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Faculty and Staff Focus Group Data. Persistence: First Semester to Second Semester. Review: Four Components. What’s Wrong? (quantitative data) 25% of TCC’s first-time freshmen were not retained to the second semester. Why? (qualitative data) Student Focus Group Data

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faculty and staff focus group data

Faculty and Staff Focus Group Data

Persistence: First Semester

to

Second Semester

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

review four components
Review: Four Components
  • What’s Wrong? (quantitative data)
    • 25% of TCC’s first-time freshmen were not retained to the second semester.
  • Why? (qualitative data)
    • Student Focus Group Data
    • Faculty and Staff Focus Group Data
  • Interventions & Policy Changes
    • Data-driven strategies to address barriers
  • Assessment

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

slide3

The Four Components

What’s Wrong?

(Quantitative Data)

• Persistence (Year 2-4)

• Reading

(Year 3-4)

• Developmental Math (Year 4)

Why?

(Student Data)

Top

Persistence Barriers:

Adjusting to college

Balancing school and life

Textbook issues

Tulsa Achieves

Communication issues with instructors

Choosing courses

Revised Interventions

New Interventions

Policy Changes

Orientation

Advising

Tulsa Achieves

Implementation

Assess Impact

Formative:

• To what extent

did interventions

(or policy changes)

effectively address

common barriers?

1. LASSI , pre and post

Summative:

• To what extent

did interventions

increase

persistence?

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

slide4
Faculty and Staff Data

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

faculty and staff data definition of terms
Faculty and Staff Data:Definition of Terms
  • Focus Groups: faculty and staff
  • Targeted Question: “What are your barriers and challenges in working with first-semester students?”

-- Dr. Ken Gonzales, AtD Data Coach

  • Frequency
  • Group
      • Subgroup
        • Barriers/Challenges
faculty and staff focus groups
Faculty and Staff Focus Groups
  • 2 focus groups offered per campus*
  • 7 total groups conducted
  • 64 total participants
    • 25 faculty and 39 staff
  • First groups on each campus were mixed groups of faculty and staff volunteers. The second focus groups on each campus contained only faculty.

*One campus filled one focus group; the second group on that campus was not attended.

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

groupings
Groupings
  • Data Team classified barriers/challenges into subgroups (categories) and groups (larger categories) to provide the best overall understanding of the data.

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

general findings
General Findings
  • Faculty/staff data results differ from the student data results. Students and faculty/staff voiced different viewpoints and concerns, as might be expected.
  • Wide variety of barriers identified on all four campuses.
  • Some barriers/challenges seemed related to each other.
  • No single barrier was mentioned in every focus group on all four campuses.
  • Barriers specific to individual campuses did not occur frequently overall; College-wide barriers were identified far more frequently overall.

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

specific findings
Specific Findings
  • 76% of all barriers fell into one of three major groups:
    • Policies and Administrative Practice (37)
    • Instruction (27)
    • Student Attitude/Motivation (15)

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

groupings barriers challenges from faculty and staff working with first semester students
Groupings: Barriers/Challenges from Faculty and Staff Working with First-Semester Students

Policies and Administrative Practices

(37)

Student Attitudes/Motivation (15)

Instruction

(includes Academic Under-preparation)

(27)

Resources (11)

3 of 4 campuses

Textbooks

(6)

Barriers cited on all four campuses

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

faculty and staff barriers and challenges
by sub-group and frequencyFaculty and Staff Barriers and Challenges

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

slide12

Student Attitudes/

Motivation (15)

Faculty view of class expectations differs from student view of class expectations

Faculty value system different from student value system

Faculty feel unable to get students to understand the consequences of students’ actions

Faculty viewed as the adversary by students

Lacking strategy to get students to commit time needed for class assignments/tests

Students’ passive learning styles

Students’ not accepting ownership of their problems

slide13

Instruction

(27)

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

Academic Under-preparation 13/27

Spending too much time teaching prerequisite/basic skills

Lacking effective methodologies to support developmental students

Not enough resources to bring students to college level

Students lack academic success skills

Difficulty maintaining course integrity while working with under-prepared students (student placement issue)

Early identification of students needing remediation or disability accommodation

Not always able to meet students’ needs/basic skills needs

slide14

Policies and Administrative Practices

(37)

  • General policy-related issues 15/37
    • Inconsistent/incorrect information listed in catalogs, schedules, degree audits, online systems and programs
    • Inconsistent enforcement of prerequisites
    • Lack of empowerment within the discipline to make decisions, lack of shared governance
slide15

Instruction

(27)

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

Other Classroom Teaching Issues 7/27

Not being able to address course content on multiple levels (related to academic under-preparation)

Adapting class expectations for students who miss class with personal problems

How to maintain class integrity with students’ overbooked schedules

Faculty doesn’t have a good understanding of some learning disabilities

Grade inflation pressure from students

slide16

Textbooks

(6)

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

Dealing with irate students regarding textbook funding

Not having enough textbooks for students

Students who can’t afford and/or obtain class textbooks and materials—impact on class integrity and agenda (may be related to financial aid to some degree)

slide17

Policies and Administrative Practices

(37)

  • Part-time instruction 4
    • Relying too much on part-time faculty with insufficient time for training and quality control of part-time faculty
    • Difficulty contacting part-time instructors
    • for mentoring, coordination
slide18

Policies and Administrative Practices

(37)

  • Advisement-related issues 4
  • Faculty not having enough information about withdrawal statistics
  • Lacking sufficient personnel to process student records for student advisement
  • Students bypassing advisement (faculty statement)
  • Faculty lacking correct/enough information concerning student background/competencies
slide19

Instruction

(27)

Online Courses 4

  • Not having enough time to teach course content because of teaching technology skills
  • Online students lacking proper information and advisement
  • Student resistance to using My TCC e-mail and Blackboard

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

slide20

Policies and Administrative Practices

(37)

  • Financial Aid 4
    • Students having difficulty processing through financial aid and other services
    • Unresolved student financial aid issues
    • Can’t process in a timely manner late applications for financial aid
    • Can’t purchase books because of financial aid
summary top barriers and challenges for faculty and staff
Summary: Top Barriers and Challenges for Faculty and Staff

Student attitudes/motivation

Academic under-preparation

General policy and administrative practice issues

Classroom issues other than academic under-preparation

Textbooks

Part-time instruction issues

Online courses

Advisement-related issues

Financial Aid

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

slide22
Comparing Faculty and Staff Data

with

Student Data

Data Team Presentation July 2008 Faculty and Staff Focus Group Data

slide23

The Four Components

What’s Wrong?

(Quantitative Data)

GOALS

Persistence

(Year 2-4)

Dev. Reading

(Year 3-4)

Dev. Math

(Year 4)

Why?(Qualitative Data)

Student Data

Adjusting to college

Balancing school and life

Textbook issues

Tulsa Achieves

Communication issues with instructors

Choosing courses

Faculty and StaffData

Student attitudes/motivation

Academic under-preparation

Other classroom issues

General policy issues

Textbooks

Part-time instruction issues

Online courses

Advisement-related issues

Financial Aid

Revised Interventions

New Interventions

Policy Changes

Interventions:

Orientation

Advisement

Tulsa Achieves Implementation

Questions:

• How do we revise

current interventions

to directly address

common barriers?

• What new

interventions can

be implemented to

address common

barriers?

• What policy changes

need to be made to

address common

barriers?

Assess Impact

Formative:

• To what extent

did interventions

(or policy changes)

effectively address

common barriers?

Summative:

• To what extent

did interventions

increase

persistence?

next steps
Next Steps
  • TCC’s goal is to achieve a 3% increase in student persistence.
  • Based on the data, barriers are selected for intervention and improvement to reach increased persistence.
  • Intervention and assessment strategies are modified or developed for selected barriers.

Data Team Presentation July 2008 Faculty and Staff Focus Group Data