Who are MCCCD’s students?...Historical MCCCD Headcount 0 40,000 80,000 120,000 160,000 1965 1970...
Transcript of Who are MCCCD’s students?...Historical MCCCD Headcount 0 40,000 80,000 120,000 160,000 1965 1970...
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Board Outcomes Annual
Monitoring Retreat
November 2014
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Who are MCCCD’s students?
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Historical MCCCD Headcount
0
40,000
80,000
120,000
160,000
1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
Fall 45th Day Fall 2014 is 128,212
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Student Profile — Fall 2014
55% female
44% male
1% undeclared
full-time
part-time
28%
72%
26 years
7.9 hours
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MCCCD Fall 45th Day 2014
50%
50%
50%
3% 5%
8%
27%
48%
10% Am Indian/AlaskaNative
Asian or PacificIslander
Black, Non-Hispanic
Hispanic
White, Non-Hispanic
Other
Race/Ethnicity
35%
27%
13%
13%
12%
15-19
20-24
25-29
30-39
40+
Age Group
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Fall 2014 Educational Intent of New Students
< 1%
2%
14%
15%
29%
39%
0% 20% 40% 60% 80% 100%
Undeclared
Meet University Requirement
Personal Interest
Current High School Student in D.E./C.E.
Enter/Advance in Job Market
Transfer to University
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Completion Agenda
Board Resolution: increase by
50% the number of students
with degrees and certificates
by 2020
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2020 Completion Goal
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
20,000
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Stu
de
nts
Ea
rnin
g A
wa
rds
Actual 0.82% Growth
Goal for 2020
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Outcome:
Community Development
and Civic and Global
Engagement
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35% 38% 38% 36% 35%*
0%
20%
40%
60%
80%
100%
AY 08-09 AY 09-10 AY 10-11 AY 11-12 AY 12-13
Percentage of High School Graduates
who Enroll Directly in Community College
*13,515 (of a total 38,561) 2011-12 high school graduates from Maricopa County who
attended MCCCD in Summer 2012, Fall 2012, or Spring 2013
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8%
25%
3%
30%
18%
0%
20%
40%
Black Hispanic Native American Pell Grant Recipient Age > 24 with No PriorCollege
F09 F10 F11 F12 F13
Enrollment of Underserved Populations
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Global Engagement
201 MCCCD students participated
in study abroad programs in
FY 2013-14.
772 MCCCD students participated
in 47 study abroad programs
between 2011 and 2014.
Ireland
Prague
Namibia
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Civic Engagement
6,218
MCCCD students
participated in service
learning opportunities in
FY 2013-14.
Voter
Registration
Students over 18 who were
registered to vote: District
median = 41%
Chancellor’s Civic Leadership Medallion
40 Recipients in 2013 and 2014 Student Public Policy Forum
197 Participants since 2003
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Civic and Global Engagement
Civic Curriculum Infusion: • AST 111, Intro to Solar System Astronomy
• BIO 100, Biology Concepts
• BIO 181, General Biology
• COM 110, Interpersonal Comm.
• COM 225, Public Speaking
• EDU 221, Intro to Education
• EDU 230, Cultural Diversity in Education
• ESL 032, Writing w/Oral Practice
• ENG 101, First Year Composition
• ENG 102, First Year Composition
• GBS 151, Introduction to Business
• MAT 221, Calculus with Analytic Geometry I
• PSY 101, Intro to Psychology
• SSH 111, Sustainable Cities
• WST 100, Women/Gender Studies
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Residential Faculty Diversity
Characteristic
Instructional Area: Academic 56%
Vocational 44%
Gender: Female 55%
Male 45%
Ethnicity: Native American 2%
Asian/Hawaiian 4%
Black 5%
Hispanic 11%
White 78%
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Adjunct Faculty Diversity
Characteristic
Instructional Area: Academic 57%
Vocational 43%
Gender: Female 57%
Male 43%
Ethnicity: Native American 1%
Asian/Hawaiian 3%
Black 5%
Hispanic 7%
White 82%
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Community Development and
Civic and Global Engagement
Questions?
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Outcome:
Workforce and Economic
Development
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8,606
10,373
11,638 11,665
12,557
0
2,500
5,000
7,500
10,000
12,500
15,000
FY 09-10 FY 10-11 FY 11-12 FY 12-13 FY 13-14
Occupational Degrees and Certificates
Awarded Annually
The total number of
occupational degrees and
certificates has increased
by almost 46% since FY
09-10.
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Occupational Graduation Rate
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
F04 Cohort asof 2010
F05 Cohort asof 2011
F06 Cohort asof 2012
F07 Cohort asof 2013
F08 Cohort asof 2014
Non-Occupational Degree between 3 and 6 Years
Non-Occupational Degree in 3 Years
Occupational Award between 3 and 6 Years
Occupational Award in 3 Years
Total 24%
Percent Completing:
Earned Occupational Award = 17%
Earned Non-occupational Degree = 7%
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Highest-Demand Occupations with MCCCD
Degrees/Certificates =Yes Occupation
Registered Nurses
Heavy and Tractor-Trailer Truck Drivers
Medical Assistants
Nursing Assistants
Teacher Assistants
Heating, Air Conditioning, and Refrigeration Mechanics and Installers
Computer User Support Specialists
Dental Assistants
Preschool Teachers, Except Special Education
Licensed Practical and Licensed Vocational Nurses
Paralegals and Legal Assistants
Medical Records and Health Information Technicians
Medical and Clinical Laboratory Technicians
Dental Hygienists
First-Line Supervisors of Production and Operating Workers
Radiologic Technologists
Emergency Medical Technicians and Paramedics
Telecommunications Equipment Installers and Repairers, Except Line
Installers
Hairdressers, Hairstylists, and Cosmetologists
Web Developers
MCCCD offers credit
programs in 95% of
the highest-demand
occupations in the
greater Phoenix
metropolitan area.
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Fastest-Growing Occupations with MCCCD
Degrees/Certificates =Yes Occupation
Diagnostic Medical Sonographers
Medical Equipment Repairers
Actors
Dental Hygienists
Heating, Air Conditioning, and Refrigeration Mechanics and Installers
Skincare Specialists
Physical Therapist Assistants
Medical and Clinical Laboratory Technicians
Cardiovascular Technologists and Technicians
Radiation Therapists
Medical Assistants
Surgical Technologists
Phlebotomists
Dental Assistants
Emergency Medical Technicians and Paramedics
Ophthalmic Medical Technicians
Licensed Practical and Licensed Vocational Nurses
Radiologic Technologists
Audio and Video Equipment Technicians
Medical Records and Health Information Technicians
MCCCD offers credit
programs in 80% of
the fastest-growing
occupations in the
greater Phoenix
metropolitan area.
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Workforce and Economic
Development
Questions?
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Outcome:
Developmental Education
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How Do Students Perform in
Developmental Education
Courses?
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Success Rate in Developmental Education Courses
71%
52%
77%
0%
20%
40%
60%
80%
100%
F 09 F 10 F 11 F 12 F 13
ENG MAT RDG
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Developmental Math Course Success
Rates across Demographic Variables
55% 59%
62%
52% 53%
48% 52%
56%
41% 40%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Female Male
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Developmental English Course Success
Rates across Demographic Variables
71% 70% 69% 73% 74%
61% 60% 58% 63% 65%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Female Male
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Developmental Math Course Success
Rates across Demographic Variables
55%
61% 63%
52% 51% 46%
50% 53%
43% 45%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Non-URM URM
Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and Native Hawaiian/Pacific Islander).
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Developmental English Course Success
Rates across Demographic Variables
73% 72%
67%
72% 71%
61% 60% 61% 65%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 09 Cohort Fall 10 Cohort Fall 11 Cohort Fall 12 Cohort Fall 13 Cohort
Non-URM URM
Note: URM stands for Under-Represented Minority (American Indian, Black, Hispanic, and
Native Hawaiian/Pacific Islander).
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How Do Students Perform
After Successfully
Completing Developmental
Education Courses?
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Success Rate in College-Level Course after
Completion of Developmental Math or English
63%
77%
0%
20%
40%
60%
80%
100%
F 08 F 09 F 10 F 11 F 12
Math English
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Efforts to Improve Metrics Mathematics
English
Reading
Faculty Development
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Developmental Education
Questions?
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Outcome:
University Transfer
Education and General
Education
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Percent of Students Achieving a
Successful Outcome within 6 Years
21%
25%
9%
10%
35%
Fall 2007 Cohort as of 2013
Received an award
Transferred without an award
Still enrolled (year 6)
Earned 30+ Credits (GPA2.0+)
Did not achieve one of theseoutcomes
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17,784
21,396
23,947 24,449
26,860
0
5,000
10,000
15,000
20,000
25,000
30,000
FY 09-10 FY 10-11 FY 11-12 FY 12-13 FY 13-14
Total Annual Awards
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Number of AGECs
Awarded Annually
4,312
5,276
5,900 6,073
6,812
0
2,000
4,000
6,000
8,000
FY 09-10 FY 10-11 FY 11-12 FY 12-13 FY 13-14
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Number of Associate’s Degrees
Awarded Annually
7,674
8,612 9,386
9,705
10,724
0
2,000
4,000
6,000
8,000
10,000
12,000
FY 09-10 FY 10-11 FY 11-12 FY 12-13 FY 13-14
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Number of Associate’s Degrees and AGEC
Certificates Awarded Annually
0
3,000
6,000
9,000
12,000
15,000
18,000
FY 09-10 FY 10-11 FY 11-12 FY 12-13 FY 13-14
Associate'sDegrees
AGECCertificates
15,778
11,986
13,888
15,286
17,536
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We have been successful in
increasing the number of
awards, but our challenge is
increasing the proportion of
students earning awards.
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Graduation Rate within 6 Years
(Degree and Certificate)
29%
13%
22%
0%
10%
20%
30%
40%
50%
F 04 F 05 F 06 F 07 F 08
Full-Time Part-Time Total
Note: Top of scale = 50%.
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What contributes to
graduation rates?
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The key to many
performance metrics is the
retention rate.
Students who do not return
will not graduate.
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Fall-to-Fall Retention Rate
66%
39%
54%
0%
20%
40%
60%
80%
100%
F08 to F09 F09 to F10 F10 to F11 F11 to F12 F12 to F13
Full-Time Part-Time Total
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Fall-to-Fall Retention Rate
0%
20%
40%
60%
80%
100%
F08 to F09 F09 to F10 F10 to F11 F11 to F12 F12 to F13
American Indian Asian
African American Native Hawaiian/ Pacific Islander*
Hispanic White
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Retention and GPA
Fall 2012 Cohort.
17%
39%
67%
84% 86%
15%
29%
47%
66%
73%
0%
20%
40%
60%
80%
100%
0 0.01 - 1.00 1.01 - 2.00 2.01 - 3.00 3.01 - 4.00
Rete
nti
on
Rate
Term GPA
Fall-to-Spring
Fall-to-Fall
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How Do Students Perform in
College-Level Courses?
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0%
20%
40%
60%
80%
100%
F 09 F 10 F 11 F 12 F 13
Full-Time Part-Time
66%
75%
College-Level Course Success Rate
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College-Level Course Success Rate
0%
20%
40%
60%
80%
100%
F 09 F 10 F 11 F 12 F 13
American Indian Asian African American Native Hawaiian/Pacific Islander Hispanic White
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Both age groups
showed
improvement.
College-Level Course Success Rate
71% 73%
62% 65%
0%
20%
40%
60%
80%
100%
F 12 F 13
24 and Younger 25 and Older
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75% 74%
63%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
First Year Composition -ENG101
College Mathematics -MAT14x
College Algebra - MAT15x
2009-10 2010-11 2011-12 2012-13 2013-14
College-Level Math and English
Course Success Rate
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In Which Courses Do We
See Students Struggle?
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Gatekeeper Courses for New Students - Fall 2013
Percent of New Students who Withdrew or Received Grades of D, F, Y, or Z
21%
24%
24%
25%
30%
35%
36%
41%
47%
48%
49%
57%
0% 20% 40% 60%
College Preparatory Reading (RDG 091) n=2,021
Strategies for College Success (CPD 150) n=4,687
First Year Composition (ENG 101) n=7,534
Intro to Psychology (PSY 101) n=4,243
Fundamentals of Writing (ENG 091) n=3,640
Computer Information Systems (CIS 105) n=1,807
College Algebra/Functions (MAT 151) n=1,230
Intermediate Algebra (MAT121) n=2,238
Intermediate Algebra (MAT120) n=1,058
Introductory Algebra (MAT091) n=1,075
Basic Arithmetic (MAT082) n= 942
Introductory Algebra (MAT092) n=1,605
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University Transfer
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Transfers to Universities
More than 12,000
students transferred
with 12 or more
credits from Maricopa
Colleges and enrolled
in a 4-year
college/university the
following year (2012-
13).*
More than 7,000
students transferred
to an Arizona public
university in 2012-
13.**
More than 8,700
students with MCCCD
credit earned a
bachelor’s degree
from an Arizona public
university in the 2012-
13 school year.**
*Source: National Student Clearinghouse ** Source: AZ State System for info on Student Transfer (ASSIST)
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Percentage of Students Transferring to Any Institution
Granting Baccalaureate or Higher Degrees
15% 15% 16% 16%
18%
29% 30% 30% 30%
31%
0%
10%
20%
30%
40%
50%
F 04 Cohort as of May2010
F 05 Cohort as of May2011
F 06 Cohort as of May2012
F 07 Cohort as of May2013
F 08 Cohort as of May2014
Transferred within 3 years Transferred within 6 years
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Number of Students Transferring to Any Institution
Granting Baccalaureate or Higher Degrees
1898 1875 1870 2168
3272
3704 3644 3619
4075
5569
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
5,500
6,000
6,500
7,000
F 04 Cohort F 05 Cohort F 06 Cohort F 07 Cohort F 08 Cohort
Transferred within 3 years Transferred within 6 years
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27% 28% 31%
37% 36%
62% 63% 60%
56% 59%
0%
20%
40%
60%
80%
100%
AY 2008-09 AY 2009-10 AY 2010-11 AY 2011-12 AY 2012-13
Earned Transfer Award Transferred 80% of Credits Earned
Seamless Transfer to State Public Universities
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Participation in MCCCD Signature
Transfer Programs
ASU Alliance/MAPP
Category Cohort
2009-10
Cohort
2010-11
Cohort
2011-12
Cohort
2012-13
Cohort
2013-14
Active 74 466 1,126 2,034 2,929
Completers 1,003 1,378 1,273 972 400
Program Cohort
2011-12
Cohort
2012-13
Cohort
2013-14
Connect2NAU new signups 580 955 809
UA Bridge new signups -- -- 82
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Initiatives to Support
Student Success
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Annual MEN Conference
• Academic Success, Leadership, Mentoring,
Graduation/Transfer, and Professionalism
Operation Success: The First Two Weeks Conference
• Study skills, Note-taking, Time Management, and
Communicating with Faculty Members
MEN Council Meetings
• The MEN Advisors and Council supporters meet
monthly to share best practices, information (e.g.,
financial aid, tutoring, library, etc.), Minority Male
Summer Bridge Program, speakers sessions
(leadership, academic success, culture), and career
exploration.
MEN Summer Retreat for Advisors and Chapter Leaders
MEN Model
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General Education and
University Transfer
Questions?
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Student Perception
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Noel-Levitz Survey Summary Report
27%
70%
60%
30%
70%
61%
0% 25% 50% 75% 100%
So far, how has your college experiencemet your expectations?***
All in all, if you had to do it over, wouldyou enroll here again?**
Rate your overall satisfaction with yourexperience here thus far.*
MCCCD
National
* Percent “Satisfied/Very Satisfied.”
** Percent “Probably yes” /“Definitely yes.”
*** Percent “Quite a bit better than I expected” /“Much better than expected.”
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Student Satisfaction
5.13
5.27
5.31
5.60
4.95
5.19
5.24
5.50
1 3 5 7
College shows concern for students asindividuals.
College does whatever it can to help mereach my educational goals.
Academic support services adequately meetthe needs of students.
The quality of instruction I receive in most ofmy classes is excellent.
MCCCD
National
Satisfaction Scale: 1 = Not satisfied at all; 7 = Very satisfied
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Community College Survey of Student
Engagement
2.79
2.72
2.97
2.69
2.82
3.24
2.75
2.68
2.95
2.72
2.81
3.24
1 2 3 4
Writing clearly and effectively?
Speaking clearly and effectively?
Thinking critically and analytically?
Solving numerical problems?
Computing and information technology?
How much does this college emphasize using computers inacademic work?
CCSSENationalCohort Mean
MCCCDMean
Very little Very much
(n = 7,648)
(n = 7,652)
How much has your college experience contributed to your knowledge, skill, and development in…
(n = 7,657)
(n = 7,653)
(n = 7,642)
(n = 7,705)
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Questions and Comments
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11/19/2014
1
MARICOPA MODULES FOR COLLEGE READINESSA faculty initiated transformation of developmental
mathematics
WHAT IS COLLEGE READINESS?
• Having the prerequisites to enroll in a 100 level math class
• The first level of college readiness consists of MAT112, MAT12X and MAT14X
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11/19/2014
2
CURRENT PATHWAY
• Math 08X - Basic Arithmetic - one semester
• Math 09X - Beginning Algebra - one semester
• Then ... College Ready (112, 12X or 14X)
MCCCD DEV ED MATH REDESIGN - MMCR
• Pedagogical innovation - Concepts, Skills, Applications
• Logistical redesign - Seven one-credit modules
• New placement - Student placed into a subset of the modules
• Acceleration - Up to one semester
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11/19/2014
3
• Number Sense I - Whole and Signed Numbers
• Number Sense II – Decimals
• Multiplicative Reasoning – Fractions
• Geometry (May be taken with Mod 5, 6 or 7)
• Algebraic Structures
• Functions I – General
• Functions II - Linear Functions
ASSOCIATED CHANGES
• The following changes take effect Fall 2015
• MAT12X - Competencies revised to include "missing" material and to remove redundancies with MAT15X
• MAT14X - Removal of MAT12X prerequisite
• MAT112 - A robust100 level Math Concepts class
• Begin MMCR in Fall 2016
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11/19/2014
4
SCENARIO
• A student places into Geo. and Fun. II• Student takes Geo. during first 5 weeks
and passes• Student takes Fun. II second five weeks
and fails• Students takes Fun. II third five weeks and
passes• Student is college ready by second
semester
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11/19/2014
1
Proposed Changes to Developmental English
Board Meeting Presentation, November 18, 2014
First Presented at the Fall IC Chair/ATF Lead Member Meeting
By
Dr. Micheal Callaway and Dr. Allison Parker
Friday, September 26, 2014
Rio Conference Center
Introduction
This work is the result of a summer’s-long effort in 2013 by the Developmental English Task Force (DETF), a group of Maricopa Community College English Faculty who expressed interest in collaborating with colleagues to recommend improvements to Maricopa’s approach to developmental English. The task force was composed of one representative from each of the ten colleges as well as the task force chair.
For the 2013-2014 school year the English Instructional council worked on revising and voting on elements of these recommendations. The result is these proposed changes.
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11/19/2014
2
The Recommendations
The current proposed changes to Developmental English focus on four major areas:
1) Course Scope and Sequence
2) Professional Development
3) Coordination of Developmental Education
4) Class Size
1) Course Scope and Sequence:
Preparatory Academic Writing 1, 2, and 3
Description: There are three major revisions to developmental writing
courses.
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11/19/2014
3
I. Change Course Titles for ENG 071, ENG 081, and ENG 091:
II. Update Course Competencies
Additional competencies related to
information literacy as well as an attention
to critical reading skills and affective skills
have been added.
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11/19/2014
4
III. Recommended Tracks for Students’ Progress into ENG101: In the first recommended track, ENG091 is paired with
both an RDG091 and a college success course.
In track two, ENG091 students are mainstreamed into an
ENG101 section where students also enroll in ENG091
with the faculty member.
Other accelerated models are also available.
2) Professional Development 25 clock hours of professional development for
developmental English faculty using curriculum developed
by MCLI and English and Reading Faculty. Training to be
offered at different colleges and at staggered times to
give access to all faculty. Faculty complete the program
within two years of teaching their first developmental
English class. Adjuncts are compensated for the time.
Residential faculty will receive professional growth.
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11/19/2014
1
MCCCDReading Sequence
Presented by
Amy Woodbeck
PVCC Reading Faculty
Chair, Reading Instructional Council
MCCCD Governing Board Meeting
Tuesday, November 18, 2014
Overarching goals of the new Reading Sequence:
PersistenceCompletion
Reading Sequence
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11/19/2014
2
Goals of developmental education influencing the Reading Sequence:
AccelerationContextualization
Reading Sequence
Acceleration
Contextualization
•Acceleration & Contextualization
Successful Course Completion
•Successful Course Completion
Persistence
•Persistence
Reading Sequence
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11/19/2014
3
Persistence•Persistence
Completion•Completion
Reading Sequence
Overall Reading Sequence
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11/19/2014
4
Overall Reading Sequence
RDG 095
CRE 101
RDG 071
CRE 101
RDG 095
CRE 101
RDG 100
CRE 101
RDG 071Basic Reading Skills
(Placement Score 0‐36 )
A course specifically designed for and focused on the needs of
students who struggle greatly with the basic skills and strategies of
reading comprehension.
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11/19/2014
5
RDG 095Developmental Reading
(Placement Score 37‐55)
Intensive Foundations for College Reading
6 creditsOne semester
Move on to credit bearing courses in one semesterPrepared for CRE 101 (once prerequisite of ENG 101 is completed)
RDG 100 RDG 111 RDG 112 RDG 113
Developmental ReadingSupport of Academic Disciplines
(Placement Score 56‐73)
Successful College Reading
3 credits – transferable to all AZ state universitiesOne semester; may be repeated
Direct support to content‐area courses with a focus on discipline‐specific academic reading skillPrepared for CRE 101 (once prerequisite of ENG 101 is completed)
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11/19/2014
6
CRE 100College Level Reading
(Placement Score 74‐91)
College Critical Reading
3 credits
Transferable to all AZ state universitiesOne semester
Literacy (L) designation
An example of one College’s Reading Sequence:
PVCCImplementation Spring 2015
Reading Sequence
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11/19/2014
7
PVCC Reading Sequence
PVCC Reading SequenceImplementation Spring 2015
RDG 095
CRE 101
RDG 071
CRE 101
RDG 095
CRE 101
RDG 100
CRE 101
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11/19/2014
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PVCC Guidance to Students and Staff
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The MSI & MSI 2.0: Weaving Professional
Development into Practice
Robin Ozz
Phoenix College
Today’s Plan
History and Development
Schedule and Activities
FOCUS: Dr. Russ Hodges
Theory into Practice
MSI 2.0
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History and Development
Schedule
4 experts
4 themes
Reflection
Learning by Doing
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CLADEA Fellow - NCDE
Dr. Hunter Boylan
“Renaissance in Developmental Education”
CLADEA Fellow –Appalachian State
Dr. Barbara Bonham
“Learning Environments, Alternatives, and Culturally Responsive Teaching”
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CLADEA Fellow – University of Minnesota
Dr. David Arendale
“Embedding Learning Assistance through Universal Instructional Design ”
CLADEA Fellow – Texas State
Dr. Russ Hodges
“Learning Frameworks”
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Teaching a Learning Framework CourseDr. Russ Hodges, Maricopa DE Summer Institute
June 17, 2013
THE MSI: Weaving Professional Development into PracticeRuss Hodges and Robin Ozz
NCLCA, Sept. 26, 2013
Highlights
• Learning Frameworks
• The Affective Domain / Empathy
• Self-Assessment
• Self-Regulation
• Cognitive Theories & Strategies
• Instructional Experiences & Ideas
• Final Questions & Remarks
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Learning Framework Course Curriculum
Self-Assessment• Learning Strategies (LASSI) • Learning Preferences (MBTI) • Multiple Intelligences• Reading, Writing, Math, Critical
Thinking (Journaling)
Self-Regulation• Self-Regulation• Goal Setting • Self-Discipline • Motivation (Values, Needs,
Expectations)• Time Management• Stress Management
Learning Framework Course Curriculum
Cognitive Theories and Strategies
• Educational Neuroscience • Information Processing • Bloom’s Taxonomy of
Educational Objectives (Revised)
• Perry’s Theory of Cognitive and Ethical Development
Self-Change• Self-Regulation • Operant Conditioning /
Reinforcement Theory
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Affective DomainStudents should not just receive information.
We'd like for them to respond to what they learn, to value it, to organize it, and to even characterize themselves as competent students within that subject.
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ProductsPhoenix College - Student Success Strategies within the School of Nursing
Rio Salado - Opening Educational Access through the Integration of Open Educational Resources
Scottsdale Community College - Generating and Identifying Faculty Interest in Learning Communities
Gateway Community College – Universal Design for Learning
Mesa Community College – Developmental Education across the Curriculum: Building a Bridge to Best Practices
Estrella Mountain Community College – Creating a Quality Developmental Education Program
MSI 2.0
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Previous MSI Members Wanted More
• Three-week intensive study
• First two weeks face-to-face exposure and investigation into a current technique such as brain-based teaching
• In-depth research and lesson plan construction
• Third week online professional learning community
Adult Learning TheoryResearch
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Other MSI 2.0 Details
Focus on the Board metrics—data collection
Intended for MSI graduates
May 12-22 face-to-face; May 26-29 online
Sample Product
Integrated Bilingual Nursing Program with Gile Indian Reservation – PC & SMCC
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Other Projects
• Teaching and Learning Exchange
• Taking College Teaching Seriously
• MCCCD/AADE Developmental Education Conference