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Hitting a Moving Target:

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Overwhelming Majority of 2-Year Colleges Offer Developmental Courses ... 3 Week Intensive Summer Course, Last 3 Weeks of August (OS 43) and Continue ... – PowerPoint PPT presentation

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Title: Hitting a Moving Target:


1
Hitting a Moving Target
  • How to Create a Successful First Year Experience
    for the Community College Student

2
Existing Data Community Colleges
  • February 06 Conference 6 CCs Presenting But No
    Presentations on the CC Experience
  • National Resource Center on the 1st Year
    Experience 2003 Web Survey 54 of Respondents
    Were 2 Year Institutions
  • 2004 First Year Assessment List Subscribers
    23.9 2-Year Institutions
  • 2002 Survey of First Year Academics 48
    Associates Colleges

3
National Survey of First-Year Curricular
Practices Fall 2000
  • CC Students Likely to Have Classes of lt 25
    Students and Senior Faculty Teaching
  • 98.3 of 2-Year Institutions Offer Remedial
    Courses and 1/3 Have Populations of Over 50
    Remedial Students
  • 2-Year Colleges More Likely to Have
    Institution-wide Attendance Policy
  • 2-Year Colleges Less Likely to Collect/Report
    Mid-term Grades

4
  • Even Though 2-Year Colleges Enroll More At Risk
    Students, They are less Likely to Offer 1st Year
    Seminars
  • 2-Years More Likely to Offer Distance Education
    to 1st Year Students
  • Over 50 of 2-Years Have An Early-Alert System to
    Identify Students with Academic Difficulty
  • 60 of 2-Years Strongly Encourage or Require
    Students to Select a Major

5
  • Academic Advising Much More Likely to Be
    Centralized at 2-Years
  • 2-Years Far Less Likely to Require Students to
    Have Face-to-Face Contact with Advisor
  • 2-Years Less Likely to Engage in Efforts to
    Increase Out-of-Class Interaction Between
    Students and Faculty

6
2002 National Survey of First-Year Academic
Practices
  • Overwhelming Majority of 2-Year Colleges Offer
    Developmental Courses
  • 33.9 of 2-Years Require One or More 1st Year
    Courses Compared to 79.3 of B.C. General and
    70.5 of BC LA Colleges
  • 2-Years More Likely to Evaluate Impact of
    Developmental Education on Subsequent Academic
    Performance, Retention, Graduation

7
  • 2-Years Less Likely to Offer Early Assistance to
    Any Student in Academic Difficulty During the
    First Term
  • 2-Years Most Likely to Report A Few or Some
    Students Participating in 1st Year Seminars
  • 2-Years More Likely to Have None or A Few
    Students Involved with Learning Communities
  • Associates Colleges Much More Likely to Have
    None or A Few Students Involved with Research

8
  • 2-Years Least Likely to Require Library
    Introduction For All Students

9
First-Year Experiences at Suffolk County
Community College
  • Student Support Services (Trio) Program Provides
    Comprehensive Assistance to a Small Subset of
    Population
  • OS 20 College Seminar (3 Credits) for
    Developmental Students Full Semester
  • OS 15 College Seminar (1.5 Credits) for All
    Students Half Semester
  • OS 43 Seminar for College Success (4 credits) for
    Selected Developmental Students Summer/Fall

10
  • OS 15 or OS 20 Required for Most Students (Except
    FT Evening PT Students)
  • College Success Growing 60 Students College-wide
    in 2004, Now 240 Students

11
SCCC Program Models Student Support Services
(Trio)
  • Eligibility Academic Need, 1st Generation
    College Students, Disabled, Financial Need
  • Peer Mentors for New Students
  • Tutoring Services in All Academic Areas
  • Intensive Advising, Scheduling, Registering
  • Social Skills Development Club, Community
    Service, Trips
  • Mid-Semester Progress Reports
  • Workshops on Test Anxiety, Study Skills

12
  • Individualized Educational and Psychosocial Plans
    with Specific Goals
  • Supplemental Instruction (Recitation Model)
  • Comprehensive Assessment Compared with Control
    Group on GPA, Rate of Course Completion,
    Persistence, Transfer Rate, Graduation Rate
  • Significant Difference with Positive Outcomes for
    Treatment Group Versus Control Group

13
SCCC Program Model OS 20
  • C. Morin Started Program with Another Faculty
    Member
  • Target Population Lowest Developmental Category
    of Students
  • Services
  • Teaching Academic Survival Skills (Test Taking,
    Study Skillsetc)
  • Self-Directed Search for Career Direction

14
  • Library Research Instruction
  • Academic Advising and Course Selection
  • Review of Degree Audit with Every Student
  • Use DISCOVER Program to Begin Looking Further at
    Careers and Potential Colleges

15
SCCC Program Model College Success Program
  • Started Summer 2004 with 60 Students
  • Initially Higher Developmental Level, Now Any
    Developmental Student
  • 3 Week Intensive Summer Course, Last 3 Weeks of
    August (OS 43) and Continue Meeting 1 Hour Weekly
    Throughout Fall
  • Coordinated Scheduling of Developmental Courses
    During Fall Semester

16
  • Intensive Version of OS 20
  • Initially Pre- and Post- Test with LASSI
  • Learning About College/Campus Resources
  • Building Study Skills and Test Taking Skills
  • Library Orientation and Research
  • Orientation to Reading and Writing Labs
  • Developing Time Management Skills
  • Advising and Review of Registration
  • Training - Use of Student Computing Portal

17
  • Mandatory Workshops on Sexual Harassment and
    Date/Acquaintance Rape, Alcohol Education,
    Wellness, Financial Management

18
SCCC Program Model OS 15
  • Required for Most
  • One Half of First Semester
  • Programs/Curricula Similar to OS 20 Without Focus
    on Developmental Issues

19
Challenges/Needs at SCCC, Elsewhere?
  • Non-developmental Students Only ½ Semester, 1 ½
    Credit Course
  • No Ongoing Support, Learning Community,
    Structured Academic Advising, Mentoretc
  • Typical Student Overwhelmed by Work School
    Requirements
  • Often Lack of Family Financial or Emotional
    Support

20
  • Social Disconnection From Other Students
  • Lack of Overall Goal/Purpose of Education
  • Poor Organizational/Planning Skills
  • Difficulty in Setting Realistic Goals
  • High Percentage of Students with Chronic Career
    Indecision
  • Insufficient Resources in Most Student Services
    Departments

21
Possible Solutions
  • Change College Seminar (OS 15) to Full Semester
  • Develop Pilot Project with Assigned Counselor to
    Follow Up with Students
  • Use Text Focused on the Community College Student
  • Develop Another Course Last Semester?
  • Increased Financial Advising to Reduce Reliance
    on Working

22
  • Increased Scholarship Funds to Offset Expenses
  • More Comprehensive Orientation Before the
    Beginning of the Semester
  • Continued One Hour Weekly Meetings for All
    Students During Second Semester
  • Comprehensive Career Assessment Counseling for
    All New Students Prior to First Semester
  • Assign All New Students to Counselor/Advisors
    Initial 105/1 Ratio

23
  • Institute Annual Assessment YFCY, Other?
  • Target Subgroups (e.g., racial/ethnic minorities)
    and Develop Support Systems
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