RE-ENVISIONING TEACHING & LEARNING

FOR THE 21ST CENTURY COMMUNITY

COLLEGE

Jonathan Iuzzini, Rachel Singer, Richard Sebastian

HISTORY

Achieving the Dream began as a national initiative in 2004

The Lumina Foundation (founding investor) plus 7 founding organizations in the field of Higher education.

OUR NETWORK

The Achieving the Dream National Reform Network includes over 200 colleges, 15 state policy teams, more than 20 investors, and more than 100 coaches and advisors - working throughout 35 states and the District of Columbia - to help more than 4 million community college students have a better chance of realizing greater economic opportunity and achieving their dreams.

MISSION

To lead and support a national network of community colleges to achieve sustainable

institutional transformation through sharing knowledge, innovative solutions and effective

practices and policies leading to improved outcomes for all students.

VISION

A nation in which community colleges are highly valued for preserving access and assuring that their students, especially low income students and students of color, achieve their goals for academic success, personal growth, and economic opportunity.

INCUBATION of new ideas that will support the continued development of our theory of change and/or add new learning to the field

DISSEMINATION of knowledge back to the field and the community of practice to accelerate improvement of network and non-network colleges

DESIGNED SUPPORTS for scaled solutions for colleges offered around the organizational change model.

ATD’S WORK

INSTITUTIONAL CAPACITY FRAMEWORK

To build a student-focused culture leading to positive educational and employment outcomes, colleges must have capacity in these 7 areas

THE NATIONAL LANDSCAPE

We have a need nationally for thought leadership in addressing the experiences of adjunct faculty

• 67% of community college faculty nationwide are adjunct faculty

• 58% of community college classes are taught by adjunct faculty

WHAT OUR STUDENTS NEED

Strong correlation between quality of faculty-student interactions and student persistence toward completion

• Effects are especially strong for first-generation students, students of color, students from low-income backgrounds

ENGAGING ADJUNCT FACULTY

IN THE STUDENT SUCCESS MOVEMENT

2-year planning and implementation grant, funded byThe Helmsley TrustGreat Lakes Higher Education Guaranty Corporation

Goal is to develop practices and policies to support adjunct faculty to improve instruction and become engaged in student success initiatives

Community College Research Center (CCRC) serves as a third-party evaluator, documenting strategies employed, stakeholder experiences with implementation, and project outcomes

Practitioner’s Guide: coming in fall 2018

6 PARTICIPATING LEADER COLLEGES

• Community College of Philadelphia• Delta College • Harper College• Patrick Henry Community College• Renton Technical College• Community College of Baltimore County

BY A SHOW OF HANDS …

How many of you have deliberate conversations on your campus about adjunct faculty?

How many of you have an initiative or program on your campus designed to engage adjunct faculty?

PROJECT HIGHLIGHTS

• Faculty development activities• Recognition and representation of

adjunct faculty in shared governance

OER DEGREE INITIATIVE

Richard will add slides here

TEACHING & LEARNING NATIONAL INSTITUTE

TLNI is sponsored by:

• Achieving the Dream, Inc. (ATD),

• National Institute for Learning Outcomes Assessment (NILOA),

• National Survey of Student Engagement (NSSE),

• Washington Center for Improving Undergraduate Education Washington State Board for Community and Technical Colleges (WSBCTC).

This is a 4 day residential institute at Evergreen State College:

Which hosts 20-25 institutions with 5-8 members – at least three of whom are faculty but also including and academic administrator, an assessment expert, student affairs professional or other stakeholders who can contribute to an effective and sustainable action plan

TEACHING & LEARING NATIONAL

INSITIUTETHIS RESIDENTIAL INSTITUTE IS DESIGNED TO:

• strengthen campus engagement in evidence-based change initiatives aimed at promoting student learning and success;

• more clearly define student learning outcomes for participating institutions and their programs, and courses;

• actively promote faculty leadership in initiatives aimed at improving student learning and student success;

• use data to design change initiatives, assess them, and plan subsequent steps;

• create a sustainable model for learning-centered professional development for all campus educators, including contingent faculty

ATD SUPPORTING MATH PATHWAYS:CARNEGIE AND DANA CENTER

Fosters systemic institutional transformation and scaling

Helps identify and target persistent gaps in student performance

Addresses teaching and learning in meaningful ways Positions faculty as change agents Emphasizes the importance of professional development

Primes institutions to begin or strengthen guided pathways

Encourages developmental education transformation in conjunction with the Core Principles

MATH PATHWAYS

• Quantway is focused on quantitative reasoning that fulfills

developmental requirements with the aim of preparing students

for success in college-level mathematics. The goal of Quantway

is to promote success in community college mathematics and

to develop quantitatively literate students

• Statway is focused on statistics, data analysis, and causal

reasoning, combining college-level statistics with

developmental math. It is designed to teach mathematic skills

that are essential for a growing number of occupations and are

needed for decision-making under conditions of uncertainty

MATH PATHWAYS

Are structured so that:

• all students, regardless of college readiness, enter directly into mathematics pathway that is aligned to their program of study.

• students complete their first college-level math requirement in their first year of college.

• advance quality and innovative teaching

• strategies to support students as learners are integrated into courses and are aligned across the institution.

• incorporate productive persistence

• instruction incorporates evidence-based curriculum and pedagogy.

FACULTY AS DRIVERS OF CHANGE

Jon will add text here