A Focus on Learning to
Foster Completion
The National Council of Instructional
Administrators
Judy Marwick, Provost, William Rainey Harper College
Kris Young, Vice President of Academic Services, Parkland
College
Bill Mullaney, Bergen Community College
Amy Fugate, Vice President for Academic Affairs, Mott
Community College
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
93RD ANNUAL CONVENTION
Judy Marwick, Provost
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
93RD ANNUAL CONVENTION
A Focus on Student Learning
Completion
• Center for Adjunct Faculty Engagement
• A collaboration between Academic and
Student Services
• No late registration
• Developmental course success
Harper College Fast Facts
Enrollment (Unduplicated Headcount):
• Credit: 26,441
• Noncredit: 7,554
Faculty:
• 233 full time
• Approximately 653 part time
Programs Offered:
• 8 Associate/Transfer Degree Programs
• 41 Associate of Applied Science Degrees
• 111 Certificate Programs
Campus Size:
• 200 acres, 24 buildings
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•
•
•
Center for
Adjunct
Faculty
Engagement
The Center provides increased support, resources, professional
development and oversight for the 650 adjunct faculty teaching at
Harper each semester.
Staff
• Associate Dean
• Assistant Dean
• 3 part-time instructional evaluators
o Prepare and present new adjunct faculty orientation programs.
o Conduct administrative evaluations of all adjunct faculty members.
o Develop programming to meet the identified professional development
needs of the adjunct faculty.
o Engage adjunct faculty in achieving the goals of the student completion
agenda.
Orientation
• Since CAFÉs inception we have doubled the
number of sessions.
• Not required but 100% attendance.
• No longer paid but appropriate gift bags.
Evaluations
• Between June 2011 and November 2013, all
adjunct faculty members will have been
observed.
• Evaluations may be used to recommend
targeted professional development.
• New adjunct faculty are observed in each of
their first 3 semesters and then every 3 years.
• Evaluations done by CAFÉ compliment those
done by department chairs and coordinators.
Professional Development
•
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Building Relationships with Icebreakers
Engaging you Students in Critical Thinking, Parts I and II
Expanding Your Teaching Toolbox
Managing Challenging Conversations
Game Changers by Diana Oblinger, Book Discussion
Formative Assessment Made Easy
Promoting Critical Thinking with Clickers and Waffiti
Advanced Features in Blackboard
Supporting Deaf and Hard of Hearing Students in the Classroom
Posting Midterm Verifications & Grades
Effective Use of Small Groups in the Classroom
Understanding FERPA
Mentoring and Engaging Adjunct Faculty (for department chairs and
coordinators.
Supporting Adjunct Faculty (for department chairs and coordinators
Engage and Connect
Completion
• Measures of Success
– Comparison of student success in gateway courses
between full-time and adjunct faculty.
– Comparison of student success for adjunct faculty
who have attended 3 professional development
sessions compared to those who have not.
– Comments from adjunct faculty association.
Kris Young
Vice President of Academic Services
Parkland College
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
93RD ANNUAL CONVENTION
Student Success
Defining “The First Year Experience”
“The First Year Experience ®”
“Everything an institution does with, for, and to its
new students. It is a philosophy and rationale for
what should be done and why.”
John Gardner, Senior Fellow
National Resource Center for the First Year Experience.
Note: This term is a registered trademark of the
University of South Carolina.
Design Principles for New Student
Success
– Create clear pathways
– Integrated Support
– High Expectations with High Support from Everyone
– Professional Development to support students’ success
– Designing for scale
A Matter of Degrees, Promising Practices for Community College Students, Center for
Community Engagement. 2012
S.O.A.R.
Minority
Student
Retention
Initiatives
Fall
Convocation
First-Year
Experience
PSY 109
P-20
Learning
Communities
S.O.A.R. Students: Preliminary
Persistence
Data
Percentage of Students Persisting
77.1
80
70
60
52.4
48.2
50
31.0
40
All credit students
SOAR students
30
20
10
0
Fall 2011 to Spring 2012
Fall 2011 to Fall 2012
Fall Welcome Convocation
PSY 109: Educational, Career, and Life
Planning
• New text for 2012FA
• Unified syllabus with common
assignments & grading
• Mandatory academic
planning, career research, &
student engagement activities
• Writing assignment
techniques & rubrics mirror
those in ENG 098/099
First Year Communities Fall 2012
Black Males
Together
We Achieve
Business
Criminal
Justice
Health
Professions
Preliminary First Year Community Results
Dev Reading Pass Rate – 2012FA
Average Pass Rate vs FYC Pass Rate
100%
88%
90%
87%
80%
70%
60%
61%
56%
50%
39%
40%
30%
20%
10%
0%
Course average
Business
Criminal Justice
Black Males
Health Professions
Preliminary First Year Community Results
Fall-to-Fall (2011FA – 2012FA) Persistence
Black males Together We Achieve FYC
60%
48.20%
50%
50%
40%
31%
30%
20%
10%
0%
All credit students
2011 SOAR students
Together We Achieve Cohort #1
Dual Credit Data
Subsequent Attendance at
Parkland fall enrollment
Subsequent Attendance at
Parkland spring enrollment
(final dual credit class)
(final dual credit class)
74.5%
73.0
65.0
60.9%
65.6%
54.7%
54.1%
51.6%
32.4%
35.0%
2007
2008
2009
2010
2011
2008
2009
Note: Data for most recent years is lower because students may still be attending high school
2010
2011
2012
Leading to Desired Outcomes
Bill Mullaney
Vice President of Academic Affairs
Bergen Community College
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
93RD ANNUAL CONVENTION
On Time Registration
Learning Starts DAY ONE!
Where did OTR come from?

Survey of Entering Student Engagement (SENSE) – Fall 2010



Network Institutions

Valencia Community College

Ivy Tech Community College
Literature Review


Entering Student Success Institute (ESSI) – Spring 2011
Best practices in developmental education
Supported by Administrative Leadership Team (ALT)
What is OTR ?
Students will not be permitted to enroll in a class
that has already met.
Why OTR?
 Reinforce
our commitment to learning starts on
day one
 Positively
impact student success
Planning & Development
Collaboration


&
Academic Affairs

No Overrides

Strategic Scheduling
Student Affairs
Communication

Current Students

Prospective Students

College

Front line staff saying “no”


Assist students to find
alternatives
Faculty

Staff
Implementation – Fall 2012

Strategic Scheduling

Alternative Start classes for top 10-12 high enrollment courses


Capped at 15 until first day of semester

Shadow Sections of top 10-12 high enrollment courses

Extended Enrollment Period (EEP)
Accommodations (There are no “exceptions”)

Right Classing

Same Course, Same Instructor

Incorrect Enrollments


Science Labs

Learning Communities
Dropped at “no fault” of the student
Evaluation – Fall 2012


Schedule Change Requests (200+)

~40% submitted by Academic Affairs

65% approved
Top “reasons”

Dropped for non-payment (Wks 1-2)

Need required lab or enrolled in wrong lab section (Wk 1)

Incorrect enrollment in Learning Community (Wk 1)

Unable to self-enroll in a class that started later in the day (Wk 1)

Student presented “add slip” signed by instructor after the class met
(Wk 1)

Right Classing (Wks 1-2)

Same course, same instructor (Wks 1- 2)
Evaluation – Fall 2012

Stakeholder Surveys



Employees

Majority supported the initiative

Not enough alternative start classes

Communication needs to be improved
Students
Data

Retention by enrollment date

Fill rate of classes
Amy Fugate
Vice President for Academic Affairs
Mott Community College
AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
93RD ANNUAL CONVENTION