Meeting the Needs of High-Risk Students Through Gen Ed: the Decanal Role

Elizabeth Child, DeanAngela Lanier, Reading Specialist

College of Arts & SciencesTrinity Washington University

Abstract

This roundtable session will focus on the decanal role in Trinity’s ongoing curricular reform, which is aimed at improving outcomes for high-risk students.

Topics will include the use of specialists in developmental courses in various subject areas, curricular standardization initiatives, outcomes assessment, and retention patterns since the new curriculum launched.

Trinity’s Dean and Reading Specialist will facilitate discussion of curricular initiatives and outcomes at audience institutions, with particular attention to administratively-driven initiatives that could be exported to other colleges or universities.

See Inside Higher Education: http://www.insidehighered.com/news/2008/04/04/trinity

2

Snapshot of Trinity College of Arts & Sciences Students Small, historic women’s

Catholic liberal arts college in major urban center (Washington DC)

More than 85% of undergrads are women of color: (Black and Latina/Hispanic)

One-fifth of students do not claim English as their primary language

Between 80 and 90% of students need at least one developmental course

More than half of students are from D.C. public schools: only 9% those who enter 9th grade are expected to complete college

Median parental income: $30,000

95% of Trinity students received tuition discounts; more than half receive Pell grants

3

Curricular Reform: Identifying the problem First-year attrition due to

poor academic performance (which in turn affects aid status)

Flexible Gen Ed curriculum allowed students to take core skills courses late

Students unprepared for upper-level courses

Academic attitudes about “urban learners”

4

The First Year Experience: Centerpiece of Curricular Reform

Emphasis on foundational skills Instruction by developmental learning specialists Supplemental instruction and assessment Pre-and-post testing The learning community model Intensive academic support and intervention for

early alert students, probationary students, and other designated cohorts

5

Goals of the First-Year Experience:By the end of the first year, students will…

Develop abilities to read, understand and analyze texts. Develop abilities to communicate effectively in speech and writing. Develop abilities to understand and use quantitative reasoning to solve

problems. Develop abilities to locate, evaluate, and synthesize information in the

construction of knowledge. Begin to explore and connect fields of knowledge in liberal arts. Begin to apply diverse modes of inquiry to the study of human societies

and the natural world. Appreciate and adhere to principles of academic honesty. Develop capacity for engaging in civil discourse. Develop skills necessary for academic success, including efficient time

management, effective study skills, and responsibility for own learning.6

Decanal initiatives within the curriculum Development of an instructional team of specialists in Math,

Writing, and Reading, all reporting directly to CAS dean. Direct decanal oversight of diagnostic testing and placement,

curricular development, and outcomes assessment in developmental and foundational courses.

Designation of the CAS Associate Dean as director of First Year Experience.

Creation of schedules for matriculating students resides entirely in the decanal office.

First-year student orientation recast as primarily academic rather than social and organized by the academic dean and staff.

Location of professional academic advisors in Dean’s office7

Sample 1st Semester Schedule

8

Integration of specialists and faculty

Specialists and faculty offices togetherShared course resource page for CRS

instructors Proposal to start up foundational skills

“think tank” for teachers of first-year students

9

Template for Course Reports

10

Executive summary Course overview Presentation of Data

Pre and post assessment Course outcomes and relative variables Placement data

Recommendations Appendix (rubrics, samples, raw data)

Sample Course Report Data—Reading

11

# of students

Avg. test scoreAvg.

semester GPA

Avg. absences

passed with C or better

9 78% 2.65 2

passed with C- or below

14 67% 2.0 4

Failed 6 62% .88 5

Withdrew 20 41% (avg. for 12 students)

1.63 4 (as of midterm)

3 sections of CRS 101S—Fall 2010

Sample Course Report Data--Writing

12

Sentence Grammar

Punctuation and

Mechanics

Usage and Style

Basic Grammar Overall

Average pre-test

diagnostic40.2% 62.7% 61.2% 57.9% 55.5%

Average post-test

diagnostic61.7% 72.9% 80.2% 76.0% 72.7%

ENGL 105S MyWritingLab Diagnostic Pre and Post-Test Scores

Sample Course Report Data--Math

13

Passing Rates by Student's Attendance (Math 101)

0

10

20

30

40

50

60

70

80

90

100% 85-99.9% 75-84.9% 0-74.9%

Students Attendance by Percentage

Per

cen

tag

e o

f S

tud

ents

Pas

sin

g

Our measure of success …

Overall fall-to-fall retention in the College of Arts and Sciences has improved from 68% in Fall 2006 to 76% in Fall 2010.

First-Year retention has grown from 60% in F2006 to 74% in F2010.

14

Noteworthy …

CAS retention rates have improved steadily over the past three years despite a major increase in enrollment during the same period.

Though we have redirected faculty and advising resources away from upper level courses and toward lower level courses, retention of upper level students seems to be holding steady.

Retention from F2010 to SP2011 was 90%.

15

Retention Patterns Fall 2007-Fall 2010

16

Pros and Cons from an Administrative Perspective

Benefits of the new Gen Ed: Steadily improving student retention Standardization of curricula for

foundational courses (English, Math, Reading, Critical Thinking, Communication)

Regular, meaningful outcomes assessment

Rapid response to assessment findings

17

Pros and Cons, continued:

Challenges of the new Gen Ed Institutional investment in decanal staff

positions has diverted resources away from new faculty positions.

Emphasis on Gen Ed has slowed momentum for development of major and minor programs.

Growing proportion of decanal time is spent on hiring, mentoring, and evaluating staff.

18

Your turn …

Sharing successes: Have you instituted similar initiatives with measurable outcomes?

What challenges have you faced, and what kinds of initiatives have NOT worked for you?

What is the role of deans and other administrators in curricular reform at your institution? How effective a role are administrators playing in this reform?

19