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DEVELOPING INSTITUTIONAL ROADMAPS FOR STUDENT LEARNING AND SUCCESS
AACC Annual ConventionApril 22, 2012
DISCUSSION OUTLINE• Brief overview of AAC&U’s Roadmap Project
and LEAP Initiative • Campus Action Plans
• Lane Community College• Hostos Community College• Miami Dade College• Salt Lake Community College
About AAC&U• The leading national association concerned with the
quality of student learning in college
• 1,250 institutional members – half public/half private, two year, four-year, research universities, state systems, liberal arts, international
• A network of over 30,000 faculty members, academic leaders, presidents and others working for educational reform
• A meeting ground for all parts of higher education –about our shared responsibilities to students and society
Liberal Education and America’s Promise(LEAP)
LEAP is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
The LEAP Initiative in Brief• Led by AAC&U, LEAP is a multi-year effort to
advance:1. A set of “essential learning outcomes” that all
college graduates need to succeed and contribute –in work, life and citizenship.
2. Far-reaching changes across the curriculum to help students achieve the recommended learning outcomes – from school and through college.
3. Forms of assessment that both develop and document students’ learning gains.
The LEAP Essential Learning OutcomesKnowledge of Human Cultures and the Physical and Natural World
– Focused on engagement with big questions, enduring and contemporary
Intellectual and Practical Skills– Practiced extensively across the curriculum, in the context of progressively more
challenging problems, projects, and standards for performance
Personal and Social Responsibility– Anchored through active involvement with diverse communities and real-world
challenges
Integrative and Applied Learning– Demonstrated through the application of knowledge, skills, and responsibilities to
new settings and complex problems
How Does LEAP Work?• There are three areas of concurrent work:
–Campus-based educational change–Partnerships with selected state
systems–Research on public opinion, student
achievement, and effective educational practices.
Developing a Community College Student Roadmap
Funded by
Developing a Community College Student Roadmap
Developing Institutional Roadmapsfor Student Learning and Success:
Hostos Community CollegeThe City University of New York
Richard D. Gampert, Ph.D.Director of Institutional Research and Student Assessment
Presentation atAnnual Conference
American Association of Community CollegesOrlando, FL
April 22, 2012
Some Background Information on Hostos Community College
• Opened in 1968 in response to community demands for higher education in the South Bronx
• Hostos is in the 16th Congressional District• 6 buildings located at 149th Street and the Grand Concourse• One of 24 units of The City University of New York• 171 full-time faculty; over 200 part-time faculty• Hostos has 25 associate degree programs and 2 certificate
programs, including academic transfer and vocational/technical training
Some Views of the Hostos Campus
Student Profile for Fall 2010:
• 6,499 students, with 4,651 FTEs• 58 percent full-time students• 68.3 percent female• 56.9 percent Hispanic and 27.1 percent Black/African-American• 76 percent speak a language other than English at home (the vast
majority speak Spanish); students are from over 120 countries and territories
• 64.9 percent live in the Bronx• 72 percent have an annual household income of less than $30,000• Upwards of 80 percent of entering freshmen are first generation
college students• 95 percent of Hostos students are eligible for financial aid
Some Additional Hostos Statistics:
• One-year retention rate: 63.7 percent (Fall 2010 cohort)• Three-year graduation rate: only 7.2 percent (Fall 2008 cohort)• Six-year graduation rate: 21.9 percent (Fall 2005 cohort)• Hostos accepts the least prepared students in CUNY. • Students leave because they fail the basic skills tests.
The Need:• Develop program(s) that will further assist students in passing basic skills
tests, acclimate to college life and college expectations, and provide career guidance.
• The current college orientation course is only taken by a limited number of students and not always in the first or second term.
The Hostos Semester of Success (SOS):• Develop a College Seminar to address student needs• The College Seminar would be required
College Seminar Content:• Specific content is being developed• High impact practices • The Seminar will be interdisciplinary and thematically• E-portfolios will be included• Peer mentors
The Academic Seminar:• For entering students at lower and intermediate levels• Need to provide these students with academic and social support • The Academic Seminar would provide support, instruction, and assistance in the
following areas:• Specialized tutoring• Study skills• Library usage• Additional college resources such as counseling, clubs, other extra-curricular
activities, etc.• Upper level entering ESL students would take College Seminar
Where Are We Now:
• Currently, Hostos is developing the curriculum for the College Seminar and the modules for the Academic Seminar.
• The modules for the Academic Seminar will be piloted in the ESL 015 and ESL 025 courses in the Fall 2012 term.
• The College Seminar will be piloted in the Spring 2013 term, with fuller expanded implementation in Fall 2013.
Assessment:
• Pass rates on the CUNY basic skills tests in reading and writing• Student retention will improve (both one-year and two-year retention)• Ultimately, graduation rates will increase• Student learning outcomes (particularly those related to general education)
will also show improvement
Roadmap to Completion“Linking the Electronic Alert System with Intrusive
Interventions: The faculty-student-advisor connection”
“Institutional Barrier” Student Services has no access or knowledge when the alert occurs. The “alert” is limited just from faculty to students. Opportunity to forge a “proactive” , “intrusive” approach to addressing student academic progress.
College Learning Outcomes Initiative
No Intersections
Advisement &Career Services
Faculty Early ElectronicAlert System
High Impact, Intrusive Interventions
• Intake Advisement Session• Education Map• Academic Support – Tutoring• Mentoring• Financial Counseling• Legal Counseling• Benefits Screening
Scaling Up• Building on what we have -The “Early Alert System”
• Focus groups - with faculty, student and advisors revealed the following:
• What we learned - Students need (and want) structure and support.
• What we learned - Faculty will refer and use the alert system if they have the
“alert” streamlined where they have options to advisors for these students.
• What we learned - Advisors would use the campus resources to address their
unique challenges (intrusive interventions)
• Next Steps: Working with District IT Division to streamline and fully automate communication between academic, student affairs and student portals
Faculty – Student - Advisor Connection
Faculty/Alert System Advisors/Advisement
Salt Lake Community CollegeRoadmap Action Plan: Layering Interventions to Help Developmental Math Students Succeed in College.
Three Challenges/Opportunitiescirca 2010
• Over 60% of incoming students are testing into Developmental Math.
• Desire to turn LE 1020 (Essentials of College Study) into more of a FYE, but not sure how.
• Introducing new ePortfolio requirement in all General Education courses.
Roadmap Deliberations Give Rise to Innovative Approach
• Math Emporium– Modularized curriculum– Course/Lab mix– Students can progress as they are capable
• LE 1020 College Essentials as co-requisite to Math Emporium
• ePortfolio becomes integral part of LE 1020 curriculum.
What We Think We’re Doing• Helping students progress through
Developmental Math more quickly—and still being successful in their college-level Math courses.
• Front-loading the College Essentials course.• Getting students off to a good start on their
ePortfolio, which then becomes their roadmap to success.
Sample ePortfolio Page
Transforming Lives Through Learning
Oregon
Lane County
Lane Roadmap: The GPSFor students:Guide to Personal Success
For faculty and staff:Guide to Professional Success
Inte
grat
ed L
earn
ing
Professional Development
Learning Core Value
Institutional Structures
Strategic Directions
Projects and Initiatives
