5 Principles of Institutional Improvement:
Principle 1) Committed Leadership
Building Internal Leadership
Gen-X Leadership & the next decade of ATD
-1986: 16% of college presidents over 60/2012: 60% of college presidents over 60
-1986: 20% of college students were students of color / 8% of presidents were presidents of color-2012: 34% of college students were students of color / 13% of presidents were presidents of color
-Borrowing a best practice is not necessarily good practice. (It ignores the local context, impedes continuous quality improvement and basic critical thinking skills).
-Superficial data collection/usage (concerned with obvious or apparent; not thorough or complete)
-Advocacy continues to be necessary; there are still huge achievement gaps, and disparate outcomes for 1st generation, poverty, and students of color.
-Is it okay that 95% of developmental math 10 students won't even complete college?
-GenX leaders must be zealots, be willing to come out of the closet and expose our failures, and embrace and lead change!
-We need to have predictive analytics: Data is dead because it occurred in the past--what about students who are currently in the pipeline?
-GenX is the next line of leaders...and context matters. We must guard against a Culture of Complacency /We cannot blame the new generation for not holding up "their end of the bargain: / You have to be methodical and plan to have a short game "assess and make adjustments" / We have to flip the script between a culture of exception to a culture of expectation / We need to stop asking what's wrong with them and start asking what's wrong with us! / We must be prepared to adapt (must be ready to change)
-Listen, Hear, Act: what is our community saying to us?
-Our students are ROUGH, RUGGED, RAW → We have to help them have Rigor, Relevance, and Relationships.
We cannot solve our problems with the same thinking that we used to create them. What does ATD 2.0 look like?
WEBSITE: The Power of Place
Leading with Courage: From Isolated Excellence to Institutional Excellence
-Leading with Courage- three colleges with different approaches but common advice.
-Be brave, take a risk, be open and honest. Remember that student success is central to all activities.
-Elgin CC eliminated counseling and replaced with academic advising. Data rangers / Harper did major reorganization to focus efforts / Danville focus on teams. Does a regular data brief to show progress.
What Excellent Colleges Do: Lessons from the Field
Leadership is key, broad engagement is necessary, focus on alternative ways to reach students.
Principle 2) Use of Evidence to Improve Programs and Services
Active Teaching and Learning
Infusing Essential Academic Skills into Tutoring Across the Curriculum:
-Data Gallery posted to advertise success of program and encourage students to participate
-train tutors to infuse essential academic skills: -metacognition, active reading, note taking, time management, and motivation, test taking, study skills. - Examples of what tutors can say to transition into these skill sessions:
-Ted Ed effective note-taking: the Cornell Method-Lessons created by tutor training using TEDed
-Offer instructors to have their office hours in the tutoring lab (like what Mary does in the library) (faculty member that was there said that she tries to get students to come to her office hours. Most don't come to her traditional office hours, but many come to her office hours in the tutor lab.)
-Course-based peer mentoring and service-learning for developmental education students in a changing political context
-Campus Compact seeks to educate citizens and build communities by advancing civic engagement
-Peer Advocacy: Community college students are an underutilized resource. Students explore identities, life experiences, self-concept to help develop a college staying identity / encourage development of relationships / orienting students to services and resources / develop college-know-how /
-Peer advocate incentives: work study / credit bearing leadership development / scholarships / awards
-2 times more likely to say they would achieve academic goals, nearly 2 times more likely to say they would pass their reading and writing development ed courses, 1.5 times more likely to say they want to pursue a career that will help their community, 3 times more likely to say they plan to apply to be a peer advocate
Joining Carnegie's Networked Improvement Communities, Statway and Quantway
-From the Carnegie Foundation for the advancement of teaching--Statway and Quantway are Pathways projects, that accelerate students from Math 60 - college Math requirement in either 2 terms or 1 year.
-60 - 70% of all students start in developmental math courses, 80% of those students never get past developmental math/pass college math requirement, 500,000 students will never complete their college math requirement (and therefore, graduate), 15% of students get to and through college math in 2 years.
-Pathways: Improvement Drivers for Success: continuous Improvement/Rapid Analytics/Language & Literacy, Advancing Quality Teaching, Productive Persistence/Learning Goals, Curriculum, Pedagogy
-Curriculum & Pedagogy: "Struggling produces change--change is learning." / Productive Struggle / Making explicit connections / Deliberate practice
-Math Instruction is a cultural activity.
-Course Components of Statway/Quantway include: Online component, instructor and student in-class lessons, homework, assessment, and online teacher development. Students and teachers are constantly learning and improving through the use of analytics, mining expert practitioner knowledge, and trying to bring promising research into the classroom.
ABS Birds of a Feather
Handout of Strategies and Best Practices for transitioning ABE students to college: Contextualization of curriculum / Co-enrollment of ABE and Developmental Ed students / Creating college and career readiness education / Addressing non-cognitive factors, such as self-efficacy / Implementing intensive advising; academic navigators for pre-college classes.
AQ Resilience Advantage
-The Adversity Quotient discusses a student's ability to handle adversity. The Adversity Continuum / Avoiding adversity Surviving adversity / Coping with adversity / Managing adversity / Harnessing adversity
-How do you build resilient colleges? The difference between winners and losers is how they respond to failure. Resilience can be strengthened and developed--it undergirds other desirable mindsets.
-Term: Socio-Immunology, Dr. Paul Stoltz; Peak Learning
Transforming classrooms, Colleges, and Communities throughout Active Cooperative Learning:
-Transformational Jeopardy - Texarkana College. Video - What Will You Do (YouTube) From the brink of financial ruin to good standing with SACS. Made drastic cuts with the support of the faculty association in order to survive.
Learning Community Model (Dona Ana Community College, NM)
-Accelerated courses (compressed over 16 week semester)
-Academic Readiness Center - faculty driven, administrator supported initiative capitalizing on available space and common goal; academic one-stop / Student and faculty space / Math and English in-class tutors / Computer lab / Learning community coordination / Tutoring and tutor training / Fast track program (3 hour long workshops students can go through to complete exit package for a writing or math DE course - instructors recommend students to do this) / Testing center / FT and PT office hours / Mentoring of PT faculty / Grant writing training / Professional development / Small group study / Textbook library / Workshops that are faculty run (student success focused) (students get a passport and get it stamped each time they go to a workshop)
A Public School System, A Local Community College and a State University work Together to Enhance Student Success:
-Early College/Middle College models: Common themes: student populations that didn't fit in middle school and high school; disengages but academically capable, on road to dropping out
-All programs had application and / or interviews and involved parents; Focus on relationships -Fully staffed programs that included college liaisons, counselors, teachers, administrative staff
-All programs had much higher graduation rates than high schools in area
Roxanne and Ali
Powerful Partnerships: High School, Community College, University, and Business Partners for Student Success
-NW Educational Council for Student Success - intergovernmental agency agreement that involved high schools, community college, university and business partners.
-4 goals - alignment of curriculum; reduce need for DE for 1st time students coming out of high school; pathway that begins in high school so students get college credits : Success with math - 4th year of math at high school level; students go into highest level of DE in Junior Year and then college level in senior year - have had a 20% increase in college readiness in math
-University partnership - dual degree agreement (stronger than articulation agreement); consistent educational planning , guaranteed admission, transfer specialist who is hired by university as liaison to students
-Business partnership goals - embed early internships; create stackable credentials; pathways to associate degrees and transfer; develop industry recognized credentials; include business and economic development folks
Expanding College Readiness Through K-12 and Postsecondary Collaboration
-Overview of PARCC and SBAC (2 national consortiums for K-12 testing)
-SBAC is Smarter Balanced and is the assessment tool that Oregon will be using
Principle 3) Broad Engagement
Broad Engagement and Communications
Choice Points and Change Agents: Opportunities and Challenges in engaging Personnel in Student Success
-Yakima Valley Community College received a 2012 Walmart PRESS grant.
-Choice Point: Moments when we recognize that an action is needed and we use the information we have to decide on a path to an outcome we desire
-Change Agent: Variables that impact advancement on the path towards the outcome we desire
-YVCC created an annual fall survey that they give to students every year.
-PRESS Implementation / focus on advising as the vehicle to increasing engagement / Focus on importance of communication, particularly with faculty / another Advising Re-design
-Question: What advising structure will help us to achieve what we want? / Advising is now mandatory up to 30 college credits: Faculty are grouped into 6 advising pathways: Arts / Humanities / Business & IT / Healthcare / STEM / Social Studies / Exploratory / Students identify their own pathway
-Struggles included: how to schedule pathway meetings to discuss program concerns, and other timing issues; technology staff who were over-committed, an identification of leadership within the pathways group.
-Achieving the Dream is based on the premise that to improve student success on a substantial scale, colleges must fundamentally change the way they operate.
Faculty and Chair Engagement: Getting it and Keeping it:
Faculty learning opportunities - narrower focus, evolves over time, in depth, collaborative. Takes about 3-4 terms to implement reform.
What excellent colleges do - leadership is key, broad engagement is necessary, focus on alternative ways to reach students.
Applying Cycles of Inquiry to Increase Faculty Engagement: A Jigsaw Case Study:
PRESSing for completion
-PRESS requirements: big meeting, Convocation, Student success all campus rally, thinking teams centered on student success, cross pollinated from campus-Challenges: Measuring engagement, engaging adjunct, mandatory advising, admin instability
-Most effective practices: Advising team with faculty, engage students and faculty in focus groups for best advising practices, respect instructor time, offer stipends
-Bottom up practices with strong admin support
-MANDATORY advising until students earned 30 credits / idea of advising syllabus
-Center for teaching Excellent (or Innovative instruction): Made up of multiple committees like sabbatical committee, assessment, accreditation, etc. / Needed: space; systemic way to create intentional conversations; no devoted resources to coordinate; budget' no admin support (secy);
-4 part space: computer training lab; faculty lounge with resource library; learning classroom for faculty to experiment; how then to build idea among faculty that this is a place to get help, not just a relaxation space, etc.
Principle 4) Systemic Institutional Improvement
Evidence Based Decision Making
ENGAGING YOUR COMMUNITY COLLEGE IN EFFECTIVE USE OF DATA
-"Collecting data is the first step toward wisdom, but sharing data is the first step toward community."
-Henry Louis Gates, Jr.
- Great Website
-What does continuous improvement look like? / IR office is busy, has a fact book, curriculum and program reviews. It is culture so: engaged campus community, Reflection planning, action, Good questions are asked, Increased potential of human resources, Enthusiastic and open minded
-How can we engage the entire college community in these efforts on ATD? / How to take advantage of existing structure?
-Take Aways: Facilitate conversations on data analysis / Data summit with all hands / Record ideas and feedback and make available / Develop structure for review, reflection, next steps / Tell a story as final product / Zero week
Pay No Attention To the Data Behind The Curtain
Get our priorities on a poster for the whole campus. / Find the Systemic equity journey model / Get their campus LEADING WITH COURAGE presentation / We need a data team
"Progress moves at the speed of trust."
Why develop a college wide success agenda? / New vision, focus on success / Outcomes based funding / National completion agenda
-Change Leaders Network
-College wide core team, exec steering committee, intervention and data teams strengthen IR through consolidation and increased staff support
-Faculty professional development and mentoring
-Success coaches instead of advisers: Do more than academic advising
-In depth notes on how to bring this process to our campus
Emery also attended a workshop regarding SAS.
Transformational Jeopardy: Learn How to Play, Survive and Thrive
Texarkana College. Video - What will You Do (YouTube) From the brink of financial ruin to good standing with SACS. Made drastic cuts with the support of the faculty association in order to survive.
State and National Policy
Accelerating Developmental Students into Programs of Study: Making Headway in North Carolina
-Reading and writing redesign - integrated and accelerated for completion in one year; curriculum aligned with public school; mastery based, contextualized learning; writing sample for evaluating placement; professional development for faculty
-Math redesign - modular math focused on the following units: operations of integers; fractions and decimals; proportions / ratios / rates and percent; expressions and linear equations; graphs and equations of inequalities; polynomials and quadratic equations; rational expressions and equations; radical expressions and equations. Flexible, can be completed in a year. four weeks at a time - each module equates to 1 semester credit.
-Placement - NC has developed their own placement instrument but also use HS GPA. A student who has a GPA of 2.6 and has taken four high school math classes including 1 beyond Algebra 2 is automatically placed in credit bearing English and Math courses without a placement exam. Applies to graduates within the past 5 years.
Accreditation and Achieving the Dream
-70% of ATD schools are in HLC or SACS region, so presentation focused on these two regions.
-Presenters pulled out the standards that fit well with ATD goals and processes
Systematic Institutional Improvement
-This session shared techniques for presenting data creatively, and telling a story visually. The techniques shared allow the viewer's brain to intuit information without having to work for understanding.
-Visual analysis vs visual communication / What can I learn vs what is the story I can tell? / Put them together for audience interactivity / speeds up knowledge acquisition / Empowers our working memory / Takes advantage of pre-attentive visual processing w/color intensity, size, position.
Caroline and Emery
Data / Predictive Analytics:
-CIVITAS is a company that created software that extracts data from all repositories on campus to predict how students will perform. The CEO was originally a higher education employee lending him a frame of reference compatible with 'ours'. Everybody we spoke to at the conference that uses it loves it, it is fairly expensive but phenomenal software.-
-Students can identify which courses / degrees, etc. they will like just as Netflix, iTunes, and Amazon can predict our interests. Students can see how well classes work when taken together or in a certain order, they can see how various course selections will affect their total financial aid in their degrees, etc.
-New strategies for thinking about and sharing data.
-Worksheet to open communication and make a team go from good to great. Create honesty, trust, accountability, and progress by clearing the air, and treating each other with respect / disregarding hierarchy. Those afraid to voice opinions should feel safe, those who make decisions need to put their ideas and feelings aside, listen, engage, and discuss.
Strengthening Transfer Pathways:
-85% community college students say they want a bachelor's degree (don't know exactly what that means), 20% transfer, 15% earn a B.S. Only 1/3 earn AA prior to transferring
-When looking at situations where students took courses that didn't transfer, or had to wait 1 - 3 terms before continuing because of inaccurate planning...STUDENTS WERE EXHAUSTED NOT ANGRY AND MADE STATEMENTS LIKE "I SHOULD HAVE KNOWN" these experiences confirm the societal messages they have been hearing their entire lives. I don't have what it takes to do this.
Transfer Pathway Models
-Status Quo: Paths to transfer are unclear, too many choices, "opt-in" college and career planning, intake designed to sort students college-ready vs. developmental ed, student's progress not monitored, high school, ABE / ESL, non-credit poorly aligned with college.
-Guided Pathways: clear road-maps to transfer w/junior standing in major, default whole program schedules to reduce choices, required academic plans, intake system redesigned as "on-ramp" to program of study, progress tracking, regular feedback and support, bridges to college programs from high school, ABE /ESL, non-credit.
Caroline and Roxanne
Advancing Quality Teaching
-Pathways Faculty Support includes: Curriculum, Pedagogy and Network Improvement Community
-Students have learning opportunities that include productive struggle, explicit connections, deliberate practice. The Language and literacy supports->Productive persistence
-Faculty Development: Needs to be sustained (not a one-shot workshop) / Needs to be a process which is flexible and responsive-Including multiple sources of support-Mentoring, online activities / resources, and face-to-face / Must be designed for collaboration - Small cohorts of new faculty with mentors - Promote social learning and development of community / Must be grounded in real teaching - Not just talking about teaching, but - Learning through observations, analytics, and practice - Using multiple tools / activities, such as videos of teaching, ZAPTION, Prezi, Webinars, synchronous and asynchronous communication / Must be job embedded - Addresses the real challenges that faculty face-Ongoing and regular / Must have theory related to practice / New Faculty Support / During the two years, instructors will have approximately 40 - 50 hours of training, and Zaption (this is an amazing resource that allows you to record a lecture and post it. Others can watch the video and post comments in real time with the video as it plays, and even post comments about other people's comments).
DREAM: Combining Resources to Create a New Faculty Professional Development Center
-Harper College combined three different resources to create a successful faculty professional development center on campus: Center for Innovative Instruction (CII); Center for Adjunct Faculty Engagement (CAFE), and the Teaching and Learning Center (TLC).
The faculty create committees to conduct faculty evaluations and feedback; faculty also got together to plan what they wanted for a professional development center and selected: Computer Lab - for training instructors in new technology / Faculty lounge for drop-in conversations between instructors / Teaching Lab / Multi-Use Classroom
-They also wanted to have space and time for the Associations to provide Orientations to instructors / Cross-sectional team approach / Provide all faculty with the opportunity to develop teaching excellence / Specific department level training as well as cross-functional training.
Joining Forces to Transform Developmental Education - Tennessee's story
-Tennessee requires four years of math, including one class in senior year
-Have used MyMathLab to create a program that does college prep for math in students' senior year in high school; preparation at that level then leads to them either skipping DE math or taking their first college level class as dual credit
-Have field coordinators (community college side) who coordinate with high schools and visit
-Hybrid math classes - some direct lecture and then lab work
Roxanne and Ali
Ready for Change? Assessing Your College's Readiness
CCRC - RTA - ready for Tech Adoption. Forward looking, readiness at institution level, leverage technology.
-Single point for students- planning, early warning, and student support. Share the vision and consider Interpretation vs. Implementation.
-Adjusting the reform for context vs. adjusting the context for reform.
-Faculty learning opportunities - narrower focus, evolves over time, in depth, collaborative. Takes about 3 - 4 terms to implement reform.
-Seven year process; started with data, made changes, redesigned interventions based on success of initial changes, and then moved to policy mandates (northern Virginia Community College)
--6 policy changes all mandatory based on data and best practices (1) NSO; (2) Placement Testing; (3) mandatory advising; (4) enrollment in DE courses 1st semester if placed; (5) enrollment in student success courses within first 15 credits for 1st time students; (6) on-time registration (no late registration)
-Stressed importance of president being on board and supporting changes; NOVA runs regular student focus groups to gather input from students
-Courage to change policies and investment of resources were key
Principle 5) Equity
Century Colleges Equity Journey
-Equality vs Equity
-Courageous Conversations: Weren't ready to have conversations yet: came up with a set of rules / guidelines for conversations: How we are going to treat each other? How we are going to listen to each other?
WHAT IS YOUR LEADERSHIP DOING AND WHAT IS YOUR LEADERSHIP NOT DOING?
1 year long process of equity institute for staff
-Stay Engaged / Experience Discomfort / Speak Your Truth / Experience and Accept Non-Disclosure
-Conditions: getting personal right here and right now, keeping the spotlight on race, engaging multiple racial perspectives, keeping us all at the table, what do you mean by "race", let's talk about whiteness
-Compass: Which quadrant are we entering the conversation from? Believing/thinking/Feeling/Acting Read anonymous responses to trainings out loud. Voices "Equal when we are all dead" "we preach about wanting diversity on campus but not reflected in staff" "a problem often magnified for sympathy" "My Caucasian students are the hardest for me" "if black, you were never a slave, if white you were never given special treatment" "discrimination is still a reality today." "Guilty for crimes 300 years old" "race is a 4 letter word" "equity, how do I participate next" "nobody holds anyone down but themselves" "we are all human act thusly" "faculty seem to be growing afraid of our increasingly black student population." "Muslims are ruining my America. In my experiences Muslims feel they are entitled and we owe them" "can any white person in America really erase the racism that was taught to them?"
Obstacles: Dissonance / Smoke screens
Equity in the Classroom
-Cultural gap between US (where we are now) and our students (where they are now). Our response to this is to employ the 4 posts of equity, which include Culturally Responsive Teaching (CRT) in the classroom, addressing social capital, consider mindset orientations of each student, and to teach financial literacy.
-Equality is not the same as equity. Equity considers each person as unique and providing the instruction and support to ensure that all people can reach the finish line. Equality is treating everybody the same.
-"Highly effective teachers tend to reflect a strong trust in students. They usually believe that students want to learn, they assume, until proven otherwise, that they can." --What the Best College Teachers Do;
Closing the Achievement Gap: What we can learn from measuring the non-cognitive(affective) domain
-There are 11 major constructs in the affective domain and they are malleable. / When students' most basic needs are not met, education is irrelevant.
-We must be able to help students evaluate: Feelings, emotions, hope / Mindsets, beliefs, self-efficacy / Self-image, college identity / Perseverance, self-discipline, delayed gratification - Behaviors, habits, and mindfulness / Social Skills / Learning Strategies / Students must also evaluate their personal drive, practices, and community support (peer, college, community)
-Students need to have: Awareness (being awake, having purpose, knowing one's self) / Collaboration (leadership skills, peer-support) / Effectiveness (self-discipline, self-efficacy, ability to struggle) / Academic skills
-We have to get students to a place where they believe they can do it--"light the fire for learning". Monitor student progress / Motivate students / Deal with behaviors / Help students solve life problems / ACE Team - self Management Courses
-The ACE Foundation Course: Uses social justice issues in combination with English and Math classes (our students have PhD's in social injustice)
-One lesson discussed in the session was the role of the amygdala in sensing threat, and responding with a bio-reaction with the fight, flight, freeze, or appease response. Students need to become aware of their automatic response when they have a bio-rxn, so that they can also utilize their cortex response: think, reason, discern, which responds just after the amygdala's first response. Without knowledge of the automatic response of the amygdala, without intervention, a bio-rxn can go on for hours.