performing as well as Caucasians on average. 30.0% ENC1101 Difference in Success Rate 20.0% POS2041 10.0% MAC1105 MAT0012C 0.0% MAT0024C -10.0% MAT1033C -20.0% Average Total Combined Gap -30.0% 2001 2002 2003 2004 2005 2006 2007 2008 2009 FA08 Academic Year 20 AtD Research Reports • Supplemental Learning (SL) • Learning in Community (LinC) • Student Success (SLS1122) Mandate (for students in 3-prep) Statistically significant improvement in target quantitative measures Reflection on the human impact in terms of the goals of the initiative and the mission of the institution Meaningful Improvement Economic efficiency A consideration of in relationship to difficulty of the task faculty perception as it relates to at hand benefit versus cost A consideration of student perception as it relates to benefit versus cost Supplemental Learning (SL) www.valenciacc/dream/supplearning.asp SL assisted courses provide students with a trained peer mentor. The SL leader acts as a model student in class and leads group study sessions outside of class. SL Organization Coordination Collegewide Coordinator 4 Campus Coordinators 2 Campuses have student leaders assisting coordination Recruitment Recruiting SL Faculty Recruiting and Training SL Leaders Recruiting Students Growth Spring 2006 – 35 sections collegewide Today, Spring 2009 – over 100 sections collegewide Supplemental Learning (SL) Course Success In each comparison, Fall, Spring and Summer: Success (A, B, or C) was higher for SL sections Unsuccess (D, F, or WF) and Withdrawal (W, or WP) were lower for SL sections Fall Success rates were significantly different for SL sections (*p<.10) for all ethnicities (N = 65 Instructors, N = 5157 students) African American students All courses: 10.36% higher (p=0.029) Developmental: 8.53% higher (*p=0.167) Gateway: 15.65% higher (p=0.019) Hispanic students All courses: 7.07% higher (p=0.007) Developmental: 7.59% higher (p=0.025) Gateway: 6.65% higher (p=0.099) *With one exception. Supplemental Learning Research Persistence On average, students enrolled in the SL sections had higher persistence rates As the size of the cohorts increase, this effect appears to lessen The difference in persistence rates between SL and non-SL students decreases over time This analysis, however, does not account for graduation Supplemental Learning Research Student Focus Groups • Overall, students described the SL experience as positive, and felt that attending SL sessions helped their academic performance • Students who did not attend SL sessions gave two major reasons: – time of session conflicted with work or other courses – felt confident in their own ability and did not need the help • The following benefits of SL were reported: – learning study skill strategies – awareness of additional resources (CompHouse, SPA, etc.) – increased comfort with in-class participation and instructor interaction Supplemental Learning Research Summary and Recommendations Supplemental Learning appears to have the most significant effect during the fall semester Information about the scheduling of SL sessions at the time of registration may increase student participation in the sessions Additional research is necessary to determine how to implement SL more effectively in Gateway College courses Learning in Community (LinC) www.valenciacc.edu/linc Two professors and a success coach collaborate to combine the content of two courses with integrated learning outcomes and activities. Students enroll in both courses at the same time. LinC Organization Coordination Recruiting and Training Faculty/Success Coach LinC Mixers Destination Recruiting Students Collegewide Coordinator 3 Campus Coordinators Success Coach Coordinator Student Services Staff Orientations Business Process Analysis (BPA) Timeline Research Proposal Atd Strategies: LinC courses LinC courses: Students enrolled in LinC courses complete the courses with a grade of C or better at higher rates compared to nonLinc courses. This effect is greater for Hispanic and African American students. Learning in Community (LinC) Research Report Students who enrolled in LinC courses successfully completed the courses at higher rates than students in the same courses that were not LinC’d (10.4%) This effect was even greater for Hispanic (11.9%) and African-American (11.6%) students The greatest effect was in math courses, particularly developmental courses LinC Research Report Persistence On average, students in LinC courses showed higher persistence in the next term which diminished the term after that and increased over the next 2 terms Each cohort has a different pattern of persistence (needs more time to study) LinC Research Report Student Focus Groups Expressed enthusiasm for relationship building with faculty and peers Described the courses as engaging, good pace and interesting and found it was easier to ask questions Cited specific academic and life skills they gained Developed connections with college resources LinC Research Report Faculty Discussion Groups Changes in teaching practice included increased confidence, more flexibility in delivering course content, incorporating success skills, more attention to student overall development, involving students in more group work Comparatively, LinC courses were more interactive, challenging, students are more positive, open, engaged and loud LinC Recommendations Continuation of LinC courses, particularly in the four math courses studied LinC coordination required Student Success Expansion www.valenciacc.edu/studentsuccess An initiative to increase the number of students who benefit from the Student Success Course (SLS1122 - 3 credit hours), SLS is part of the LinC offerings, and the course is now required for students who test into all three college prep areas. Student Success Organization History – before AtD 1988 – Started on a Title III Grant Centralized Program 4 Campuses 1 Director Student Success Course Guidelines AtD Years Growth Fall 2006 Mandate LinC Involvement Bridges Cohort Experience Student Success Recruiting and Training Faculty Masters Degree in Any Discipline Step by Step Training—required for credentials Monthly Trainings—Adjunct Associate Status Adjunct Mentoring Student Success Course Mandate Research Summary Fall to Spring persistence increased, particularly for Hispanic and African American students Fall to Fall persistence did not increase, except for Hispanic students Course success rates increased for Hispanic and African American students SLS Mandate Research Report Student Focus Groups The SLS Mandate did not interfere with students’ decisions to come to Valencia or to continue on at the college When discussing requirements, most students tended to focus on preparatory course requirements rather than the SLS1122 requirement When asked if everyone should take the course: For students that did not successfully complete the course – the course should not be mandated For students that did successfully complete the course – everyone should take the course SLS Mandate Research Report Cost Efficiency Analysis Return on investment analysis is particularly challenging endeavor in higher education Valencia participated in a special study called “Making Opportunity Affordable” conducted by Jobs for the Future The cost template revealed that the expansion SLS Mandate would not, in itself, be a financial strain on the institution because much of the cost is absorbed by student tuition and the institution benefits from economies of scale. SLS Mandate Research Report Facilitated Discussion on the Data Reactions to the data were generally positive and translated into support for the continued use and study of the SLS Mandate in its current form Fall to Fall persistence data is still incomplete but there is good conversation concerning the meaning and solution to the perceived problem Expansion of Strategies to Spring / Summer There is continued concern about the long term impact of demographic changes to SLS1122 brought on by the mandate SLS Mandate Research Report Recommendations for the Transition There is general consensus to continue the mandate for 3-prep students and study of its effects. There is general consensus about the value of the content of the SLS1122 course. There is general consensus about the value of embedding “success skills” into other courses. Contact Information Julie Phelps Email: jphelps@valenciacc.edu Christy Cheney Email: ccheney@valenciacc.edu National AtD web site: http://www.achievingthedream.org