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Explore NOVA's efforts to enhance student success through the Achieving the Dream initiative, with a focus on improving developmental courses, increasing graduation rates, and engaging faculty.
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College-wide Meeting October 28,2011
Achieving the Dream is a national initiative to help community colleges provide the best opportunity for success for all students • The initiative is particularly concerned with student groups who face the most significant barriers to success • Colleges work within a culture of evidence where decisions are informed by student success data
Goals • Improved success in developmental courses • Successful transition from developmental courses to credit-bearing courses • Improved success in gatekeeper courses including introductory courses in English and math • Increased persistence from semester to semester and year to year • Increased graduation and certificate completion
Recommendations: Turning the Tide • Interventions that affect a large number of students – bringing interventions to scale • Greater focus on classroom practice, incorporation of evidence-based practice • Greater focus on engagement of faculty and professional development
NOVA’s ATD Goals • A comprehensive support program for entering students • FYE • Early advising • NSO • SDV • Greater success in developmental education • Professional Development – bringing ATD into the classroom
ATD and the Classroom • Redesign of developmental math and English • Learning Communities • Innovative use of the LASSI (Learning and Study Strategies Inventory) • SDV – Student Development Course • Adjunct mentoring
Developmental Math Redesign • Full-time and adjunct faculty trained-August 2011 • “Lab space” secured on all five campuses • Lab Supervisors hired • Full implementation Fall 2011 • Approximately 215 sections of Developmental Math Redesign (MTH 1) college wide • New placement test (October 31, 2011)
Developmental Math Redesign • MTT4, MTT3, MTT2 and MTT1 courses for spring 2012 • ELI on board • DMM’s meet every week and continue to update program • Great interest in NOVA Redesign throughout the state and the nation • Presentations at other community colleges and at conferences
Developmental Math Redesign Data • Thirty common assessment questions given during the pilot to both Redesign and Traditional classes. • Spring 2011 • Average 60.9% correct in Traditional classes • Average 85.4% correct in Redesign classes • Summer 2011 • Average 63.0% correct in Traditional classes • Average 89.5% correct in Redesign classes
Developmental English Redesign Committees Developmental English Working Group/ AtD Task Force (DEWG) Members: Developmental English faculty from all campuses Function: To address issues related to teaching and student learning in Developmental English classrooms Developmental English Redesign Advisory Committee (DERAC) Members: Campus and college-wide administrators, members of VCCS curriculum committee, program heads, ESL and Developmental English faculty from across campuses, and Achieving the Dream representatives Function: To make recommendations about the implementation of the redesign at NOVA and work with the Implementation and Assessment Coordinators and stakeholders from across the college
Developmental English:Learning and Study Strategies Inventory • LASSI Scale Areas: attitude, motivation, time management, anxiety, concentration, information processing, selecting main ideas, study aids, self-testing, test strategies • LASSI administered to 570 students in Spring 2011 • Average percentile ranks were below 50th percentile in 9 out of 10 categories, meaning students need to improve strategic skills to “avoid serious problems succeeding in college.” • Students set goals and developed action plans based on results • Students reflected on and monitored their progress • End-of-semester survey of students compared those who did and did not complete the LASSI • Students completing LASSI developed greater awareness of the LASSI scale areas and increased confidence in themselves as students than those who did not complete LASSI
Professional Development • Speakers • Campus activities (Forums and Brown Bags) • Faculty Symposium • Teams’ focus on Early Engagement Strategies
Policy Changes • Based on 3-year evaluations of AtD initiatives, the following recommendations could be made: • Mandate NSO for first-time students* • Mandate placement testing for first-time students • Mandate enrollment in developmental courses during first semester, if placed • Enforce current policy on SDV enrollment within first year for first-time students • Eliminate late registration • Mandate early advising for first-time students *First-time students refer to students who have never attended a college previously. Approximately 85% of these students are recent high school graduates or home-schooled students.
ATD and Classroom Practice • Break-out Sessions • A discussion of how to bring ATD into the classroom