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Intentional Advising to Strengthen Student
Development and Outcomes
Rebecca Goosen, President, NADE
Welcome
Can you please tell us a little about yourselves?
• What is your title (administrator, faculty, staff, etc.)?
• What is your primary area of interest?• What type of institution are you from
(2 yr., 4 yr. private, public)?
Developmental Education in the Spotlight
• National, 60% of students need developmental education
• 20% of students referred to developmental mathematics and 33 % referred to developmental reading never enrolled (AtD data)
Developmental Education in the Spotlight
• Only 44% of referred reading and 31% referred math ever complete the full sequence (AtD data)
• 14% of community college students do not complete a singe credit in the first term (AtD data)
Developmental Education in the Spotlight
• For every 10 freshmen seeking an associate degree: 5 require DE and fewer than 1 graduate in 3 years (Complete College America)
• Only a quarter of part time students finish a degree (Complete College America)
• Economically disadvantaged students struggle the most (Complete College America)
Developmental Education in the Spotlight
• Minorities access higher education often through community colleges and are over represented in developmental education (Complete College America)
• Too many exit points along the continuum for students
Are they lost in our systems?
Traditional Pathway for Students in College
• Sign up on line, take what students think they need
• Maybe see a counselor
• Some colleges assess with one measure
• Many colleges do not have mandatory assessment and placement
Traditional Pathway for Students in College
• Enroll in what looks good
• Not all colleges have mechanisms to identify struggling students
• Fail, drop out, accumulate large financial aid issues
Students Don’t Do Optional
Students Often Take the Perceived Easiest Route• But is it?• How many times do they repeat the
same course?• What is their GPA?• What skills are they lacking?• How are the external variables (life)
affecting them?• Have they committed to their education?
What Does Research and Data Tell Us About
Students?
• Students that fail to enroll in developmental course sequences do not persist
• Students that fail to pass courses in the sequence do not persist
• There are many national initiatives hopeful to increase student successful completion of Developmental Education
• Women students have higher chance of passing
• African American males are at higher risk
• Full time students have higher rates of completion
Many Exit Points
82% enroll 57% pass 25% do not complete
Of the 57% that pass
41% enroll 29% pass 12% do not complete
Of the 29% that pass
22% enroll 16% pass 6% do not complete
3 levels below college ready
2 levels below college ready
1 level below college ready
Systematic Program• Assessment of Skills–Cognitive and non cognitive–Assessment of social situation–Assessment of career goals
• Mandatory Advising –On entry–Throughout the semester–Number of “touch points”
Systematic Program
• Student Success Course– Focused on building self actualization and
accountability– Financial aid component
• Available Tutoring– On line– In person– Trained tutors (para-professional or peer
tutors)
Systematic Program• Student Centered Instruction– Active learning situations– Students are engaged
• Facilities On Campus For Learning Support– Departmental labs– Centralized campus learning support
centers• Location
• Sharing resources (Boylan, 2002)
Rules for Success
• Develop strong relationships between academic support and instructional units on campus
• Develop plans for establishing pathways for student success
• Train each other • Share information regularly• Experience each other’s roles intimately– If instructor, learn to advise – If student development, teach a student
success class
Steps to Developing Intentional Pathways
Analyze Data
Determine best chance for progression
Limit options
Mandate
Guide students through terrain
Analyze DataWhat is working?
• Short term & long term data• Enrollment patterns• Look at trend lines (5 year past history)• Provide data to individual faculty members as well
as department data• Use several data points
CompletersWho withdrew/why?How many A-C’s?How did they do in the first transfer level
course after DE?
Analyze Data
What is successful?
• What is their demographic?• What do they look like?• What is their academic history at the
institution?• What was their pre-college pathway?• What is their goal?
Analyze Data
What mechanism is contributing to those students succeeding?
There is no silver bulletBut a lot of silver buckshot
• Not one answer but rather multi-variables• Identify likely variables that led to some students
succeeding• Example: College ready in reading, maturity by age or
selection of major, timeline to graduation
• What needs to happen to support more of your students?
• What variables have the strongest impact?
Analyze Data
Concentrate on the positive
• Look for why some students succeed rather than why students fail
• Do more of “what works”• Begin with the low hanging fruit
Determine Best Chance Progression
• Examine all the modes of delivery and determine the three that are showing the most success
• Limit offerings to only those• Limit exceptions to the rule• Ensure faculty are trained in instruction
and advising personnel understand the different modalities
• Develop a placement matrix
Placement Matrix-MathTraditional Lecture
Emporium Model Accelerated DE/College Algebra
Reading Level Any level College level College level
Math Level Any level Any level Any level
Motivation/Maturity Level
Any level High level High level
Distance to Graduation
Not a factor Close to graduation
Close to graduation
Employed Not a factor May require more time on task
Do they have extra time?
Outside Commitment
Not a factor Family, etc. computer access?
Family, etc. could be issue
Supports Needed
Ensure faculty are trained to deliver new instruction
Professional development is essential
Advising personnel understand the different modalities and pathways offered
Joint instructional and student development regular meetings
Supports Needed
Educate students concerning optionsMandatory orientationAnd/or First Year ExperienceAnd/or Student Success Class
All FTIC students should have an educational plan by the end of the first semester
Limit options
Students do not do optional
• Limit options• Prepare data to support options• Share with students• Engage them in planning their education
Advising sessionsEducational planning sessionsOrientation
Mandate• All students should be assessed
DiagnosticsCognitive/Non-cognitiveCareer exploration
• No late registration
• Students should be placed according to their needsIs it wise to delay taking math?Is reading at college level important?
Mandate
• Determine which pathways are optimum for your students based on your data– Are students delaying taking math and that
effects program completion?– Are technical students in need of skill
development?• Do they know how to be a student?–What are the students’ expectations of
college?– Do they need help in learning to be a
student?• Mandate Orientation
Guide Students Through The Terrain
• Educational plans should be completed by end of first semester
• Mandatory advising
• Provide pre set pathways for first two semesters
• Establish connections Peers Institution Faculty
On Ramps• Traditional
Enroll Course Work DegreeEmployment
• On Ramps
Enroll Course Work Certificate Employment
Course Work Associates Employment
Course Work Bachelors Employment
Course Work Masters Employment
Faculty As Advisors
• Share the workload
• Many models of how this works
• Training is essential
Faculty As Advisors• Advantages
– Bridges the gap between instruction and student development
– Faculty develop a deeper understanding of their students beyond content
– Students have greater access to information– Can be incorporated with a course– May free up counselors time to do other types of student
support
• Disadvantages– May increase faculty load– May confuse students – Faculty may be confused as to when to hand off to student
development
Things To Think About• Students need to be assessed
• Pathways should not be left up to chance
• Use data to guide decision making
• Provide comprehensive student success services
Things To Think About
• Coordinate instructional and student development services
• Consider present staff and what the staffing needs may be
• Provide professional development for all staff
What limits your ability today to design an
intentional pathway for students?
Questions?
Developmental Education Initiatives
• Achieving the Dream http://www.achievingthedream.org
• Bill & Melinda Gates Foundation http://www.deionline.org
• Carnegie Foundation for the Advancement of Teaching http://www.carnegiefoundaiton.org/problem-solving/developmental-math
• Complete College America-Time is the Enemy www.completecollege.org
• Getting Past Go http://gettingpastgo.org• The National Center for Academic
Transformation http://www.thencat.org/whatwedo.html
• Jobs for the Future http://www.jff.org• Pathways to College Network
http://www.pathwaystocolldege.net• California Basic Skills Initiative
http://strategicplan.cccco.edu http://www.cccbsi.org
• Tennessee Developmental Studies Redesign Initiative http://www.tnredesign.org
• Washington’s Integrated Basic Education and Skills Training (I-BEST) http://www.sbctc.ctc.edu/college/_eibestresojurces.aspx
Resources• Boylan, H. (2002). What works: Research-based best
practices in developmental education. Boone, NC: continuous Quality Improvement Network/National Center for Developmental Education.
• Boylan, H., & Saxon, D.P. (2012). Attaining Excellence in Developmental Education: Research-based recommendations for administrators. Boone, NC: National Center for Developmental Education.
• Kuh,G., Kinzie,J., Schuh,J., & Whitt,E. (2005). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
• McCabe,R. (2000). No one to waste: a report to public decision makers and community college leaders. Washington, DC: Community College Press.
• Upcraft, M., & Gardner, J. (1989). The freshman year experience. San Francisco, CA: Jossey-Bass.
• Valdes, G., & Gifford, B. (2012). Final report on developmental mathematics and language project. Retrieved on March 29, 2012 from: http://www.carnegiefoundation.org/stites/default/files/elibrary/dev_math_report.pdf
Thank you for attending!
Rebecca Goosen, MS, Ed.S., Ed.D.President, NADE
Associate Vice Chancellor for College PreparatorySan Jacinto College
4624 Fairmont Pkwy, Suite 203Pasadena, TX 77504
