Supporting Student Success

1. Supporting Student Success Planning Transferring Learning

2. Our City - Victoria Victoria, British Columbia, Canada Located on the Southeast Shore of Vancouver Island. Population of 500,000

3. Our City - Victoria

4. Our College - Camosun Comprehensive Community College Offering Academic, Career and Technical and Access Programming Serving 7300 credit students and 12,000 extension Serving both Domestic and International Students

5. Our College - Camosun

6. Our College - Camosun

7. Origin of the Project As part of Budget Preparation 99/00 • Temporarily Stop Growth in Capacity • Shore Up Infrastructure • Address Educational Quality Issues

8. Origin of the Project • We knew we needed to. . . • Strengthen institutional effectiveness • Maximize learning opportunities • Develop principles to guide aLearning-Centred organization, And • Establish a college-wide commitment to Supporting Student Success “Student Learning is everybody’s responsibility”

9. Project Management ProjectCharter • Fundamental Part of Managing Strategic Projects at Camosun College • Foundational Plan • Project Sponsor • Project Manager • Fully Developed and Signed-off Plan

10. Project Charter SupportingStudent Success Project Sponsor: Project Manager: Project Duration: • Goals • Specific Outcomes • Background • Opportunity • Benefits • Assumptions • Approaches • Deliverables • Plan • KeyParticipants • Resources • CharterSign-off

11. Our Roles Project ManagerSupporting Student Success Project Responsible for delivering this project based on the Project Charter. Pat Felker Director of PolicyDevelopment Project SponsorSupporting Student Success Project Responsible for overall planning and assigning leadership and resources to this project Bob Priebe Vice President Education & Student Services

12. Project Purpose • We defined the purpose of the project. . . • To confirm student learning as the primary purpose of the College… • And • The central focus for our renewal agendafor the next few years

13. ProjectGoals And, we definedthree project goals… 1 To extend and enhance a commitment to learningthroughout the College

14. ProjectGoals 2 To provide a learning focus as the centerpiece for the College’s framework for renewal

15. ProjectGoals To broaden the College’s reputation as a learning-centered institution 3

16. Project Goals AND. . . We committed to do this within existing funding levels

17. Planning the Project We wanted to conceptualize the project… From the perspective of students’ experience at the College

18. Planning the Project Settled on three dimensions ofStudent Success. . . Planning Transferring Learning

19. Planning the Project We translated these three dimensions into sixteenSuccess Indicators…

20. Develop Personal Education Plan Adequacy of Pre- admission Info Development of Personal Learning Plans (PLP’s) Commitment to PLP Student Integration within the College Student Satisfaction Success Indicators • Pursuit of Educational Goals • Achievement and Progress Rates • Attrition and Retention Rates • Program Completion Rates • Student Integration within the College • Student Satisfaction • Post College Assessment • Graduate Employment Rates • Transfer Rates to Further Education • Licensure and Certification Rates • Success in Subsequent Studies • Graduate Assessment of Ed. Experience • Graduate Salaries Learning Transferring Planning

21. Conducting the Project Through extensive consultation with students and all units of the College we. . . • Determined how each work unit of the College contributes to student success • Identified key inhibitors to student success (from the perspective of the various groups) • Prioritized the dimensions of student success

22. Some Key Findings • Over 60 services and supports were available to students • Administered by various areas • Uncoordinated • Not well known by students, faculty or staff

23. Some Key Findings • “It takes three years to get through two years at Camosun.” • Courses not available when students need them • Often unable to take desired courses in appropriate sequence • Increasing course load in programs

24. Some Key Findings • Faculty felt students were not prepared for their courses despite having the pre-reqs • Transitions were often difficult . . . • From High School to College • From within College programs (from Access to Career/UT programs)

25. Some Key Findings • On contacting the College, students receive inconsistent and conflicting information • Front end processes • Processes & Programming • General Information • Signage

26. Rating the Dimensions Planning Learning Transferring • Planningwas considered our greatest need • Learningwas second • Transferringwas third

27. Making it Better Identified and Set Priorities for Improvement Projects

28. Redevelopment of Student Services Model (Complete) Redevelopment of College-wide Signage (Complete) Improvement Projects

29. Balancing Student Course Load (Complete) Establishing Personal Learning Plans (PLP’s) (Spring ’04) Examining Attrition and Retention Rates (Spring ’04) Communicating with Current & Prospective Students (Summer ’04) Improvement Projects

30. Developing Student Feedback Surveys Course Survey (Summer ’04)Service Survey (Fall ’04) Commitment to PLP’s (progress rates and intervention strategies) (Winter ’05) Improvement Projects

31. Examining Transitions between Schools and Programs which include: Internal – Access Renewal (Spring ’04) External – Graduate Follow-up (Complete) Graduate Assessment of Educational Experience (TBA) Improvement Projects

32. A commitment to assess the impact of our improvement projects against the sixteenSuccess Indicators… Project Effectiveness

33. Establish benchmarks for each of the sixteen Success Indicators… AND Monitor these over future years. Project Effectiveness

34. ...For More, See “www.camosun.bc.ca/studentsuccess” The End...