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CAPS Career Academic and Personal Success Multidimensional

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					                  CAPS
      Career, Academic and Personal
                 Success
 A Multidimensional Approach to Student Success

                           Career     Academic




                           Personal   Success




Colleen R. Doherty      cdoherty@qcc.mass.edu
Quinsigamond Community College       Worcester, Massachusetts
International Conference on FYE Vancouver, BC        July, 2003
                       Title III
“The purpose of the Strengthening Institutions Program
   is to provide grants to eligible institutions of higher
      education to improve their academic programs,
institutional management, and fiscal stability in order to
    increase their self-sufficiency and strengthen their
     capacity to make a substantial contribution to the
 higher education resources of the Nation. Funds may
        be used for faculty development, funds and
      administrative management, development and
     improvement of academic programs, joint use of
 facilities, and student services.” (US Dept. of Ed. Web
       site) Additional information may be found at
 http://www.ed.gov/offices/OPE/HEP/idues/titl
                         e3a.html.
                   Title III Team
• Cathy Livingston, Vice President of Academic Affairs; Project
  Manager of Title III Grant
• Pat Toney, Dean of Instruction for Humanities and Social
  Sciences
• Jim Rice, Professor of English/Coordinator of Communication
• Felix Rizvanov, Director of Instructional Design
• Colleen Doherty, Director of Career Development
• Anne Shull, Instructor of English as a Second Language
• Sheila Booth, Assistant Professor of English
• Steve Rayshick, Assistant Professor of English
• Betsy Zuegg, Assistant Professor of Developmental English
• Elaine Previte, Coordinator of Learning Resources
• Virginia Asadoorian, Professor of Mathematics
• Steve Zona, Professor of Mathematics
       QCC Identified Needs
• limited success of developmental students

• large % of undeclared majors who do not
  persist to graduation

• clear need to improve academic advising

• course content and delivery methods for
  developmental courses
         5 Major Target Areas


•   College Orientation Course
•   Curriculum Redesign
•   Research Success of Pilot Courses
•   Developmental Advising Model
•   Professional Development Program for
    Faculty
Successes
        Challenges
               Suggestions
    1. College Orientation Course
3 Major Themes
  – Career Development
  – College Connection and Knowledge
  – Learning and Study Skills

 Final Project – CAPS Plan

 Active Instructional Methodologies

 Nearly 90 % of students returned the
 second semester
     Community College Focus

• Commuter Campus
• Busy, Competing Agendas
• Minimal Connection to College
• Large Immigrant Population (Worcester)
• High Percentage of Students beginning in
  Developmental Courses
• Age Difference
CAPS PLAN: Career, Academic and Personal
               Success

   Career                 Academic




    Personal                Success
QCC CAPS PLAN
Career, Academic, and Personal Success   ORT 110 & PSY 115


   LEARNING PROFILE               (complete 2)
         Index of Learning Styles Results _____________________
         Modality Questionnaire   Results _____________________
         MBTI (Meyers-Briggs)     Results _____________________
              GEFT (Embedded Figures) Results______________________

   Summarizing Comments: ____________________________________
   __________________________________________________________
CAREER PLANNING (complete 3)
*Self-Assessment
   Self-Directed Search          Results _____________________
   Strong-Campbell               Results _____________________
   Kuder                         Results _____________________
   Career Link Inventory                  Results _____________________
   MBTI (Meyers-Briggs)                   Results _____________________
   Career Key                    Results _____________________
*Values                          (complete 1)
   Your Values Test              Results ____________________
   COPES                         Results ____________________
*Careers Researched              (research 2 to 5 careers)
         ________________________         ________________________
*Career Options                                     Exploring further
Short-term Options      Long -term Options          coursework/Other


Summarizing Comments:______________________________________
QCC Course Selection Planning Chart
                       QCC Course Selection Planning Chart
                               Course # Offered
                                                Plan to
                                                        Grade Credits Prerequisites
                                                      Take
 Fall _____




 Spring _____




 Summer/Intersession _____




 Fall _____




 Spring _____
 Institutional Benefits of CAPS Plan
• Advising
     -Comprehensive view of student,
     including career plan and course selection

• Transfer
     -Plan, contact schools

• General Studies- Administrative
  Mechanism
     -Provide direction to large % of
  undecided students
    Challenges      &    Suggestions

• Faculty Selection Critical

• Start up of New Course, Registering
  Appropriate Students

• Faculty Training and Compensation

• Technology Usage
      2. Curriculum Re-Design

• Faculty Release Time
• Valuable Dialogue Across Disciplines
• Uniformity within course sections
• Improved Sequences from course to
  course
• Customized Texts
• Course Matrix
                     Matrix Categories


Week    Topics/      Instructional   Learning     Faculty    Assessment
       Description    Strategies     Outcomes   Resources/
                                                 Materials
    Challenges    &    Suggestions


• Academic Freedom
• Pilot /Field Test Sections
• Faculty Use of Technology
• Adjuncts and Late Notification of
  Teaching
• Support for Faculty
• Changing Instructional Methodologies
             3. Research
        Attrition and Persistence

• Fall, 2001 baseline cohort shows that
  within one semester QCC lost 30% of all
  students enrolled in developmental
  courses.

• Within One year QCC lost 48.2% of the
  above students.
                Retention and Grades
            from Fall 2002 to Spring 2003
                Title III Pilot Results
• 78.6% for ENG (10.5% increase over Fall, 01).
• 80.5% for MATH (13.2% increase over Fall, 01).
• 89.7% for ORT (College Orientation)
        (26% increase over Fall, 01).
--------------------------------------------------------

GRADES- % of students with C+ or higher
• 9.8% higher in Title III Pilot Sections of Math
  and English than in Non-pilot Sections.
  ORT 110 College Orientation Course
 • Developmental Pilots with ORT 110=
  75.4% of students in Dev. Pilots received
   grades of C+ or higher in Pilots.

 • Dev. Pilots without ORT 110= 60.7% of
 students in Dev. Pilots received grades of C+
   or higher in Pilots.

 • ORT 110 influence resulted in 24.4% increase
 in student success.
   Challenges      &    Suggestions

• Integrating Data from Various Sources

• Community College Enrollment Patterns
  differ from 4-year colleges

• Define and Measure “Student Success”
  from both Quantitative and Qualitative
  Approaches
     4. Developmental Advising

• Goal-

 Design a Campus-wide, Comprehensive,
 Developmental Advising Program that
 addresses all Offices or Departments
 Involved in Advising.
   External Resources and Models

• Valencia Community College- Life Map
• NACADA
• Work of Virginia Gordon (Undecided
  Students)
• Work of Joe Cuseo (Advising, Retention
  and First-Year Initiatives)
• Work of Terry O’Banion
O’Banion

“Academic Advising is much larger than
assisting someone in course selection. One has
to go through different stages of development
in order to ultimately select which courses are
most appropriate. Stages include – (1)
exploration of life goals; (2) exploration of
career goals; (3) selection of a program major;
(4) identification of course choices; and (5)
creation of course schedule.”
 Developmental Advising Task Force
• Stage Model -0-15 credits- Stage One
                      -15-30 credits- Stage Two
                      -30-45 credits- Stage Three
                      -45-60+- Stage Four
-gradual shift of responsibilities to student as they move
   through the stages


• Specific Performance Indicators at Each
  Stage
• Existing Campus Resources and
  Solutions
    Challenges     &    Suggestions

• Differing Perspectives and Approaches
  of Student Affairs and Academic Affairs

• New Campus-wide Initiatives need
  Presidential Endorsement

• Allow Ample TIME for Process and
  Results
 5. Faculty Professional Development

• Developmental Course Content Revised
                        
• Improving Instructional Methodologies
   – Inclusive Strategies Reaching ALL Students
   – Use/Integration of Technology
                  
• On-going Improvement and Updating of
  Course Content
       Develop and Sustain Faculty
        Professional Development
• Expand to All Faculty
     -Those teaching Title III courses and others
     -Include existing training initiatives at college

• Train-the-Trainer Model

• Resources
     -Reflective Practice
     -Universal Design
     -Accelerated Learning
Teaching Every
Student in the                           The Courage to
Digital Age,                             Teach,
D. Rose & A.
                                         Parker Palmer
Meyer            Creating Significant
                 Learning Experiences,
                 Dee Fink
   Challenges      &    Suggestions

• Resources

• Technology Availability & Comfort Level

• Measuring Change and Improvement

• Sustaining Momentum