A Call to Action… Changing our Systems to Support Student Success
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Transcript of A Call to Action… Changing our Systems to Support Student Success
A Call to Action…
Changing our Systems to
Support Student SuccessPresented by: Karen Miller
VP of Enrollment & Student AffairsCuyahoga Community College
AACRAOChicago, IL
Nov. 11, 2013
Cuyahoga Community College
• Tri-C is Ohio's oldest and largest community college, opening in 1963 as a single downtown metropolitan campus; now a four-campus college, two corporate colleges, and a district office
• The College serves more than 48,000 credit and non-credit students annually via traditional classroom and online courses
• 65% 27% place in to Developmental English; 92% 89% place in to Developmental Math
• More than 800,000 area residents have attended Tri-C
• Funding through county levy, state-funding, and tuition - $101.21 per credit hour
• More than 80 career/technical programs and liberal arts curricula; 600 non-credit workforce and professional development courses
Fall 2013
Official 15th Day Report
Headcount/FTECurrent
Fall 2013Headcount
Headcount 28,533
FTE 15,954
Enrollment TrendsAge, Race, Gender & Part-time/Full-time status
Age # %
19 or less 6,184 23%
20-24 7,787 29%25-29 3,872 14%30-34 2,658 10%35-39 1,812 7%40-59 4,191 15%60-74 524 2%75+ 85 0%Unknown 5 0%
Total 27,118 100%
Gender # %
Male 10,194 38%Female 16,915 62%Not reported 9 0%
Total 27,118
Race # %
Native American 194 1%
Black 8,286 31%
Asian 776 3%
Hispanic 1,202 4%
White 14,911 55%
Multiracial 268 1%
Unknown 1,481 5%
Total 27,118
Part-timeFull-Time # %
Part-Time 17,859 66%Full-Time 9,259 34%Total 27,118
Delayed En-rollment
Did not have high school Diploma
Enrolled Part Time Were Financially Independent
Had Dependents Were Single Parents
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Enrollment Distribution of Students with Characteristics that May Adversely Affect Persistence and Attainment for Community Col-
leges and All Other Sectors Combined: 2007-2008
Public 2-year All other sections combinedRisk Factors
% S
tude
nt B
ody
Source: NCES (2011a)
…History at Tri-C
Achieving the Dream
Completion Agenda
AACC- Voluntary Framework of Accountability
…Strategic Outcomes
Student Engagement
Improving Service & Support
Creating Intentional & Mandatory Interventions
Creating Policies that Improve Efficiencies & Support Student Success
Tri-C, in partnership with Mayor of Cleveland, and Cleveland Metropolitan School District (CMSD),
look to support and guide CMSD graduates on their pathway to successful completion of a certificate or
degree at Cuyahoga Community College
Higher Education Compact
Spring, 2012
This charge required a coordinated and intentional effort on the part of both academic and student
affairs to reshaped the student experience in a new and integrated model to support student
persistence
Higher Education Compact
College wide SupportStarting with Executive Leadership
Lead by VP for Enrollment & Student Affairs and
Dean for Developmental Education
Including:
VP of Planning & Institutional EffectivenessDeans of Academic AffairsDeans of Student AffairsAssistant/Associate DeansCounseling Directors/CounselorsEnrollment Center DirectorsFinancial Aid AdvisorsRecruitersStudent Success SpecialistsPlacement Center Directors
HE Compact Completion Agenda/Working Plan
No Late Registration
Mandatory New Student Orientation
Peer Mentors
… Already in Place
• Mandatory Placement test preparation to encourage placement at the highest levels of math and English and move students into college level coursework faster.
• Two Week Intensive “Bridge” programs to prepare eligible students for college-level English and math and encourage successful and timely completion of coursework.
• Mandatory In-person New Student Orientation and Peer Mentors to engage students with a peer who can help them learn how to navigate Tri-C.
• Strategic Enrollment in Developmental Coursework starting the first semester.
• Supplemental Instructor (SI) in developmental math courses to provide extra support and tutoring.
Intentional Interventions Created
• General Studies Course during the first semester to better prepare students for success in college.
• Early Alert System in developmental English and math courses to connect students with support in and out of the classroom early in the term.
• A Case Management Approach with our Student Success Specialists so students on each campus have a point-person to assist with questions or concerns.
• Mandatory Advising Prior to the Second Semester so students continue with their developmental course sequences and stay on the most direct route to completion.
• Continuous Monitoring of Student Progress and Credit Hours to provide real-time outreach for students falling behind in academic progress or dropping courses.
Intentional Interventions Created
Initial Fall 2012 Cohort
•402 students in the Fall ’12•59% enrolled full time•Additional 107 in the Spring ’13
Working with Planning & Institutional Effectiveness
• Master list of potential students/HS seniors for outreach/marketing
• Weekly updated lists to track ANR, NSO, FAFSA, COMPASS testing, Registration Status
• Pre-registration status/Recruiters Manager • Registered students/ Student Success Specialists
• Tracked changes in hours• Tracked changes in status• Applied “holds” prior to registering for second
semester
Main Contact/liaison for HE Compact StudentsCoordinate retention programs for 1st year students
• Mentoring• Peer mentoring• Early Alert• Student Ambassador Program• 1st Year Success Newsletters• Case management for Compact Scholar students• Gradfest, Welcome Week, etc.
Student Success Specialist…our Case Managers
Semester Engagement:
• Track registration activity• Welcome postcard• Weekly e-mails• Phone calls before midterms/finals• In-person visits• Incentive based learning • Participation in campus events• Connect with services
Communication Plan
Our Peer Mentoring Teams
HIGH SCHOOL
REGISTER FOR
CLASSES
FIRST SEMESTER
SECOND SEMESTER
THIRD SEMESTER
GRADUATION &
TRANSFER
PSEOP TECH PREP
Enroll in Student Success Course
Meet with High School Counselors
Attend Required Academic Counseling Appointment
Attend Required New
Student In-Person
Orientation
Submit High School
Transcripts
Complete Math & English Practice & Placement Tests
Apply for Financial
Aid
Enroll in Bridge Course if applicable
Tour campus Meet Peer Mentor
Academic Counseling
Participate in Grad Fest Activities
Enroll in General Studies
Course
Attend One-on-One Coaching Session with
Student Success Specialist
Attend Commencement
Petition for Graduation
HIGH SCHOOL
GRADUATION
APPLY TO
TRI-C
Each Semester
Meet with Academic Counselor Utilize Tutoring &Support Services Visit Career Services Join Clubs/Organizations Apply for Internships & Co-ops
FOURTH SEMESTER
Complete Academic Plan
Update Academic Plan
College Pathway Programs
Higher Education Compact Scholar Pathway
What worked…
Impact of Test Prep for Placement Testing: Placement Results
(New from CMSD High School students only)
Fall 2013 Fall 2012 Fall 2011
English Placement Test Results N % N % N % Took Placement Test 250 377 400 Placed into English 0960 5 2% 20 5% 22 6% Placed into English 0980 56 22% 91 16% 128 32% Placed into English 0990 41 16% 118 29% 184 46% Total Dev Ed placement 102 41% 229 61% 334 84%
Placed into English Bridge Course 28 11%
41 9% No Bridge
Placed into College-level English 120 48%
107 43% 66 17% Didn't Place into Dev Ed 148 59% 148 39% 66 17%
Math Placement Test Results N % N % N % Took Placement Test 255 383 390 Placed into Math 0910 112 44% 196 51% 251 64% Placed into Math 0950 46 18% 80 21% 118 30% Placed into Math 0980 6 2% 18 5% 16 4%
Placed into Math Bridge Courses 86 34%
76 20% No Bridges Total Dev Ed placement 250 98% 370 97% 385 99% Placed into College-level Math 5 2% 13 3% 5 1%
Impact of Bridge Courses, General Studies Courses & Pell Grant on Student Success
Fall 2012 Cohort
Status Count Returned Spring ‘13 Retention %
Gen Studies 117 82 70%
Non-Gen Studies 285 171 60%
Status Count Passed Bridge Passed Bridge &Passed Follow-up Course
Math Bridge 212 62% 68%
English Bridge 144 77% 60%
General Studies Courses
Bridge Courses
Status Count Returned Spring ‘13 Retention %
Pell 365 232 64%
No Pell 37 21 57%
Pell Grant
College wide Impact of Test Prep Summary of Four Terms of Intervention:
Fall 2012 to Fall 2013
English Math
TermPlaced into
Dev EdPlaced into
College LevelPlaced into
Dev EdPlaced into
College Level
Fall 2011(pre-intervention)
65% 35% 92% 8%
Fall 2012 48% 52% 90% 10%
Spring 2013 45% 55% 94% 6%
Summer 2013 35% 65% 85% 15%
Fall 2013 27% 73% 89% 11%
Fall 2013 Cohort
•275 students in Fall ’13•62% Full time
Academic Plans for Success & Completion
Fast Forward/Continuous Enrollment in Dev. Ed
First Year Experience
…Coming Soon - FY 14
Continually fine-tuning
College wide change is hard
Listen to the folks on the ground
…Lessons Learned
Case Management Approach
Data, Data, Data
Fine-Tune Leverage Points
…Lessons Learned
Communication is key
Celebrate the successes…Scale what works
Change takes time
…Lessons Learned
Q & A
Thank you!