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Completion by Accident? Completion by Design? . The National Completion Agenda Translated Back to California. Session Outcomes. Brainstorm the use of a student-focused framework for conversations about institutional improvement

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completion by accident completion by design

Completion by Accident? Completion by Design?

The National Completion Agenda Translated Back to California

session outcomes
Session Outcomes

Brainstorm the use of a student-focused framework for conversations about institutional improvement

Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution

Reconsider how to share information with different types of stakeholders to support improvement efforts

Completion by Design? Completion by Accident?

the student experience
The Student Experience

Completion by Design? Completion by Accident?

slide5

At the program level, assessment

can appear to be quite a simple task…

Basic Skills Student

Learning Community

Successful Transfer

slide6

But to those on the ground, it’s more complex

Basic Skills Student

Sequence of course material

Synthesis of course content

Work group oversight

Counseling support

Linkages to library

Coordination between faculty & counselors

Timeliness of feedback on progress

Classroom technology

Examples in lesson plan

Protocols for making group assignments

Learning Community

Successful Transfer

Weak

Exceptional

Average

slide8

Attends Lecture Series

Leverages Learning Center resources

Books in stock at Bookstore

Placement Test Prep

Financial Aid Support

Effective degree audit

COMPLETION

CONNECTION

PROGRESS

ENTRY

Effective Orientation

Clean petition process

Join club / participate in student Govt

Potential First Time Student

Completes SEP

Successful Completion

Library Orientation

Good impression from campus visit

Effective Early Alert program

Talk to Univ. Rep / Employer

User-friendly application process

Powerful learning experience in classroom

Connecting with faculty outside classroom

Get accurate perception from HS counselor

Meet with college outreach professional

Faculty Letter of Recommendation / intro to network

Intrusive Counseling

think pair share
Think, Pair, Share

What kind of student data/evidence would inform key loss and momentum areas along the student experience?

What kinds of analyses are you already doing that is bringing this type of information forward?

Do your data collection systems need to change to get this information?

Completion by Design? Completion by Accident?

completion by design a video introduction
Completion by Design: A Video Introduction

Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

completion by design
Completion by Design

A five-year Bill & Melinda Gates Foundation initiative aimed at doubling the numbers of low-income young adults receiving a credential of labor market value by the age of 26

Four states – OH, TX, NC, FL – are receiving resource support to develop initiatives and activities to promote and support completion

Aim: Substantially increase completion rates over five years while holding down costs and maintaining access and quality

Completion by Design? Completion by Accident?

the planning year 7 months
The Planning Year (7 months)

1. Review analyses around completion data and request additional ad hoc studies

2. Build current pathways for student populations

3. Build ideal pathways for student populations

4. Identify the gaps between the real and the ideal

5. Prioritizing based on areas of highest leverage and impact

Received ample time, space, and support

Engaged stakeholders through focus groups as well as numerous planning efforts

Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

slide13

Meaningful Evidence at the 30,000-foot level:

The Completion by Design Approach to Completion

from D. Jenkins Sep 2011 CBD Presentation

cbd performance measures
CBD Performance Measures
  • First-time-in-college (FTIC) cohorts:
    • Broken down by: starting program level, initial developmental placement level, and first-term enrollment status (full- vs. part-time)
  • 5-year highest educational outcomes:
    • Certificate < 1 yr.; certificate ≥ 1 yr.; associate degree or bachelor’s degree at the starting institution
    • Transferred to 4-year institution with award
    • Certificate, associate, or bachelor's (from another inst.)
    • Transferred to 4-year institution with no award
    • Still enrolled at college in Year 5 with 30+ college credits
group discussion
Group Discussion
  • Have you been looking at similar data at your own institutions?
  • How has it been received?
  • What has been the result of these conversations?

Completion by Design? Completion by Accident?

students need to get with the program
Students Need to “Get with the Program”

To earn a credential, students must first enter a coherent college-level program of study

Many community college students enroll without clear goals for college and careers

CCs offer lots of programs, but most offer little guidance to help students choose and enter a program

Often not clear whether students are actually in a program

initial program pathway analysis
Initial Program Pathway Analysis
  • Research questions:
    • What is the rate at which students enter a program of study, and in what fields?
    • Does it matter when they do so?
    • Once students have entered a program, which programs are better at enabling students to complete?
  • Identifying program of study entrants
    • Concentrator – completes at least 9 semester college credits (~3 courses) in a single CIP program area
    • Non-concentrator – attempts but does not pass at least 9 college credits in a single program area
    • Non-attempter – does not attempt at least 9 college credits in a single field
status quo pathway design example aa in las or gen studies
Status Quo Pathway Design(example AA in LAS or Gen Studies)
  • AA requirements not aligned with requirements for junior standing in a major at transfer institutions
  • Lack of clear pathways to transfer in a major for cc students; many choices
  • Students progress toward AA and transfer not tracked; little on-going guidance, support
  • No mechanism to inform choice of major pathway
  • Deved narrowly focused on math and English, not customized to particular paths
program pathway
Program Pathway

Consider

College

Education

Enter Program of Study

Complete

Program of Study

pathway redesign process
Pathway RedesignProcess

STEP 4

STEP 2

START HERE

STEP 3

think pair share1
Think, Pair, Share

Has the concept of programs of study been discussed at your institution? If so, in what context?

What most excites and concerns people about this approach?

Have you done analyses that investigate the efficacies of various program types?

Completion by Design? Completion by Accident?

engaging engagement
Engaging Engagement

Completion by Design? Completion by Accident?

slide28

Faculty-led innovation

Administration-led innovation

Structure the information to match the plan for driving the change effort

Middle Manager-led innovation

Perspective

1,000 ft

Perspective

  • Resource Allocation
  • Institutional Policies
  • System Structures
  • Program Alignment
  • Program Redesign
  • Program Curriculum

100 ft

Perspective

  • Pedagogy
  • Course Redesign
  • Innovations in Learning

On the Ground

Top Leadership

Middle Manager

Supported

Middle Manager

Supported

Middle Manager

Led

Who might best lead a change effort

Administration Led

Middle Managers

Faculty

Faculty

Supported

Administration Supported

Administration Supported

Faculty

Led

Faculty

Supported

slide29

Review of Best Practices is most meaningful when it informs decision making at the proper place of practice

1,000 ft

Perspective

Policies for improving the graduation rate for degree or certificate seeking students

Best Practices for helping students complete a course sequence within a program

100 ft

Perspective

Best Practices in pedagogy or assessment to improve student success

On the Ground

Institutional Strategies

Program Improvements

Classroom Innovation

discussion
Discussion

How do you engage groups like administrators, middle managers, and faculty with improvement-focused data?

What can you provide as a researcher to further support these conversations and decisions?

Completion by Design? Completion by Accident?

public agenda s engagement toolkit
Public Agenda’s Engagement Toolkit

Seven key principles for building effective dialogues around improvement efforts

Facilitating and recording group decision-making processes

The recipe for a great moderator

Principles and practices that best support full-time and adjunct faculty engagement

Internal stakeholder engagement

Planning campus and community conversations

Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

redesign principles
Redesign Principles

Completion by Design? Completion by Accident?

pathway redesign principles
Pathway Redesign Principles
  • Alignment
    • First ensure academic programs align with further education/employment requirements and clearly define program paths; then create “on-ramps” into program streams and strengthen student services to support completion
  • Technology
    • Use technology to monitor/guide student progress, increase feedback to students, enrich teaching and learning
  • Incentives
    • Create incentives for students to enter and complete programs, and for departments to improve completion

Completion by Design? Completion by Accident?

academic program redesign principles
Academic Program Redesign Principles
  • Instructional program coherence
    • Ensure curriculum, pedagogy, assessment, academic supports are aligned to achieve learning outcomes
  • Structure
    • Clearly map out program requirements and sequence
    • Prescribe course of study for students based on goals and level of readiness
  • Integration
    • Build student supports into academic programs

Completion by Design? Completion by Accident?

program on ramp redesign principles
Program “On-Ramp” Redesign Principles
  • Acceleration
    • “Mainstream” students into college-level programs with built-in supports
  • Contextualization
    • Teach basic skills for specific program streams in context of entry-level college courses
  • “Non-academic” supports
    • Help students: a) explore and clarify goals for college and careers; b) develop college know-how; c) engage with campus culture; d) address conflicting demands of work, family, and college

Completion by Design? Completion by Accident?

ideal pathway design
Ideal Pathway Design

Program learning goals clearly defined and aligned with the requirements transfer with junior standing in major and (for CTE programs) career advancement

Program pathway well structured and prescribed, with electives only as needed to achieve learning goals

Students’ progress toward meeting requirements is monitored and feedback/support provided “just-in-time”

“On-ramps” to help students choose a program of study and customized to accelerate entry into specific program streams

Completion by Design? Completion by Accident?

session outcomes1
Session Outcomes

Brainstorm the use of a student-focused framework for conversations about institutional improvement

Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution

Reconsider how to share information with different types of stakeholders to support improvement efforts

Completion by Design? Completion by Accident?

resources
Resources

Completion by Design - http://www.completionbydesign.org/

  • Public Agenda’s Engagement Toolkit
  • Changing Course
  • State Policy Profiles
  • Knowledge Center

Community College Research Center’s Assessment of Evidence Series - http://ccrc.tc.columbia.edu/Publication.asp?UID=845

The New Community College at CUNY - http://www.ncc.cuny.edu/index.html

Completion by Design? Completion by Accident?

contact us
Contact Us

Priyadarshini Chaplot

Senior Researcher

pchaplot@rpgroup.org

Rob Johnstone

Senior Research Fellow

johnstoner@smccd.edu