Pathways to Student Success: Forming a Council and Making an Impact IACRAO 2014 Annual Conference...

Pathways to Student Success:  Forming a Council and Making an Impact

IACRAO 2014 Annual ConferenceOctober 30, 2014

Presented by: Jane Smith, Director, Enrollment Services, Registrar and

Chair, Student Success Council Working Group

White PaperJanuary 2011

President Commissions

ReSET April 2011

ESEIP Formed 10 Objectives

January 2012

Student Success Council Working Group

Student Success Council

PersistenceCompletion

Success!

Grow Enrollments

Focus on Student Service

Student Satisfaction & Retention

Certificate/Degree Completion

College of DuPageCulture of Student Success

The White Paper

“What is needed at this time is a concerted joint effort

to develop an integrated approach to recruitment,

retention, and success that will allow COD to improve

in enrollment, retention and completion metrics.”

ReSET: Reconceiving the Student Experience Team

Reconceiving the Student Experience Team

Increase student

satisfaction and retention

Enhance the college-wide

focus on student service

Grow enrollments

27 Recommendations

• Recruiting

• Data Analysis

• Diversity & Inclusion

• Online Education

• Advising

• Campus Central

• Service Excellence

White PaperJanuary 2011

President Commissions

ReSET April 2011

ESEIP Formed 10 Objectives

January 2012

Student Success Council Working Group

Student Success Council

PersistenceCompletion

Success!

Grow Enrollments

Focus on Student Service

Student Satisfaction & Retention

Certificate/Degree Completion

College of DuPageCulture of Student Success

The Enhanced Student Experience Implementation Plan (ESEIP)

at College of DuPage

Wednesday, August 15, 2012

Inclusive Implementation - Phase I

Snapshot of Support Team Membership

Full-Time and Part-Time Faculty

50

Staff (Managerial and

Classified)

65

Administrators

30

Enhancing the Student Experience Implementation Plan (ESEIP)Formation of Student Success Council Working Group

Objective 1: Increase applications, grow headcount and FTE

Objective 2: Establish Campus Central

Objective 3: Provide enhanced customer service to make it easy for students to navigate enrollment through graduation processes

Objective 4: Reduce within term attrition

Objective 5: Align staff roles and responsibilities for student success and retention

Objective 6: Expand the student advisement framework

Objective 7: Conduct appropriate communication of changes through marketing and branding efforts

Objective 8: Improvement and innovation related to learning and fact-based systematic evaluation

Objective 9: Improve the student payment plan policy and process

Objective 10: Create an enhanced customer service environment

Enhancing the Student Experience Implementation Plan (ESEIP)Formation of Student Success Council Working Group

White Paper

January 2011

President Commissions ReSET

April 2011

ESEIP Formed 10 Objectives

January 2012

Student Success Council Working Group

Student Success Council

Persistence

Completion

Success!

Grow Enrollments Focus on Student Service

Student Satisfaction & Retention

Certificate/Degree Completion

College of DuPageCulture of Student Success

“Institutions that don’t make the shift – from focusing on

access alone to focusing on access and success – aren’t

likely to fare well in the new environment... More

importantly, neither will their students. In this economy,

“some college” won’t get young adults very far; we need to

help more of them get the degrees that will.”~ Learning from High-Performing and Fast-Gaining Institutions

(EDUCATION TRUST HIGHER EDUCATION PRACTICE GUIDE, January, 2014)

SSC Working Group – Projects to Date

• Projects/Initiatives– ESEIP Continued

– New Email Policy

– Attendance/Mid-Term Grades

– Student Research

– Graduation Initiative

– New Student Enrollment Seminar

– SWOT – Student Web & Online Technology

Other Current Student Success Projects

• QIP 15

– Developmental Math

– Developmental English – ALP Pilot

– Online Classes

• The IDEA Center

• Early College

• Math Curriculum Alignment with District High Schools

Online Student Retention & SuccessFive Year Trend

2009 2010 2011 2012 201350.00%

52.00%

54.00%

56.00%

58.00%

60.00%

62.00%

64.00%

66.00%

68.00%

RetentionSuccess

Fall Term

Per

cent

of

Stu

dent

s

Retention: Students who continue in the class from 10th day to the end of termSuccess: Students who earn a letter grade of A, B, or C

GOOD

Developmental Math Student Retention & SuccessFive Year Trend

2009 2010 2011 2012 20130.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

RetentionSuccess

Fall Term

Per

cent

of

Stu

dent

s

Retention: Students who continue in the class from 10th day to the end of termSuccess: Students who earn a letter grade of A, B, or C

GOOD

Developmental EnglishStudent Retention & SuccessFive Year Trend

2009 2010 2011 2012 20130.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

RetentionSuccess

Fall Term

Per

cent

of

Stu

dent

s

Retention: Students who continue in the class from 10th day to the end of termSuccess: Students who earn a letter grade of A, B, or C

GOOD

White Paper

January 2011

President Commissions ReSET

April 2011

ESEIP Formed 10 Objectives

January 2012

Student Success Council Working Group

Student Success Council

Persistence

Completion

Success!

Grow Enrollments Focus on Student Service

Student Satisfaction & Retention

Certificate/Degree Completion

College of DuPageCulture of Student Success

Building a Student Success Model

Working Group/Institutional Student Success Council

• Continue the Work

• Data as the Driver

• Faculty Involvement

• Leadership from the Top

Converging Ideas

Student Success Council

HLC AcademyStudent Success

Working Group

“New” Student Success Council

• Executive Vice President Established March, 2014

• High level – establish the College of DuPage student success model

• Made of up of faculty, academic affairs administrators, student affairs, regional centers, learning support, enrollment services

• Joining the HLC Academy for Student Persistence and Completion

Initial Objectives

• Adopt a Charge

• Study Student Success Models

• Develop a Model Based on Best Fit

• Define Student Success Measurements

• Review Current Student Success Projects

• Join the HLC Academy for Student Persistence and Completion

Student Success Council Charge – Consider and recommend strategies to:

Develop and implement a Student Success Model focused on learning; and

improving retention, persistence and

completion rates.

Improve Student Completion Rates

Improve Communication to and from Students

Improve Collaboration Between Departments

Ensure a Better Understanding of Processes for Students and Employees

Improve Persistence

Student Success Models

THE PATHWAY SERIES – A NEW MODEL

ENTRY

PROG

RESS

COMPLETI

ON“… to redesign academic programs and support services in order to create more clearly structured and educationally coherent program pathways to student end goals with integrated progress monitoring, feedback and support.”

Next Steps

• Consensus – Completion by Design– Form Subteams– Subteams Meet to Review Model

Details– Review Current Projects– Low-Hanging Fruit

The model can be supported by…

The Conditions for Student Success (Tinto 2012)

Building a Student Success Model

Expectations (expectations of self)

Support (academic, social, financial)

Assessment and Feedback

Involvement (engagement - especially

in the classroom)

It can also incorporate high impact practices if the data supports them…

Guided Pathways to Success

Issues• Poor Choices• Unavailable Courses• Excess Credits• Lost Transfers• Unnecessary Credits

Source: Complete College America

Solutions• Whole Programs of Study• Informed Choice• No Wasted Credits• Default Pathways• Intrusive, On-Time Advising• 15 to Finish• Clear Progress to Guaranteed Courses• Milestone Course• Block Schedules• End-to-End Design• Workforce Connection

Adopted

Two-Year Progress Measures

• % of credit hours successfully completed by cohort in the first term

• % of students who reached credit thresholds by end of year two (24 credits for part-time; 42 for full-time)

• % of students who were retained from fall (term one) to their next academic term or completed a formal award;

• % of students who reached year two outcomes as follows:

– Completed certificate or degree

– Transferred to a 2-year or 4-year institution

– Still enrolled at initial institution

• % of credit hours successfully completed by cohort at end of year two

Developmental Education Progress Measures (QIP 15)

• % of students referred who attempted their first math, English, or reading developmental education course

• % of students referred who completed highest level math, English or reading developmental education course

• % of students referred who completed any college-level course in math, English, or reading

• % of students referred who completed all developmental education

Six-Year Outcomes Measures (These outcomes are non-duplicative, mutually exclusive)

• % of students who earned an associate’s degree – without transfer

• % of students who earned an associate’s degree – with transfer

Career and Technical Education Measures

• Number of awards in CTE

• Licensure exam passing rate

• % of CTE students that complete a program (both credit and non-credit) or earned 90 contact hours and are employed with a livable wage

• Median wage growth of CTE students

Adult Basic Education/GED

• % of students that completed ABE/GED

• % of ABE/GED students that enrolled in additional education

• % of ABE/GED student that gained employment

Non-Credit Workforce Courses Non-credit workforce course enrollments

Number of state/industry-recognized credentials

% of non-credit CTE students that transition from non-credit to credit courses

Accomplishments to Date

• Formation of Student Success Council

• Student Success Council Charge

• Examination of Student Success Models with a recommendation for Completion by Design

• Adoption of VFA for Student Success Measure Definitions

• Participation in HLC Academy for Student Persistence and Completion

• Initial Data Book in Progress

ENTRY

Developmental placement, poor performance, intrusive advising, declared major, support services,

contextualization courses - further, farther, faster

Connection Entry Progress CompletionX

Implementation of New Offi cial Email Policy X X X XX

X X XX X XX X X

X XX X X

XXX XX X X XXX X XX XX X X XXX X X XX X

XX X XX X X

Recruitment Events, Middle SchoolCampus Central/myAccess LabEnrollment Support CenterTracking Key Points of Service/Interventions

Dual Credit ImprovementsFYE Letters and Advisor Emails

Center for Diversity & Inclusion

SWOT TeamSARS Enhancements

New SAP ProjectRevised Begin@COD Sessions/Veterans Begin SessionsWillowbrook High School Pilot

Academic Discipline Program Review Results & ImprovementsGeneral Education - Outcomes/AssessmentQIP15 - Developmental and Online Performance

Continuing Student Groups Led by C&AEmail Counseling

Program Advisors (8); PT - 3 Program AreasAssigned Advisors for First-Time, Full-Time

SOAP Groups for Academic At-Risk Students Led by C&A

Student Early Alert Program

STUDENT SUCCESS COUNCIL WORKING GROUP

Gates Foundation Completion by Design Model

Current Projects/New Initiatives

COLLEGE EFFORTS IN SUPPORT OF STUDENT SUCCESS

CONNECTION PROGRESS COMPLETION

Recruitment, understanding the enrollment process

Momentum, continuous attendance, feedback, flexible

learning, intentional accelerated programs, emergency aid for

unexpected

Still haven't taken math, intrusive advising, eliminate barriers to

graduation, learn and earn programs, eliminate unnecessary

credits, leave with a credential

Academy for Student Persistence and CompletionHigher Learning Commission

• Academy Overview:

– Four-year sequence of activities

• Focusing on:

– Collecting and Analyzing Data

– Strategy Development and Testing

– Improving Persistence and Completion

• Summary of Roundtable Activities

• Data Review and Plan

• Next Steps

HLC Academy

• Institutions –

– Define, Track, and Analyze Data

– Establish Goals for Student Populations

– Connect P&C Efforts with Assessment and Student Learning

– Research and Compare Emerging Practices

HLC Roundtable

• What data do we need?

COD Buckets

Transfer

AA or AS

< AA or AS

AAS

Certificates Undecided Non-Degree

Buckets Cont.

Dual Credit

ESL/ GED

AGS

Bucket Attributes• Demographics

– Gender– Age– Ethnicity– Zip Code

• Academic Attributes– Full-Time/Part-Time– Online/On Campus– Background GPA, Test Scores

Bucket Attributes Cont.• Progress Attributes

– Hours Completed– Current GPA– Course Load– Still Enrolled

• Retention• Persistence• Completion

Bucket Attributes Cont.• Non-Enrolled

– Reasons for leaving– All attributes listed above

• Institutional– DFWI Courses– Online versus Face-to-Face– Location– Time of Day

Next Steps

• Define Additional Data Needs

• Review and Analyze Data

• Review Existing Data –

– SSC WG Survey

– Adult Student Survey

– Noel-Levitz

– CSSE

• Review and Align Current Student Success Projects

• Review Recommendations from SSCWG

• Put Forth Evidence-Based Goals and Strategies

Moving Forward• Student Success Council and the

Working Group• Decisions are Data-Driven• Helping Students Reach Their Goals

White Paper

January 2011

President Commissions ReSET

April 2011

ESEIP Formed 10 Objectives

January 2012

Student Success Council Working Group

Student Success Council

Persistence

Completion

Success!

Grow Enrollments Focus on Student Service

Student Satisfaction & Retention

Certificate/Degree Completion

College of DuPageCulture of Student Success