1. Jim SimpsonFlorida State College at Jacksonville
2. Keys to How Program Design Can Increase Graduation Rates
Maximize Program Design Program Length Certificate Programs
Electives Synergize Programs Strengthen On-Line Courses Advising
Actions LCCC Observations Lesson Learned
3. LCCC Model
4. Stopping ShortSource: Theuen, B. (2010), Most Community
College StudentsNever Graduate, The Texas Tribune
5. Our Students Have Changed 75% of students are juggling jobs,
commuting to class. Even when given twice as long, no more than a
quarter of part-time students ever graduate with either a
certificate or associate degree. Students are taking too many
credits and too much time to complete.Source: Complete College
America; (2011); Time is the Enemy; Completionby Design, Washington
D.C.
6. Excess Hours = Lower Graduation Nationally, students
receiving an associate degree earned an average of 79 credits for
programs that were 60 credit hours in length Nationally, Students
receiving certificate earned on average 63.5 credits even though
just 30 credits were required to attain a certificate.Are LCCC
students obtaining degree in themost efficient manner and what is
the addedmonetary cost to the student and to the statefor attaining
a degree with excess hours?Source: Complete College America, 2001,
Time is the Enemy, Washington DC
7. Program StructureCollege students are more likely to
persistand succeed in programs that are highlystructured, with
little room for individuals todeviate from a path toward
completion. Judith Scott-ClaytonSource: Scott-Clayton, J., 2011,
The Shapeless River: Does a Lack of StructureInhibit Students
Progress at Community Colleges?, CCRC Working Paper No. 25:A
Working Paper in the CCRC Assessment of Evidence Series
8. Contributing Factors Community college students may not have
appropriate college knowledge. Many community college students
report that they have had limited access to advising. Scheduling
barriers also play a role.Source: Zeidenberg, M.; (2012), Valuable
Learning or Spinning Their Wheels?Understanding Excess Credits
Earned by Community College Associate Degree Completers:CCRC
Working Paper No. 44; Columbia University: Community College
Research Center.
9. Program LengthCore questions to ask in designingprogram
length: Are you required by statute, licensure, or accreditation to
offer a program over 60 credit hours? If the answer is no, ask
yourself do the additional hours result in significant value added
for the graduate?
10. Impact of Additional Hours at LCCC Median Program Length
for Associate Degree = 66 hours Projected 150% graduation rate for
66 credit hour program 27.9% for Full Time Students 10.2% for Part
Time Students 16.4% Graduation Rate Need to recruit 6 new students
every Fall to produce 1 graduate
11. Impact of Additional Hours at LCCC If Program Length for
Associate Degree = 60 hours Projected 150% graduation rate for 60
credit hour program 31.4% for Full Time Students (+13% increase)
12.5% for Part Time Students (+22% increase) 19.1% Total Graduation
Rate (+17% increase) Need to recruit 5 new students every Fall to
produce 1 graduate Reduces time to degree: From 2.04 years to 1.86
years for full time students 8.8% reduction in time to degree From
5.2 years to 4.7 years for part time students 9.6% reduction in
time to degree
12. Impact of Additional Hours at LCCC For every credit hour
over 60, a LCCC program reduces the number of graduates it can
produce by 2.6%.
13. The Value of Certificate Programs People earn certificates
throughout their working lives. Certificate holders tend to come
from backgrounds of low to moderate family income. On average,
certificate holders earn roughly the same as workers with some
college, but no degree. Source: Carnevale, A., Rose, S., Hanson,
A., (2012), Certificates: Gateway to Gainful Employment and College
Degrees. Georgetown University; Center on Education and the
Workforce.
14. The Value of Certificate ProgramsEarning Benefit In the US,
the median earnings is 7% greater for certificate holders than
those who leave without any credential. In the US, certificate
holders are 16% more likely to be employed full time than those who
leave without any credential. In the US, certificate holders are
11% more likely to be employed in a job with benefits than those
who leave without any credential. In the US, certificate holders
are 36% less likely to be unemployed than those who leave without
any credential. Source: Ifill, N, Radford, A, (January 2012),
Beginning Subbaccalaureate Students Labor Market Experiences: Six
Years Latter in 2009, NCES 2012-273, US Department of Education,
National Center for Education Statistics
15. Impact of CertificatePrograms onGraduation Rates A student
is 33% morelikely to graduate withan associate degree ifthey
graduate from anembedded certificateprogram. Source: Simpson, Jim
(2007); Impact of Certificate Graduates on AS/AAS Graduate Rates at
FCCJ; Florida Community College at Jacksonville Internal Study
16. Impact of Certificates at FSCJ College credit certificate
graduates have a 84% placement rate, earning $36,628 per year. 55%
are continuing their education. Non-credit certificate graduates
have a 78% placement rate, earning $39,264 per year. 22% are
continuing their education. Source: Florida Department of
Education, Florida College Vocational Report, 2009-2010 Florida
Education and Training Placement Information Program, Florida State
College at Jacksonville.
17. The Value of Certificate Programs Among policymakers,
practitioners, and other stakeholders, a growing consensus emerged
that certificates requiring less than one year of study have little
economic value. Evidence is presented that suggests that this
option is overstated. Dr. Anthony Carnevale Source: Carnevale, A.,
Rose, S., Hanson, A., (2012), Certificates: Gateway to Gainful
Employment and College Degrees. Georgetown University; Center on
Education and the Workforce.
18. Impact of Certificates at FSCJ Certificates 1 semester in
length (11 to 12 credit hours) 54% of graduates continue their
education 85% are placed in field, continue their education, or
join the military Yearly earnings = $52,164 Certificates 2
semesters in length (13 to 24 credit hours) 60% of graduates
continue their education 86% are placed in field, or continue their
education or join the military Yearly earnings = $32,768
Certificates 3 semesters or longer in length (+24 credit hrs) 53%
of graduates continue their education 80% are placed in field, or
continue their education or join the military Yearly Earnings =
$42,220 Source: Florida Department of Education, Florida College
Vocational Report, 2009-2010 Florida Education and Training
Placement Information Program, Florida State College at
Jacksonville.
19. Good Program Design Limit Program Options FSCJ Practice 1:2
Ratio on Electives Limit Or Statements Remove Hidden and Non-
Enforceable Prerequisites Remove Structural Barriers Capitalize on
Program Cluster SynergyAdapted From: D. Jenkis, S. Cho, 2012, Get
with the Program: Accelerating CommunityCollege Students Entry into
and Completion of Programs of Study, CCRC Working PaperNo. 32.
Columbia College Teachers College, Community College Research
Center
20. Program Cluster Synergy Take Advantage of Synergistic
Opportunities Accounting (46 to 47 hrs)Common Core with an Aviation
Management (40 hrs)Embedded Certificate Business Administrative
Support (26 to 27 hrs) Hospitality Management (43 hrs) Logistics
Management (29 to 30 hrs)
21. Strengthen On-Line CoursesWhat are you doing to bolster and
strengthen youronline courses? Student are more likely to fail or
withdrawal from a fully online course as compared to a face-to-face
course. Students who took online coursework in early terms were
significantly less likely to return to college in subsequent terms.
Students who took a high proportion of credits online were
significantly less likely to attain an educational award or
transfer to a four-year institution. Source: Xu, D., Jaggars, S.;
March 2011, Online and Hybrid Course Enrollment and Performance in
Washington State Community and Technical Colleges. CCRC Working
Paper No. 31. Columbia College Teachers College, Community College
Research Center.
22. Sirius Course Elements Infusion of Mastery Learning
Research based Constructivist Approach Activities grounded in
everyday content Topics with multiple perspectives Collaboration
Cooperative Learning Social engagement Group Projects
23. Embedded Active Learning Strategies Cooperative Learning
Project Based Learning Internships/Coops Simulation Learning
Communities Supplemental Instruction Technology Enhanced Classes
Right Start Orientation On-going Active Teaching Strategy Training
for Faculty
24. Advising Action #1Talk with Students before theyWithdrawals
from a Class Nationally, a student who receives a W on 20% or more
of the credits they attempted decreases the probability of
graduation within 3 years by 51%. In Florida community colleges, a
student who receives a W on 20% or more of the credits they
attempted decreases the probability of graduation within 3 years by
83%.
25. Advising Action #2 57.90% Tell Your Students 60% the
Importance of 50% Earning 20 credit 40% hours in a Year 19.40% 30%
A FTIC who earns 20 20% credit hours is 2.98 xs more likely to
graduate 10% than a student who 0% doesnt earn 20 credit Earned 20+
Credits in First year in First Year Did Not Earn 20 Credits
hours.Source: Colleen, Moore, Nancy Shulock, Jermey Ofenstein,
October 2009, Steps toSuccess: Analyzing Milestone Achievement to
Improve Community College StudentOutcomes, Institute for Higher
Education Leadership & Policy.
26. Advising Action #3 Let Students Know 60% 45% about the 50%
Importance of 40% Summer Enrollment 30% A FTIC student who is 20%
14.5% continuously enrolled in their first year has a 3.1 xs 10%
higher graduation rate 0% than a student who did not Earned Summer
Did Not Earn earn credits in the summer. Credits Summer
CreditsSource: Colleen, Moore, Nancy Shulock, Jermey Ofenstein,
October 2009, Steps to Success: AnalyzingMilestone Achievement to
Improve Community College Student Outcomes, Institute for Higher
EducationLeadership & Policy.
27. Advising Action #4 70% Completed Course Did Not Complete
Course Tell Your College 60% 61.10% Ready Students not 51.20% to
Postpone CL 50% English or Math 40% Students taking CL Math in 30%
first two years have a 22% 21.20% 20% graduation rate that is 2.78
xs greater. 10% Students taking CL English in first two years have
a 0% graduation rate that is 2.4x Complete CL Math Completed CL
greater. in 2 Years English in 2 YearsSource: Colleen, Moore, Nancy
Shulock, Jermey Ofenstein, October 2009, Steps to Success:
AnalyzingMilestone Achievement to Improve Community College Student
Outcomes, Institute for Higher EducationLeadership &
Policy.
28. Time for Action When: Student Misses the First Day of
Class. Students who do not attend the first day of class reduce
their chances of graduating with an associate or certificate by
27%. Student is Late with First Assignment. Students who failed to
turn in their first assignment on time or failed to turn in the
first assignment (regardless of the point value of the assignment)
were 72% less likely to complete the course as compared to students
who turned in the first assignment of time. Student Earns a D on
First Assignment. Students earning a letter grade of D or lower on
their fist assignment (regardless of the point value) were 84% less
likely to complete the course as compared to students who scored C
or better.
29. Early Alert System Reminder Early alert is the timely
intervention for student experiencing academic difficulty or
exhibiting behaviors that are counter-productive to student success
PLUS a predictive modeling system that allows preemptive
intervention for likely students in need.Source: Entering
StudentSuccess Institute
30. Course Design Principles Take attendance. Class attendance
is a better predictor of college grades than any other know
predictor of academic performance. Mandatory attendance policies
appear to have a positive impact on average grades.Source: Crede,
M., Roch, S., & Kieszczynka, U.; (2012); Class Attendance in
College: A Meta-Analytic Review of the Relationship of Class
Attendance with Grades and Student Characteristics;Review of
Educational Research; December 2012 82: 436-476, first published on
November 2, 2012
31. Course Design Principles More Frequent Assessments,
Starting Earlier in the Term Student report increased control and
voice in the classroom. Faculty report that students are more
involved in their own learning. Students are more or much more
satisfied with their class. Increased metacognition and improved
ability for students to monitor their own methods. Sources: (1)
Steadman, Mimi, M., (1994) Implementation and Impact of Classroom
Assessment Techniques in Community Colleges; University of
California, Berkeley, (UMI Microform no. 9528688). (2) Catlin, A.,
& Kalina, M., (1993) What is the Effect of the Cross/Angelo
Model of Classroom Assessment on Student Outcome? A study of the
Classroom Assessment Project at Eight California Community
Colleges; Research projected funded by the California Community
College Chancellors Office. Funds for Instructional Improvement
Grant 92-0016.
32. Course Design Principles More Frequent Assessments,
Starting Earlier Student report increased control and voice in the
classroom. Faculty report that students are more involved in their
own learning. Students are more or much more satisfied with their
class. Increased metacognition and improved ability for students to
monitor their own methods. Sources: (1) Steadman, Mimi, M., (1994)
Implementation and Impact of Classroom Assessment Techniques in
Community Colleges; University of California, Berkeley, (UMI
Microform no. 9528688). (2) Catlin, A., & Kalina, M., (1993)
What is the Effect of the Cross/Angelo Model of Classroom
Assessment on Student Outcome? A study of the Classroom Assessment
Project at Eight California Community Colleges; Research projected
funded by the California Community College Chancellors Office.
Funds for Instructional Improvement Grant 92-0016.
33. Course Design Principles Incorporate College Knowledge into
the Classroom. Gates Foundation funded a $2.5 million challenge to
develop Apps around college knowledge. Winners to be announced on
January 23, 2013 http://www.collegeknowledgechallenge.org/
34. Battle of the TitiansLone Star College Harvard University
65% Part Time Students 70% Full Time Students Commuter College
Residential University Most Students are Most Students are Not
Working Working 50% Pell & Fed Loans 21% Pell & Fed. Loans
130+ Programs of Study 48 Programs of Study Many First Generation
Most Are Not First College Students Generation Students
35. Time-to-Degree Formula150% Graduation ( standard) (Program
Length in credit hours x 1.50)/30 = Years to complete degree or
certificate; or Program Length/20 200% Graduation (Common metric)
(Program Length x 2) = Years to complete degree or certificate; or
Program Length/15 Part-Time Graduation (Internal tool) Program
Length / Median credit hours successfully completed by part-time
students Legend: Red Font = USDOE Formula; Blue Font = Shortcut
Formula
36. Associate Median Length = 66 hours 15% 13% 72% Program
Length 60 to 64 65 to 69 70 or Longer
37. Certificate Median Length = 30 hours 45% 26% 5% 24% Credit
Hour Length 12 to 19 20 to 28 29 to 38 39 or higher
38. Observations Accounting Program Length 66 to 67 Hours
Program is over 60 credit hours. Program has a range of hours. 2
years to complete. No summer Large Number of Courses 72 courses;
255 credit hours General Education wildcard electives 5 courses to
support a 2/3 hour technical elective. 13% to 15% of total credit
hours consist of electives. Pluses CL English and Math required in
the first year. College 101 included in the Associate Degree and
Certificates
39. Observations Culinary Program Length 70 to 71 Hours Program
is over 60 credit hours. Program has a range of hours. 2 years to
complete. No Summer Large Number of Courses 110 courses; 317 credit
hours General Education wildcard electives College 101 only in 1
Certificate CL Math in 2nd year 15% to 17% of total credit hours
consist of electives. All in general education. Pluses CL English
required in the first year. College 101 included in the Associate
Degree and 1 of 2 Certificates No Technical Electives.
40. Observations Workplace Relations Program Length 63 Hours
Dont know how long to complete Large Number of Courses 159 courses;
500 credit hours General Education wildcard electives 35% of total
credit hours consist of electives. No semester layout so when CL
English and Math is suggested is unknown. Pluses College 101
included in the Associate Degree.
41. Observations Supply Chain Program Length 64 to 65 Hours
Program is over 60 credit hours. Program has a range of hours. 2
years to complete. No Summer. Large Number of Courses 68 courses;
242 credit hours Large number of math/science electives No
certificates Pluses CL English and Math shown in the first term.
College 101 included in the Associate Degree No Broad Technical
Elective Options. 9% of total credit hours were electives.
42. Florida Sources URL for Florida State Colleges Program
Frameworks: http://www.fldoe.org/workf orce/dwdframe. Hint for
Translating Florida Edu-speak to English PSAV = Non-credit
frameworks. Everything else is creditSource: Destin Chamber of
Commerce
43. Impact of Program Design at FSCJ Total Programs250240
236230220 218210200190 26% Reduction in Total180 Programs
173170160150 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2009-2010
2010-2011
44. Impact of Program Design at FSCJ Impact on FSCJ Associate
Degrees 3%reduction in the median length of an Associate degree
since 2000-2001 From 66.5 to 64.5 credit hours in length in 2010-
2011 17% gain in projected (Theoretical) graduation rate 11.4% gain
for full time students 30% gain for part time students
45. Impact of Program Design at FSCJ Impact on Certificate
Programs 63% increase in the number of certificate programs since
2000-2001. From 60 to 98 certificate programs in 2010-2011 76%
increase in the number of certificate programs that are 20 credit
hours or less in length since 2000-2001 From 29 to 51 certificate
programs that are 20 credit hours or less in length
46. Quality Trend Lines3530 Florida Coast Career Tech
Division2520 Military, Public Safety, & Security15 Division
Florida State College at Jacksonville10 5 Florida State College
Division0 2008-2009 2009-2010 2010-2011 2011-2012
47. Lessons Learned Control credit creep by limiting program
length Establish model for three-year and four-year semester-by-
semester road maps for all programs Simplify your Programs (Limit
Options)Adapted from: Complete College America; (2011); Three
Policies to ReduceTime to Degree: Complete College America:
Washington D.C.
48. Lessons LearnedFocus Strategies on Part Time Students
Source: Complete College American (2011) September, 2011 Time is
the Enemy: The surprising truth about why todays college students
arent graduating and what needs to change
49. Lessons LearnedMaximize Program Design Review your programs
for hidden prerequisites. Reduce elective options to no more than
10% of your program length. If you think you have too many embedded
certificate programs you probably dont.
50. Lessons LearnedAdvising for Impact The problem of
excessive, no penalty withdraws and numerous course repeats affects
10% of a cohort. Institutional policy and advising can cut the
incidence of withdrawals and repeats by half. Clifford Adelman
51. Lessons LearnedMost Attrition is NOT Caused by Academic
FailureOver 40% of attrition costs nationwide are attributableto
students who leave with grade point averages in theA & B range.
Attrition associated with poor academicperformance (i.e., students
leaving with C averages orbelow) accounts for just 15% of attrition
costs. DeltaCost Project Source: Johnson, N., September 2012; Delta
Cost Project Research Paper: The Institutional Costs of Student
Attrition; Delta Cost Project, American Institutes for
Research
52. Lessons LearnedPromote Active Learning Strategies Patience
is the key. The payoff in higher graduation rates is three to five
years in the future
53. Rethinking College Practices Connection Entry Progress
Completion From interest to From enrollment to From program entry
to From program enrollment entry into a program of 75% of program
completion to study requirements credential of value for completed
further education and labor market advancement Design (at scale)
and align with every stageSource: Jenkins, D., January 2011,
Redesigning Community Colleges for Completion: Lessons from
Research onHigh Performance Organizations, CCRC Working Paper No.
24; Columbia University TeacherCollege, Community College Research
Center
54. Contact Information Jim SimpsonAssociate Vice President of
Degree and Career Programs Florida State College at Jacksonville
501 West State Street Jacksonville, FL 32202 E-mail:
[email protected]