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Measuring Student Success
Can we work together to improve our performance?
58 colleges think we can…
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Program Focus
• Facilitate institutional improvements and boost student
success through the sharing of best practices
• Help colleges identify institutional strengths and
opportunities
• Assist in the development of strategies and tools
• Utilize and help colleges better understand performance
measure data
• Ensure program is college-driven, ongoing, voluntary, and
open to all colleges
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Program Focus … continued
• Coordinate collaborative relationships
• To share in Each Other’s Success!
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Components
• Performance Partnership Summit
• Peer Mentoring
• Action Plans
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Summit
• One-day showcase of best practices and forums
associated with performance improvement related to
performance measures and other topics associated with
student success
• Inclusive of all colleges and held annually during the
summer
Mark Your Calendars
2015 Performance
Partnership Summit
Tuesday, July 28
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Embassy Suites, Cary
Peer Mentoring
• Collaborations to facilitate
institutional improvements and
increased success rates for our
students across the state
• Mentees choose a willing Mentor
• Mentors Share best
practices/strategies
• Campus visits or other interactions
• Collaboratively develop an action
plan for improvement
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Measure being discussed today
March 4, 2015
Measure H:
College Transfer Performance
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H. College Transfer Performance
Purpose
• To ensure the academic success of community college
students at a four‐year university or college
Description
• Among community college associate degree completers
and those who have completed 30 or more credit hours
who transfer to a four‐year university or college, the
percentage who earn a GPA of 2.00 or better after two
consecutive semesters within the academic year at the
transfer institution.
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Mentor Colleges for Measure H:
College Transfer Performance
MEASURE H Transfer Performance
MENTORS
Cleveland CC
South Piedmont CC
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Subject Matter Expert Contact
Barbara Romich Dean, Arts and romich@clevela 704 669 4163
Sciences
ndcc.edu
Vice President of
704-290-5831
Academic Affairs
/ Chief Academic
Officer
IE Coordination Contact
Laura Bowen
Director,
Planning & IE
Jill Millard
Associate Vice
President of
Planning and
Institutional
Effectiveness
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bowen@clevela 704 669 4106
ndcc.edu
jmillard@spcc.e 704-290-5887
du
How to find a potential Mentor for a
specific Performance Measure:
http://www.nccommunitycolleges.edu/sites/default/files/basicpage/2014_performance_report_5-12-14.pdf
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Notes from the Performance
Partnership Summit …
What are some common
themes and best practices?
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From the 2014
Performance Partnership Summit
• Strong faculty advisors and caring relationships between advisors and
students
• Emphasis on quality training is important for advisors
• Strong relationships with partnering schools
• Good practices for relating to students and trying to move students
forward
• Rigorous standards
• Faculty members are highly involved in advising
• Four quadrants are emphasized- teaching, learning, academic support,
and student services. This provides a holistic approach - From first year
to graduation
• Tracking students to other colleges
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From the 2014
Performance Partnership Summit
• High level of support for students who do not enter with the skills
necessary to be successful
• Focusing on critical reading
• Tutors were trained in critical reading strategies
• Use Completion by Design strategies
• Good advising to offer less "choices" to help students focus
• Learning communities for students taking developmental courses, using
the same instructors as they move through their courses
• Liaison from college to early college works to build relationships with
students and encourage retention
• Teachers use common template for syllabi, with common objectives
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High Performing Colleges 2008-2012
Measure H: College Transfer Performance
Asheville/Buncombe TCC
Beaufort CC
Blue Ridge CC
Coastal Carolina CC
Davidson CC
Durham TCC
Randolph CC
Southwestern CC
Surry CC
Wake TCC
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Davidson County Community College
• Centralized Advising Model - Advisors provide in-depth research with
students on the intended 4 year school, encouraging early
connections with the intended school. Advisors give 4 year contact
information early and have students connect and explore the 4 year
school/program while enrolled at DCCC.
• Advisors are aware of the web location of each universities/colleges
pathway advising sheets and share the location with students to
establish long term planning at the start.
• Academic Planning Form in advising - clear and concise
• Moving ACA 122 early in the program of study
• ACA 122 Instructors invited academic advisors to present on college
transfer
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Davidson County Community College
• Advising staff are actively engaged in the College Transfer Program
Association http://www.officialctpa.net/ctpahome.htm
• Advising has established one point of contact to coordinate outreach and
relationship development between DCCC and the 4 year schools
• Enrollment and advising have connected students who intend to transfer
to a 4 year school but are unsure of their intended program with DCCC
career services for further exploration early in the college transfer
program
• Advisors have built strong personal relationships with recruiting and
admissions representatives at the area 4 year schools
• Advising frequently holds special 4 year program information sessions on
the DCCC campus, the most recent being with Wingate University on
their Pharm. D. program
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Davidson County Community College
• The establishment of the new University Transfer Center (1st Floor
Mendenhall) will allow many more connections, workshops, etc. in the
future. We are currently reaching out to all 4 year schools to invite them
to visit with us and present/meet with students in the Center. We have a
projector, a computer, etc. in the Center
• Requiring ACA 090 (student success course which uses ‘On Course’
principles) has helped students become better college students
• Many of our faculty try to help students understand what it will be like
when they transfer so perhaps the students feel prepared and have
confidence
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Surry Community College
• Continually monitor student performance through internal Gen. Ed.
assessment process (and, to a lesser extent, ETS testing).
• Spend significant, quality time looking at student work (review general
education student artifacts/assessments, findings from General
Education teams, student work submitted through Faculty Evaluation
Plan, etc.).
• Monitor grade distributions (to see if anyone is skewing in a way that
might be indicative of an issue with teaching/learning).
• Engage in ongoing dialogue about the importance of students
demonstrating achievement of learning outcomes (at course, program
and college-wide levels).
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Surry Community College
• Scrutinize assessments to improve them, and keep the discussion of a
college standard for achievement at the forefront of divisional
meetings/discussions.
• Hire the best faculty. Require a teaching demo and don’t hire if you
are not convinced. Commit to the importance of the task; VP of
Instruction and relevant Deans/Chairs participate in all f/t faculty
interviews.
• Include personal responsibility as a college value (and reinforce it in
classes and classroom expectations) to better prepare students for
university expectations.
• Ground all college-wide general education outcomes in the principles
of critical thinking.
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Surry Community College
• Require ACA for all degree-seeking students, and the ACA 122 is a
particularly strong curriculum focused on navigating SCC and achieving
college-level standards.
• Operate an Academic Support Center with a Director and two FT
professional tutors to assist students.
Bottom Line – High Standards and hold students
accountable for reaching them
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Wake Community College
Preparing students for success
• Quality Developmental Ed courses, including EFL
• Close collaboration with Curriculum departments to ensure alignment of content
• Carefully considered local prerequisites; especially for
mathematics and science courses
• “C-wall” enforced for prerequisite courses
• “Three-peat” protocol—students are blocked from registering
for a course at the third attempt; student must meet with the
dean or department head to discuss success strategies
• Transfer seminars—former students come back to Wake Tech
to discuss the transfer process and expectations
• Attendance policy (90% attendance with instructor discretion
for unusual individual circumstances)
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Wake Community College
Supporting students in progress
• Course Team approach to ensure consistency.
• Audit/revision of assignments to ensure they are clear, specific, and
aligned with SLOs
• Grading workshops to ensure alignment and consistency in standards
• Common exams, assessments, or exam questions;
• SLO data collection and analysis from faculty-created common test/exam
questions
• Analysis of data informs instructional interventions
• Common resources—required texts and resources are the same for all
sections of each course
• Writing across the curriculum: Math and science classes students have
written assignments related to content: concept explanation, group
project reports, lab reports, etc.
• All math classes have online homework components for 24-7 access,
feedback, and learning support
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Wake Community College
• Honors Program encourages excellence; participation is noted on the
transcript
• Proctored tests for Distance Education classes promote academic
integrity
• Faculty-staffed Student Success Centers
• (STEM , REAL , SPEAK , Foreign Language, Social Sciences Centers etc.)
• Service Learning – peer-led study groups provide assistance and
support to students in gateway courses
• ILC support
• Increased office hours—faculty offer additional office hours beyond
the five per week required
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What follow-up questions
do you have for those who
have discussed their efforts?
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What strategies
are you considering
as you move forward?
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What challenges have
you faced at your college
in attempts to implement
new strategies?
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What comments and
feedback do you have on
today’s call?
What would you like to
discuss during the next
conference call for this
measure?
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If you’d like a copy of today’s PowerPoint,
please email a request to:
Dr. Deborah Grimes
Lenoir Community College
dgrimes@lenoircc.edu
Next Measure H Call-In Session
Wednesday, April 8, 2015
3:00 to 4:30 p.m.
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Other Questions?
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Thank you
For all you do to enhance student success!
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Performance Partnership Advisory Team
• Wesley Beddard, AVP, Programs, NCCCS
• Doris Carver, VP of Continuing Education, Piedmont CC
• Nancye Gaj, CCR Director of Program & Professional Development, NCCCS
• Deborah Grimes, Vice President of Academic and Student Services, Lenoir CC
• Deryl Davis Fulmer, Vice President of Academic Affairs/CAO, Halifax CC
• Mark Kinlaw, President, Rockingham CC
• Patricia Phillips, Associate Dean, Foundational Studies, Davidson County CC
• Bill Schneider, AVP for Research and Performance Management, NCCCS
• Linda Scuiletti (Chair), AVP, Student Learning & Strategic Planning, Central Carolina CC
• Kim Sepich, AVP, Student Services, NCCCS
• Kristie Sullivan, Dean of Planning and Research, Sandhills CC
• Kenny Weatherington, Quality Assurance Specialist/Public Safety Training, NCCCS
• Bob Witchger, Director of Career & Technical Education, NCCCS
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