Intentional Advising to Strengthen Student Development and Outcomes

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Intentional Advising to Strengthen Student
Development and Outcomes
Rebecca Goosen, President, NADE
Rebecca.goosen_at_sjcd.edu
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Welcome

• Can you please tell us a little about yourselves?
• What is your title (administrator, faculty,
  staff, etc.)?
• What is your primary area of interest?
• What type of institution are you from (2 yr., 4
  yr. private, public)?

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Developmental Education in the Spotlight

• National, 60 of students need developmental
  education
• 20 of students referred to developmental
  mathematics and 33 referred to developmental
  reading never enrolled (AtD data)

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Developmental Education in the Spotlight

• Only 44 of referred reading and 31 referred
  math ever complete the full sequence (AtD data)
• 14 of community college students do not complete
  a singe credit in the first term (AtD data)

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Developmental Education in the Spotlight

• For every 10 freshmen seeking an associate
  degree 5 require DE and fewer than 1 graduate in
  3 years (Complete College America)
• Only a quarter of part time students finish a
  degree (Complete College America)
• Economically disadvantaged students struggle the
  most (Complete College America)

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Developmental Education in the Spotlight

• Minorities access higher education often through
  community colleges and are over represented in
  developmental education (Complete College
  America)
• Too many exit points along the continuum for
  students

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Are they lost in our systems?
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Traditional Pathway for Students in College

• Sign up on line, take what students think they
  need
• Maybe see a counselor
• Some colleges assess with one measure
• Many colleges do not have mandatory assessment
  and placement

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Traditional Pathway for Students in College

• Enroll in what looks good
• Not all colleges have mechanisms to identify
  struggling students
• Fail, drop out, accumulate large financial aid
  issues

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Students Dont Do Optional
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Students Often Take the Perceived Easiest Route

• But is it?
• How many times do they repeat the same course?
• What is their GPA?
• What skills are they lacking?
• How are the external variables (life) affecting
  them?
• Have they committed to their education?

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What Does Research and Data Tell Us About
Students?
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• Students that fail to enroll in developmental
  course sequences do not persist
• Students that fail to pass courses in the
  sequence do not persist
• There are many national initiatives hopeful to
  increase student successful completion of
  Developmental Education

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• Women students have higher chance of passing
• African American males are at higher risk
• Full time students have higher rates of
  completion

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Many Exit Points

• 82 enroll 57 pass 25 do not complete
• Of the 57 that pass
• 41 enroll 29 pass 12 do not complete
• Of the 29 that pass
• 22 enroll 16 pass 6 do not complete

3 levels below college ready
2 levels below college ready
1 level below college ready
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Systematic Program

• Assessment of Skills
• Cognitive and non cognitive
• Assessment of social situation
• Assessment of career goals
• Mandatory Advising
• On entry
• Throughout the semester
• Number of touch points

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Systematic Program

• Student Success Course
• Focused on building self actualization and
  accountability
• Financial aid component
• Available Tutoring
• On line
• In person
• Trained tutors (para-professional or peer tutors)

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Systematic Program

• Student Centered Instruction
• Active learning situations
• Students are engaged
• Facilities On Campus For Learning Support
• Departmental labs
• Centralized campus learning support centers
• Location
• Sharing resources (Boylan, 2002)

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Rules for Success

• Develop strong relationships between academic
  support and instructional units on campus
• Develop plans for establishing pathways for
  student success
• Train each other
• Share information regularly
• Experience each others roles intimately
• If instructor, learn to advise
• If student development, teach a student success
  class

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Steps to Developing Intentional Pathways
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Analyze Data

• What is working?
• Short term long term data
• Enrollment patterns
• Look at trend lines (5 year past history)
• Provide data to individual faculty members as
  well as department data
• Use several data points
• Completers
• Who withdrew/why?
• How many A-Cs?
• How did they do in the first transfer level
  course after DE?

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Analyze Data

• What is successful?
• What is their demographic?
• What do they look like?
• What is their academic history at the
  institution?
• What was their pre-college pathway?
• What is their goal?

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Analyze Data

• What mechanism is contributing to those students
  succeeding?
• There is no silver bullet
• But a lot of silver buckshot
• Not one answer but rather multi-variables
• Identify likely variables that led to some
  students succeeding
• Example College ready in reading, maturity by
  age or selection of major, timeline to graduation
• What needs to happen to support more of your
  students?
• What variables have the strongest impact?

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Analyze Data

• Concentrate on the positive
• Look for why some students succeed rather than
  why students fail
• Do more of what works
• Begin with the low hanging fruit

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Determine Best Chance Progression

• Examine all the modes of delivery and determine
  the three that are showing the most success
• Limit offerings to only those
• Limit exceptions to the rule
• Ensure faculty are trained in instruction and
  advising personnel understand the different
  modalities
• Develop a placement matrix

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Placement Matrix-Math
Traditional Lecture Emporium Model Accelerated DE/College Algebra
Reading Level Any level College level College level
Math Level Any level Any level Any level
Motivation/Maturity Level Any level High level High level
Distance to Graduation Not a factor Close to graduation Close to graduation
Employed Not a factor May require more time on task Do they have extra time?
Outside Commitment Not a factor Family, etc. computer access? Family, etc. could be issue
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Supports Needed

• Ensure faculty are trained to deliver new
  instruction
• Professional development is essential
• Advising personnel understand the different
  modalities and pathways offered
• Joint instructional and student development
  regular meetings

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Supports Needed

• Educate students concerning options
• Mandatory orientation
• And/or First Year Experience
• And/or Student Success Class
• All FTIC students should have an educational plan
  by the end of the first semester

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Limit options

• Students do not do optional
• Limit options
• Prepare data to support options
• Share with students
• Engage them in planning their education
• Advising sessions
• Educational planning sessions
• Orientation

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Mandate

• All students should be assessed
• Diagnostics
• Cognitive/Non-cognitive
• Career exploration
• No late registration
• Students should be placed according to their
  needs
• Is it wise to delay taking math?
• Is reading at college level important?

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Mandate

• Determine which pathways are optimum for your
  students based on your data
• Are students delaying taking math and that
  effects program completion?
• Are technical students in need of skill
  development?
• Do they know how to be a student?
• What are the students expectations of college?
• Do they need help in learning to be a student?
• Mandate Orientation

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Guide Students Through The Terrain

• Educational plans should be completed by end of
  first semester
• Mandatory advising
• Provide pre set pathways for first two semesters
• Establish connections
• Peers Institution Faculty

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On Ramps

• Traditional
• Enroll Course Work Degree Employment
• On Ramps
• Enroll Course Work Certificate Employment
• Course Work Associates Employment
• Course Work Bachelors Employment
• Course Work Masters Employment

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Faculty As Advisors

• Share the workload
• Many models of how this works
• Training is essential

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Faculty As Advisors

• Advantages
• Bridges the gap between instruction and student
  development
• Faculty develop a deeper understanding of their
  students beyond content
• Students have greater access to information
• Can be incorporated with a course
• May free up counselors time to do other types of
  student support
• Disadvantages
• May increase faculty load
• May confuse students
• Faculty may be confused as to when to hand off to
  student development

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Things To Think About

• Students need to be assessed
• Pathways should not be left up to chance
• Use data to guide decision making
• Provide comprehensive student success services

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Things To Think About

• Coordinate instructional and student development
  services
• Consider present staff and what the staffing
  needs may be
• Provide professional development for all staff

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What limits your ability today to design an
intentional pathway for students?
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Questions?
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Developmental Education Initiatives

• Achieving the Dream http//www.achievingthedream.o
  rg
• Bill Melinda Gates Foundation
  http//www.deionline.org
• Carnegie Foundation for the Advancement of
  Teaching http//www.carnegiefoundaiton.org/problem
  -solving/developmental-math
• Complete College America-Time is the Enemy
  www.completecollege.org

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• Getting Past Go http//gettingpastgo.org
• The National Center for Academic Transformation
  http//www.thencat.org/whatwedo.html
• Jobs for the Future http//www.jff.org
• Pathways to College Network http//www.pathwaystoc
  olldege.net
• California Basic Skills Initiative
  http//strategicplan.cccco.edu
• http//www.cccbsi.org

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• Tennessee Developmental Studies Redesign
  Initiative http//www.tnredesign.org
• Washingtons Integrated Basic Education and
  Skills Training (I-BEST) http//www.sbctc.ctc.edu/
  college/_eibestresojurces.aspx

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Resources

• Boylan, H. (2002). What works Research-based
  best practices in developmental education. Boone,
  NC continuous Quality Improvement
  Network/National Center for Developmental
  Education.
• Boylan, H., Saxon, D.P. (2012). Attaining
  Excellence in Developmental Education
  Research-based recommendations for
  administrators. Boone, NC National Center for
  Developmental Education.
• Kuh,G., Kinzie,J., Schuh,J., Whitt,E. (2005).
  Student success in college Creating conditions
  that matter. San Francisco, CA Jossey-Bass.

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• McCabe,R. (2000). No one to waste a report to
  public decision makers and community college
  leaders. Washington, DC Community College Press.
• Upcraft, M., Gardner, J. (1989). The freshman
  year experience. San Francisco, CA Jossey-Bass.
• Valdes, G., Gifford, B. (2012). Final report on
  developmental mathematics and language project.
  Retrieved on March 29, 2012 from
  http//www.carnegiefoundation.org/stites/default/f
  iles/elibrary/dev_math_report.pdf

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Thank you for attending!

• Rebecca Goosen, MS, Ed.S., Ed.D.
• President, NADE
• Associate Vice Chancellor for College Preparatory
• San Jacinto College
• 4624 Fairmont Pkwy, Suite 203
• Pasadena, TX 77504
• 281-459-7667
• Rebecca.goosen_at_sjcd.edu