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Make It Personal: College Completion. The League for Innovation 2012. What is MIPCC. Three-year national demonstration project Improve community college student retention and success by addressing pregnancy planning, prevention, and healthy relationships

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make it personal college completion

Make It Personal: College Completion

The League for Innovation

2012

what is mipcc
What is MIPCC
  • Three-year national demonstration project
  • Improve community college student retention and success by addressing pregnancy planning, prevention, and healthy relationships
  • Funded by The National Campaign to Prevent Teen and Unplanned Pregnancy
  • Managed by the American Association of Community Colleges
what is mipcc1
What is MIPCC
  • MIPCC Colleges

Chattahoochee Technical College, GA

Georgia Perimeter College, GA

Mesa Community College, AZ

Montgomery College, MD

Palo Alto College, TX

  • Curriculum-based strategy
  • Replicable curricular content and materials developed for use by other community colleges
  • Pre/post-course surveys to track knowledge, attitudes, behavioral intent, retention
your office needs to provide a safe place for us to discuss this and similar difficult issues

“Your Office needs to provide a safe place for us to discuss this and similar difficult issues”

slide7

Sixty-one percent (61%) of women who have children while enrolled in community college drop out and do not return to school

slide8

Getting STIs is more of an issue in this cohort than getting pregnant.

Pregnancy in many instances is reported by many women in this cohort as a rite of passage.

The major reported comment is that people do not talk about this issue. Parents are uncomfortable talking with their children (of any age). Peers do not talk about this issue substantively with each other. Older siblings do not generally talk with their younger siblings in a meaningful way.

slide9

Communication and ability to talk about the issue is one key to opening up the discussion and maybe developing some “scripts” that student could use in a variety of situations. Students need to develop scripts rather than being provided them.

  • This is a topic that students want to discuss – they need permission and an appropriate setting.
  • Non-value is the key – the focus is on the choices that students make not on the moral/value associations.
faculty classroom

Campus Campaign

Community Outreach

Faculty Classroom

tabling poster campaign speakers forums think about it talk about it guided discussions

Campus Campaign

Tabling – Poster Campaign

Speakers - Forums

Think about it – Talk about it

Guided Discussions

slide12

Community Outreach

Interagency Coalition on Pregnancy

Community Action Team

(Fetal & Infant Mortality)

Teen and Young Adult Clinic

forty six faculty three semesters thousands of students semester

Faculty Classroom

Forty Six Faculty

(three semesters)

Thousands of Students / Semester

unconditional positive regard

Unconditional Positive Regard

What might that look like?

slide17

Gave facilitators a tool and a way to deal with potential issues.

Gave faculty a way to manage the discussions.

Placed the disagreements in a frame to be civilly discussed.

your office needs to provide a safe place for us to discuss this and similar difficult issues1

“Your Office needs to provide a safe place for us to discuss this and similar difficult issues”

slide19

AAC&U High Impact Educational Practices

They are Effortful involves difficult issues and

conversations

They help students build bonding, active engagement

substantive relationships in conversational learning

They help students engage Values and assumptions are

across differences challenged

They help students apply and Active experimentation, defend

Test their new learning in new explain your position

situations

Provide students with rich Immediate and public

feedback

They provide opportunities for How does this knowing

students to reflect on the relate to my life and my choices

people they are becoming

slide20

Conversational Learning

David Kolb

What might that look like?

Engaged

Authentic

Meaningful

slide23

HEADLINE:

Faculty can successfully incorporate unplanned pregnancy content in a way that serves academic objectives and learning outcomes in a variety of disciplines.

A “classroom integrative learning” approach means that classroom content is instructor designed and discipline appropriate. Instructors in this initiative were asked to integrate the topic of unplanned pregnancy into classroom discussion in their own way, and develop their own assignments.

slide24

Student assignments are to both:

Serve the instructor’s academic objectives and learning outcomes and

Provide students with the opportunity for –

  • Examination and Reflection upon

Relevant information and research on unplanned pregnancy, and

the experience, beliefs and assumptions of others.

  • And

Their own attitudes, assumptions, and choices, and how these have been impacted by exposure to this topic in the classroom.

mipcc courses
MIPCC Courses
  • College 101 Health
  • Communications Kinesiology
  • Counseling Mental Health
  • Education Political Science
  • English Sociology
  • English for Speakers of Other Languages
  • Ethics Women’s Studies
  • Statistics
slide26

18 faculty responding in their final semester:

  • Seven commented on the openness of students to discuss this topic, and share their experiences and perspectives.
  • Twelve described that students were actively engaged, interested, and/or involved in these assignments, with some noting that this topic generated more energy than ones typically used.
  • Two said that students were particularly creative in their projects.
  • Miscellaneous comments from others were that students were “reflective”, “nuanced in their views”, “thoughtful”, “engaged in critical thinking” and “needed to talk” about unplanned pregnancy.
slide27

Student Themes

  • Students think young adults need to “get real” about what is involved. The media’s presentation of sex is very problematic: it’s risk-free, it’s about self- gratification, and there are no potential negative consequences.
  • When engaged on the topic, students “get” the challenges of unplanned parenting and what the results can be (loss of personal freedom, interruption of one’s education, sidetracking of goals, financial burdens, personal and relationship stress.) These are understood as the very real challenges of parenting when you are young, single and with limited resources. They are struck by the data on impact
slide28

Student Themes

  • Many—both men and women—have really not considered the financial issues related to early and single childbearing/rearing and this is of considerable interest.
  • Students acknowledge that living and studying in a highly diverse population requires awareness of and sensitivity to cultural/religious/values differences and an ability to talk even when these differences are present.
slide29

Student Themes

  • Students believe that parents and schools bear (and share) responsibility for educating and preparing young people for handling their sexuality. Children need to be talked to (appropriately) from a young age. K-12 schools need to provide earlier, better and more frequent sex education.
  • Students describe barriers to obtaining contraception and the psychological/attitude/ emotional barriers to using it.
  • Men as well as women are implicated in unplanned pregnancy, both in being responsible, and in being impacted.
slide30

HEADLINE:

  • Students learn from each other when they have the chance to talk about unplanned pregnancy. They learn:
  • Cultural differences.
  • Gender-based realities.
  • Life experiences.
  • Values, family norms and religious perspectives.
  • The real dilemmas of navigating sex and relationships.
  • Reasons to care.
  • Strategies.
slide31

HEADLINE:

  • Some students volunteered in their written work that their behavior was changed by being engaged on this issue in class.
  • “… I used to think that unplanned pregnancy affects the mother only; however now I think that unplanned pregnancy affects the whole family.”
  • “…I became more protective after the discussion. For instance my girl friend and I talk openly about how to prevent this unplanned pregnancy, which we never did before.”
slide32

HEADLINE:

  • Some students volunteered in their written work that their behavior was changed by being engaged on this issue in class.
  • “The last and most important thing I learned from the class discussion was that, I never talked about unplanned pregnancy with anyone before because the topic is a social prohibition or a ban to talk about -I now always discuss it Above all I talk to my partner about it. All in all, because of the discussion in our class I have changed some major thoughts about unplanned pregnancy that can help me for the rest of my life.”
resources
Resources

National Campaign community college portal: 

http://www.thenationalcampaign.org/communitycolleges/

Studentsexlife (educational resource for college students): 

http://www.studentsexlife.org/

Stay teen (web site for high school age teens): 

http://www.stayteen.org/

National Campaign - How To Fact Sheet:

http://www.thenationalcampaign.org/resources/pdf/briefly-unplanned-pregnancy-what-community-colleges-can-do.pdf

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