Practical and Workable Ideas for

Learning Communities

Julie Phelps, Achieving the Dream (AtD) Project Director & Professor, Mathematics

Christy Cheney, College-wide Coordinator of Learning in Communities (LinC)

& Professor, Student Success

East Campus

Winter Park Campus

Criminal Justice Institute

Sand Lake Center

Osceola Campus

West Campus

Valencia Community College now has four major campuses, two academic and administrative centers, and two more major campuses in the planning stages.

Overview of Presentation Strategic Planning

Initial Data analysis 2000-2005 3 Gaps Indentified in Success Rates Targeted Courses, Implementation Timeline & Participation #s Closing the Gaps

Research Plans 1) Supplemental Learning (SL) 2) Learning in Communities (LinC) 3) Student Success (SLS)

Wrap-up

Gaps in Student Achievementas Identified by Valencia for AtDGap 1. Between under prepared and college-

ready students

Gap 2. Between racial and ethnic groups

Gap 3. Between success rates in math courses and success rates in other discipline

courses

Gap 1: Progression and Completion rates are lower for under prepared students (Fall 2000)

Completed Developmen-

tal in 2 Years

15 college level credits in 3 years

Completed Degree in 4

years

Completed Degree in 5

years

College Ready

0 0.72 0.33 0.38

Non-Col-lege Ready

0.49 0.49 0.15 0.18

5%

15%

25%

35%

45%

55%

65%

75%

74%

26%

Fall 2000FTIC Students

n = 3741

n = 966n = 2775

Gap 1: Progression and Completion rates are lower for under prepared students (Fall 2006)

Completed Developmental in 2 Years

15 college level credits in 3 years

College Ready 0 0.78

Non-College Ready

0.55 0.57

5%

15%

25%

35%

45%

55%

65%

75%

85%

77%

23%

Fall 2006FTIC Students

n = 4011

n = 758n = 2575

Progression Rates by Ethnicity FTIC Under Prepared Students - Fall 2000

60%65%

24%

51% 54%

16%

47% 49%

13%

36%42%

8%

CompletePrep in

2 Yrs

Complete15 CL hrsin 3 Yrs

CompleteDegree in

4 Yrs

0%

20%

40%

60%

80%

Asian/Pac/Isldr Caucasian Hispanic Afr/Amer

(Cohort Rate = 48%)

(Cohort Rate = 51%)

(Cohort Rate = 15%)

Gap 2: Hispanics and African Americans fall below other groups;

Asians lead

Gap 2: Hispanics and African Americans fall below other groups; Asians lead

Progression Rates by EthnicityFTIC Under Prepared Students – Fall 2006

Complete Prep in 2 Yrs Complete 15 CL hrs in 3 Yrs0%

10%

20%

30%

40%

50%

60%

70%

80%72% 72%

57% 58%55%

60%

46% 48%

Asian/Pac/Isldr Caucasian Hispanic Afr Am

Courses with 10 Lowest Success Rates All Students - Fall 2004

39.4%

42.3%

43.1%

52.4%

54.7%

55.8%

56.0%

56.4%

56.8%

57.8%

Prep Math Intens

Beginning Algebra

Pre-Algebra

Pre-Calc Algebra

Intro to Programming

Calc (Bus & Soc Sci)

Interm Algebra

Principles of Accntg

Principles of Econ

College Trig

0.0% 20.0% 40.0% 60.0%

MAT0020 (203)MAT0024 (2,641)

MAC2233 (428)

MAT0012 (1,855)

MAT1033 (2,373)

ECO2023 (863)

MAC1140 (437)

ACG2021 (970)

MAC1114 (510)

( Enrollment) Success Rate

(Courses = 10,503 enrollments or 12% of Fall enrollment))

COP1006 (223)

(Success = Grade of A, B, or C)

Gap 3: Math courses dominate the list of 10 courses with lowest success rates

Gap 3: Math has high enrollment and low success rates

AtD Targeted Courses

Developmental Pre-Algebra Beginning Algebra Intermediate Algebra

Gateway College Algebra Freshman Comp I U.S. Government

Strategy Implementation Timeline

Phase ISupplemental Learning

Phase IILinked SLS Course (LinC)

Phase IIILinked Interdisciplinary Courses (LinC)

2005-06 2006-07 2007-082008-09 2009-10

ENC1101, POS2041,MAC1105 w/ Other Courses

SLS LinC w/ MAT 0012, 0024, 1033 & w/ ENC 1101, POS 2041, MAC1105 as option

Phase IVRequired SLS Enrollment

3 Prep Course Mandates

MAT 0012, 0024, 1033

ENC 1101, POS 2041, MAC 1105

2 Prep Course Mandate

Under Review

Participants: Spring 2006-2009

34, 223 students (Goal was 25,285)

1,497 class sections

820 faculty and staff (duplicated headcount)

Annual Student ParticipationFTIC Degree-Seeking

05-06 06-07 07-08 08-090%

10%20%30%40%50%60%70%80%90%

100%

SLLinCSLSAny

**Yr 05-06 Yr 06-07 Yr07-08 **Yr08-09

SL 184 678 905 912

LinC 0 158 403 380

SLS 400 2264 2822 2825

Any (unduplicated) 533 2640 3539 3491

Total Students Enrolled 2003 6723 7880 7415

**Note: Year 05-06 includes Spring and Summer only. Year 08-09 includes Fall and Spring only.

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-080%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

75.3% 76.9% 76.1% 76.7%78.6% 79.9% 79.2% 80.5% 79.2% 79.7%

81.6% 81.5%

55.3%56.8% 56.4%

58.2% 58.5% 58.7% 58.4% 59.6% 60.3% 61.3% 62.4% 63.8%

Fall Cohort Retention RatesFTIC Degree-Seeking Students

Fall-Spring Retention

Fall-Fall Retention

Fall Cohort to Spring/Fall the Following Year

Re

ten

tio

n R

ate

Closing the Gaps

• Overall, success in the 6 Gateway courses increased by 3% from 2004 to 2008.

• Success gaps between African American and Caucasian students closed from 13.4% in 2004 to 3.6% in 2008.

• Success gaps between Hispanic students and Caucasian students closed from 1.8% in 2004 to Hispanic students having higher success rates than Caucasian students by 4% in 2008.

AFRICAN AMERICAN – CAUCASIAN SUCCESS RATE GAP

Gateway Course Gap Analysis

17

18

2001 2002 2003 2004 2005 2006 2007 2008 2009 FA08-40.0%

-30.0%

-20.0%

-10.0%

0.0%

10.0%

20.0%

30.0%

African American - CaucasianSuccess Rate Gap by Course

ENC1101

POS2041

MAC1105

MAT0012C

MAT0024C

MAT1033C

Average Total Combined Gap

Academic Year

Dif

fere

nce

in

Su

cces

s R

ate

Negative values mean African-Americans are not performing as well as Caucasians on average.

HISPANIC – CAUCASIAN SUCCESS RATE GAP

Gateway Course Gap Analysis

19

20

2001 2002 2003 2004 2005 2006 2007 2008 2009 FA08-30.0%

-20.0%

-10.0%

0.0%

10.0%

20.0%

30.0%

Hispanic - CaucasianSuccess Rate Gap by Course

ENC1101

POS2041

MAC1105

MAT0012C

MAT0024C

MAT1033C

Average Total Combined Gap

Academic Year

Dif

fere

nce

in

Su

cces

s R

ate

Negative values mean Hispanics are not performing as well as Caucasians on average.

AtD Research Reports

• Supplemental Learning (SL)

• Learning in Community (LinC)

• Student Success (SLS1122) Mandate (for students in 3-prep)

Meaningful Improvement

Statistically significant improvement in target quantitative measures

Reflection on the human impact in terms of the goals of

the initiative and the mission of the institution

Economic efficiency in relationship to difficulty of the task at hand

A consideration of faculty perception as it relates to benefit versus cost

A consideration of student perception as it relates to benefit versus cost

Supplemental Learning (SL)

www.valenciacc/dream/supplearning.asp

SL assisted courses provide students with a trained peer mentor. The SL leader acts as a model student in class and leads group study sessions outside of class.

SL Organization Coordination

Collegewide Coordinator 4 Campus Coordinators 2 Campuses have student leaders assisting coordination

Recruitment Recruiting SL Faculty Recruiting and Training SL Leaders Recruiting Students

Growth Spring 2006 – 35 sections collegewide Today, Spring 2009 – over 100 sections collegewide

Supplemental Learning (SL)Course Success In each comparison, Fall, Spring and Summer:

Success (A, B, or C) was higher for SL sections Unsuccess (D, F, or WF) and Withdrawal (W, or WP) were lower for

SL sections Fall Success rates were significantly different for SL sections (*p<.10) for

all ethnicities (N = 65 Instructors, N = 5157 students) African American students

All courses: 10.36% higher (p=0.029) Developmental: 8.53% higher (*p=0.167) Gateway: 15.65% higher (p=0.019)

Hispanic students All courses: 7.07% higher (p=0.007) Developmental: 7.59% higher (p=0.025) Gateway: 6.65% higher (p=0.099)

*With one exception.

Supplemental Learning ResearchPersistence

On average, students enrolled in the SL sections had higher persistence rates

As the size of the cohorts increase, this effect appears to lessen

The difference in persistence rates between SL and non-SL students decreases over time This analysis, however, does not account for

graduation

Supplemental Learning ResearchStudent Focus Groups

• Overall, students described the SL experience as positive, and felt that attending SL sessions helped their academic performance

• Students who did not attend SL sessions gave two major reasons:– time of session conflicted with work or other courses– felt confident in their own ability and did not need the help

• The following benefits of SL were reported:– learning study skill strategies– awareness of additional resources (CompHouse, SPA, etc.)– increased comfort with in-class participation and instructor

interaction

Supplemental Learning ResearchSummary and Recommendations

Supplemental Learning appears to have the most significant effect during the fall semester

Information about the scheduling of SL sessions at the time of registration may increase student participation in the sessions

Additional research is necessary to determine how to implement SL more effectively in Gateway College courses

Learning in Community (LinC)www.valenciacc.edu/linc

Two professors and a success coach collaborate to combine the content of two courses with integrated learning outcomes and activities. Students enroll in both courses at the same time.

LinC Organization Coordination

Collegewide Coordinator 3 Campus Coordinators Success Coach Coordinator

Recruiting and Training Faculty/Success Coach LinC Mixers Destination

Recruiting Students Student Services Staff Orientations

Business Process Analysis (BPA) Timeline Research Proposal

Atd Strategies: LinC courses

LinC courses: Students enrolled in LinC courses complete the courses with a grade of C or better at higher rates compared to non-Linc courses. This effect is greater for Hispanic and African

American students.

Learning in Community (LinC) Research Report

Students who enrolled in LinC courses successfully completed the courses at higher rates than students in the same courses that were not LinC’d (10.4%)

This effect was even greater for Hispanic (11.9%) and African-American (11.6%) students

The greatest effect was in math courses, particularly developmental courses

LinC Research ReportPersistence On average, students in LinC courses

showed higher persistence in the next term which diminished the term after that and increased over the next 2 terms

Each cohort has a different pattern of persistence (needs more time to study)

LinC Research ReportStudent Focus Groups Expressed enthusiasm for relationship

building with faculty and peers Described the courses as engaging, good

pace and interesting and found it was easier to ask questions

Cited specific academic and life skills they gained

Developed connections with college resources

LinC Research ReportFaculty Discussion Groups Changes in teaching practice included

increased confidence, more flexibility in delivering course content, incorporating success skills, more attention to student overall development, involving students in more group work

Comparatively, LinC courses were more interactive, challenging, students are more positive, open, engaged and loud

LinC Recommendations

Continuation of LinC courses, particularly in the four math courses studied

LinC coordination required

Student Success Expansion

www.valenciacc.edu/studentsuccessAn initiative to increase the number of students who benefit from the Student Success Course (SLS1122 - 3 credit hours), SLS is part of the LinC offerings, and the course is now required for students who test into all three college prep areas.

Student Success Organization History – before AtD

1988 – Started on a Title III Grant Centralized Program

4 Campuses 1 Director Student Success Course Guidelines

AtD Years Growth

Fall 2006 Mandate LinC Involvement Bridges Cohort Experience

Student Success Recruiting and Training Faculty

Masters Degree in Any Discipline

Step by Step Training—required for credentials

Monthly Trainings—Adjunct Associate Status

Adjunct Mentoring

Student Success Course Mandate Research Summary Fall to Spring persistence increased,

particularly for Hispanic and African American students

Fall to Fall persistence did not increase, except for Hispanic students

Course success rates increased for Hispanic and African American students

SLS Mandate Research ReportStudent Focus Groups

The SLS Mandate did not interfere with students’ decisions to come to Valencia or to continue on at the college

When discussing requirements, most students tended to focus on preparatory course requirements rather than the SLS1122 requirement

When asked if everyone should take the course: For students that did not successfully complete the

course – the course should not be mandated For students that did successfully complete the course –

everyone should take the course

SLS Mandate Research ReportCost Efficiency Analysis

Return on investment analysis is particularly challenging endeavor in higher education Valencia participated in a special study called “Making

Opportunity Affordable” conducted by Jobs for the Future

The cost template revealed that the expansion SLS Mandate would not, in itself, be a financial strain on the institution because much of the cost is absorbed by student tuition and the institution benefits from economies of scale.

SLS Mandate Research ReportFacilitated Discussion on the Data

Reactions to the data were generally positive and translated into support for the continued use and study of the SLS Mandate in its current form

Fall to Fall persistence data is still incomplete but there is good conversation concerning the meaning and solution to the perceived problem Expansion of Strategies to Spring / Summer

There is continued concern about the long term impact of demographic changes to SLS1122 brought on by the mandate

SLS Mandate Research ReportRecommendations for the Transition

There is general consensus to continue the mandate for 3-prep students and study of its effects.

There is general consensus about the value of the content of the SLS1122 course.

There is general consensus about the value of embedding “success skills” into other courses.

Contact Information

Julie Phelps Email: jphelps@valenciacc.edu

Christy Cheney Email: ccheney@valenciacc.edu

National AtD web site: http://www.achievingthedream.org