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Accreditation and Completion: A Dynamic Roadmap for Student Success. About MCC. A comprehensive community college founded in 1961 in Rochester, NY Four campus locations Annually, serves over 35,000 credit/non-credit students in 94 degree and certificate programs
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About MCC A comprehensive community college founded in 1961 in Rochester, NY Four campus locations Annually, serves over 35,000 credit/non-credit students in 94 degree and certificate programs 71% of our students enroll in transfer programs 2013-14 Budget: $122,309,000
The Challenges In his first joint address to Congress in 2009, President Obama asserted that America would once again have the highest proportion of college graduates (25-34) in the world. Community colleges need to increase graduates by 50% -- 5,000,000 additional degree holders by 2020. 39 states are active in Performance Based Funding (PBF) 22 have PBF systems in place 7 have approved a PBF model but have not yet implemented it 10 are in formal discussions College readiness remains an urgent crisis for the community college sector. 33% of the 1.8 million ACT test trackers didn’t meet any of the readiness benchmarks in English, reading, science, or math. A 2013 CCRC study revealed that 59% of all entering community college students needed at least one developmental math course. BPS data shows that 68% of all entering students registered for at least one developmental course. Of that cohort, only 28% go on and earn a certificate or degree within 8.5 years.
Fall-to-Fall Retention(First-time Full-time Matriculated Students) 2008-09 61.3% 2009-10 59.7% 2010-11 54.4% 2011-12 58.8%
Two Assertions That whatever we have done to achieve success at our institutions will likely not be the kind of work to advance our colleges in the next decade. We must celebrate our rich legacy, yet imagine a new college. That access alone cannot define the community college – it must be access to individual success.
The Standards as a Framework for Change For many of us, the standards are used as a rubric to assess institutional strategies and not as a starting place for change. For many of us - the standards are viewed as a series of discrete, standalone categories and not a comprehensive whole. For many of us - the first seven standards are separate from the final seven and not as connected to student learning. For many of us - the standards are only most vital during periods of intense scrutiny and not as an ever-present framework for urgent reform.
The Standards Define the Intentional College The Standards that talk about Institutional Context (mission) Planning, Resource Allocation and Institutional Renewal Institutional Resources Administration Student Admissions and Retention Student Support Services Educational Offerings General Education all contribute to the idea of a college that has a singular purpose -- to support student success.
The standards, then, suggest that we build an intentional college that promotes a globaleducation and that is defined by a high impact learning culture.
The intentional college… provides a seamless pathway for students to navigate college and to achieve their goals. It might be best understood as a dynamic and integrated roadmap. In our version, it has five major steps.
Connect Students make a significant connection with someone at the college Students are placed in a defined program of study Students design an initial “completion plan” (a 2, 4, or 6 semester sequence)
Enroll Key intake programs are integrated and mandatory, including financial aid, health services, advising, registration and records, student support services, and technology Orientation/First Year Experience begins, ideally, in a cohort or academy model
Engage Students begin class Students will engage in courses and experiences designed to broaden and deepen learning Within the general education program, students will be exposed to at least one high impact experience Students will reconnect with “mentor/advisor” during first weeks of class Early alert system is operational and student is monitored to document progress; interventions will be immediate to keep a student “on track”
Persist Mandatory advising helps students register for second semester Review completion plan, making any needed adjustments Celebrate milestones (course, semester success)
(Re)Engage Students return for second semester Students experience a second high impact experience Transfer and career pathways are reviewed and completion plan updated Support programs are integrated and mandatory
Real Strategies, Real Reform MCC’s efforts to use the standards as a roadmap for student success Building an intentional college
Michael McDonoughmmcdonough@monroecc.eduValarie Avalonevavalone@monroecc.edu