Docstoc

Presentation - Sinclair Community College

Document Sample
Presentation - Sinclair Community College Powered By Docstoc
					IT@Sinclair
Improving Student
Retention in IT Programs


                    President’s Summit
      Kentucky Community and Technical
                College System (KCTCS)
                    September 28, 2005
             Sinclair Community
            College – Dayton, Oh




•http://www.sinclair.edu/technology/it/index.cfm
           The Team Contributors




• David Siefert, Strategic Programs, Business
  Technologies Division
   – David.Siefert@Sinclair.edu
• Charlotte Wharton, Interim Dean Business
  Technologies Division
   – Charlotte.Wharton@Sinclair.edu
• Nancy Thibeault, Director Distance Learning and
  Instructional Support
   – Nancy.Thibeault@Sinclair.edu
• Patty Santoianni, Professor, Computer
  Information Systems
   – Patty.Santoianni@Sinclair.edu
                      Our Partners!



•   Sinclair Community College
•   Belmont Technical College
•   Columbus State Community College
•   Owens Community College
•   Miami Valley Tech Prep
•   Office of Career-Technical and Adult
    Education, Ohio Department of
    Education
                Challenges?

What are the top three critical issues
you face at your college?
Overview of our

Grant
                  IT@Sinclair
                 The Problem

• Declining enrollments in
  information technology (IT)
  courses
• Poor success and retention
  rates in entry IT courses
• Course content in beginning
  programming course had not
  changed in many years
• Student complaints about
  lack of respect and fear
  tactics in some classes
                   IT@Sinclair
               What and Why


• National Science
  Foundation three-year grant
• Focused on student
  retention and success in
  core information technology
  courses
           Grant Budget By Year
               Total Award: $883,320

$350,000
             $314,547
                           $305,477

$300,000
                                       $263,296


$250,000



$200,000
             Year 1       Year 2       Year 3
Only 15% of the students tracked by headcount alone
are successful by the end of CIS 111.

        CIS Student Retention in Core Courses by
                 Headcount, 2000-2001


1600
1400
1200       289

1000
                                                      D-F-W
800
                                                      A-B-C
600
          1086           178
400
                                        158
200                      417
                                        217
  0
       CIS 107& 108     CIS 110        CIS 111
Baseline Retention: Tracking Individual Students
    Progression of CIS majors who took CIS 110 in Fall 2000

                    63 CIS majors took
    CIS 110
                    CIS 110 in Fall 2000

                    41 (65.1%) completed CIS 111
    CIS 111          1 (01.6%) took CIS 230 but not 111
                    21 (33.3%) did not continue

                    21 (33.3%) took CIS 230
    CIS 230         20 more students were lost between
                    CIS 111 and CIS 230

                     9 (14.3%) took CIS 278
    CIS 278         12 more students were lost between
                    CIS 230 and CIS 278
By the end of CIS 111, 54% of the original 63 students
successfully completed the course, but 46% of the degree-seeking
students had been unsuccessful.

       CIS Degree Seeking Student Retention in CIS 110
         & 111, Fall 2000, Tracking Individual Student
                            Success


  70
  60
                18
  50
  40                                                    D-F-W
                                       12
  30                                                    A-B-C
                45
  20
                                       29
  10
   0
              CIS 110                CIS 111
Baseline Retention Between Courses
       Enrollment in CIS Core for Two Years

1200

1000

 800
                                          2000-01
                                          enrollment
 600
                                          2002-03
                                          enrollment
 400

 200

   0
        CIS 107 CIS 108 CIS 110 CIS 111
                           Baseline Pipeline
From:




                  914     306        186



                        Cycle Time


 $25,000 to Get
 Student in the
 door.
                         Lost Opportunity


Entering                      Total Cost to
            Cost To Recruit                   Lost Opportunity
 Students                          Recruit




  914          $25,000        $22,850,000



  306          $25,000         $7,650,000       $15,200,000



  186          $25,000         $4,650,000       $18,200,000
            Improved Pipeline
To:




      914        367          223



                 Cycle Time
    CIS Example: 5% Improvement Impact



Entering                     Total Cost to
           Cost To Recruit                      Lost Opportunity
Students                        Recruit




  914         $25,000         $22,850,000



  321         $25,000          $8,032,500         $14,817,500



  195         $25,000          $4,882,500         $17,967,500


                     5% improvement savings -       $232,500
          Success and Retention to Date
Course    Success     Success     Success    Success    Success     Success
          Rate W04   Rate SP04   Rate SU04   Rate F04   Rate W05   Rate SP 05

 CIS       72.4%      61.7%       82.1%      72.2%       77.9%      59.5%
 107

 CIS       71.4%      66.1%       65.6%      66.7%       72.2%      81.3%
 108

 CIS       58.2%      51.4%       72.0%      65.9%*       59%       60.3%
 110

CIS 111    59.4%      58.8%       65.4%      52.3%       70.0%      66.0%




             *Move all sections to computer lab
                               Goal


• Improve student success and
  retention in the four core courses
  by 20% by end of the grant.
                      Success and
                        Retention

• Success and Retention
  – Student stays enrolled and achieves
    a grade of A, B, C
  – Student continues to the next course
              Challenges?

What student success and retention
issues do you face? What methods
have you used to improve success
and retention?
        Success and Retention

• College-wide Retention Committee
  – ILP Process
  – No late start
  – Follow up with students
  – Success promotional campaign using
    student testimonials
  – Extensive research on risk factors
    • First time college student
    • Income level
                             Approach
               • Retention and student
                 success is a complex
                  relationship among:
     Student
                     − The student (ready to
                    learn, actively engaged)
                           − Course content
Faculty   Content                high quality,
                     consistently delivered)
                                − The faculty
                           (employ effective
                         pedagogical skills)
          Factors Affecting Student
                            Success

                      Readiness
                      Motivation
                      Ability
                      Life Factors

     Student



Faculty     Content
                   Assess Readiness

• Locally developed assessment
  – Interest
  – Risk factors
  – Background
• Technical prerequisite assessment
• Placement scores
• Competency self-assessment
SOS – Not a Distress
Signal!
CIS SOS
              The problem
              (our opportunity!)


• Poor success and retention in
  beginning CIS courses
• Non-academic issues also affect
  student success
• Most effective interventions occur
  early in a college career, are
  proactive, and personal in nature
                           Goals


• Help students transition to and succeed
  in college
• CIS 100 targets IT students (customized
  to the particular needs and challenges of
  CIS students)
• For new, re-entering, young, experienced,
  etc. learner
• Can and is being adopted and adapted
                                 The CIS 100 Student Orientation for Success
                                 course provides a structured, early
                                 intervention experience.

                      Goals for the CIS First-Year Experience Course



                                                                                       Implement
 Assess               Assess                  Pinpoint              Identify
                                                                                        Personal
Readiness            Strengths                Barriers             Solutions
                                                                                          Plan


       Where am I?
                             Is CIS a good fit?     Do I have the
       Where do I want                                                    Build Personal
                             Am I college           motivation?
       to be?                                                                Toolbox
                             ready?                 What do I need to
       What do I need to
                                                    succeed?
       do to get there?
                        Student Orientation for Success
                            Development Process


                          Development           Testing & Approval

                                 1
                         Survey Students,
                          Faculty & Staff


                                 2
                          Research Other
                          College Models

                                 3
                          Define Learning
                            Outcomes

                               4
                        Research & Select
                            Textbook

                                 5



Development
                          Develop Master
                             Syllabus

                                 6



approach:
                         Develop Teaching
                             Syllabus

                                 7
                          Develop Course


Give students a “tool
                         Evaluation Rubric

                                8                        9
                           Develop Oral             Pilot Test



chest” of strategies
                        Presentation Rubric      CIS 100 Course

                               10
                         Assess Pilot Test



and techniques.
                            Feedback

                                11
                        Refine/Revise CIS
                           100 Course

                                 12                     13
                        Apply for Integration   Approve CIS 100 as
                          into Curriculum        Required Course


                              14
                        Ramp Up to Deliver
                            CIS 100
            Student Orientation
            Course Overview


1.   Know Yourself!
2.   Know Your College!
3.   Know Your Career Field!
4.   Know Your Department!
                       Part 1 – Know
                       Yourself!
Content

•   5 major college success strategies
•   Setting goals
•   Time management
•   Diversity
•   Stress management
•   My.Sinclair
•   Learning styles
•   Soft skills
•   College Success Factors Index
•   About college…
•   About the college…
•   About CIS…
               Part 1 – Know
               Yourself!

Assessment

• Reasons for attending college
• Reflection – college strategies and
  concerns, diversity
• College Success Factors Index
• Goals (weekly, quarterly, academic year);
  soft skill goal
• Myers Briggs Inventory and reflection
• Where Does the Time Go?
• College Readjustment Rating Scale
               Part 1 – Know
               Yourself!

Lessons Learned

• Class needs to bond
• Get to know your students – earn
  their trust
• Personal, 1 on 1 interaction is key
• Time mgt, stress mgt is critical
• Have a trained professional
  interpret the MBTI
           Part 2 – Know Your
           College!

Content

•   College resources
•   Active learning
•   Critical thinking
•   Working with your instructors
•   Learning teams
           Part 2 – Know Your
           College!

Assessment

• Group presentation (oral rubric,
  content, literature)
• 10 things you expect from faculty
• Reflection – how you will use
  critical thinking, why it’s important
             Part 2 – Know Your
             College!

Lessons Learned

• Pair the students yourself
• Give them guidelines (for the research
  and the presentation)
• They learn more doing it themselves
  (even though they’d rather not!)
• Start with the Sinclair website
• How to handle instructor issues is
  important
            Part 3 – Know Your
            Career Field!

Content

•   I.T. aptitude test
•   Multiple Intelligences Survey
•   I.T. career information
•   Industry certifications
•   Professional organizations
•   In-demand job skills
            Part 3 – Know Your
            Career Field!

Assessment

• I.T. aptitude test
• Multiple intelligences survey
  results
• I.T. Career Paper (educational
  requirements, skill requirements,
  salary, job outlook, personality
  traits, certifications, etc)
            Part 3 – Know Your
            Career Field!

Lessons Learned

• Share your research/web sites
• Good research/writing project
• Sinclair’s career services website is
  invaluable!
             Part 4 – Know Your
             Department!

Content

•   Faculty Panel
•   Business Counselors Panel
•   CIS Chair, Dean
•   ATS degrees
•   CIS degree options
•   CIS short term certificates
•   Industry certifications
         Part 4 – Know Your
         Department!

Assessment

• Optional chapter (listening/note
  taking, reading, taking exams,
  writing/speaking. Research,
  math/science skills)
• Resume
• Next quarter schedule
• Degree plan
        Part 4 – Know Your
        Department!

Lessons Learned

• Engage your department and
  division!
• Discuss curriculum
  requirements
• Students won’t read the
  catalogue 
                                Results!

•     Fall 2004
    –     10 students
         •    100% passed, 100% retention, 100% attendance
         •    80% instructor follow-up

•       Positive course evaluations

•     Spring 2005
    –     13 students
         •    4 dropped, 2 AWOL, 7 passed
•     Fall 2005
    –      100 students – 5 Sections
    –      Team teaching – train-the-trainer

•       Extremely Positive course evaluations. College
        adopting program. The League of Innovation wants to
        highlight program.
                           Results!
                           Comments

• I like this course, it makes me think.…
• The MBTI profiles will help me better
  understand others and better understand
  my own perspective.
• Taught me a lot about myself and the
  college
• Helps you question what you want out of
  your education
• The class was fun and informative
• I learned that Sinclair will not let you fail.
  (Paraphrased from student comments)
                       Challenges?
     If you have a student success course,
     identify ideas that may be adapted to
     enhance your course.
OR
     How might you use a student success
     course to improve your student retention?
     Consider timing, credit, who will teach,
     topics to cover, outcomes, and barriers.
                 Factors Affecting Student
                                   Success




Communication skills
Knowledge of subject matter
Planning, management, pedagogical skills
Efficacy
   (belief that students can learn and           Student
   that you can teach them)



                                            Faculty   Content
             Challenges?
What is the biggest challenge in
helping faculty develop skills
that promote student success
and retention?
                           Preconceptions


If I don’t say it aloud
in class, I have not
taught it.




                      That is how I was
                      taught and I turned
                      out OK.
            Where We Started

• Assumed our faculty would be
  excited about SCX (our new
  learning object repository) and
  new materials
• Assumed everyone would be
  excited about more active
  learning and problem solving
ASSUME: Faculty will want
 to embrace new methods
         You
                      Me
         Reactions

The blank stare
      Resistance

The Struggle
                                         Issues

                    Fear of change


                           Fear of criticism




Fear of losing
authority/control
                               Our Issues

                               Lack of clarity

                      Busy




                      No fully developed
                      examples



Not practicing what
we were preaching



                 Overwhelmed
Solution: Persistence

      Stay the course
Faculty Institute and
Transfer Sessions
Expectations

   Behaviors
                       Personal
      Role Models      Experience

           Strengths     Empathy
           Enthusiasm

 Problem
 solving
                         Hands-on,
Collaborative            active learning
learning
                   Content
  Fun              expertise
Rigor with Respect

   Our new motto.
Change the rhythm of
your teaching.
 Our new motto.
Virtual On-Line Faculty Institute
               • Focal point for part time faculty
                (~40% of faculty)
               • Knowledge center
               • Community of interest/expertise
               • Professional development
          Factors Affecting Student
                            Success


                Quality
                Appropriate content level
                Engagement factor


     Student



Faculty     Content
                  What will help us
                        get there?

• Improved course materials
   – Well thought out, focused lessons
      • Consistent integration of
        communication skills
      • Daily problem solving activities
• Stored as reusable learning objects
  – Searchable database to find material
  – Sinclair Curriculum eXchange (SCX)
  – Web interface
         The SCX Course Hierarchy Provides
           A Model That Ensures Consistent
                      Course Development

                                   Lessons

                         Learning Objects
Course




           Instructional Objects
Demo


http://scxdev.sinclair.edu/scx/
            Progress To Date
• Completed research into retention issues and learning
  object (LO) structure and technology
• Developed and administered readiness assessment
• Developing a Web-based learning object database
  (Sinclair Curriculum Exchange-SCX) to house course
  content (80% complete)
• Developed and delivered eight faculty development
  sessions
• Developed and delivered student success course
• Revised and combined our two entry level
  programming classes
• Pilot tested beginning programming lesson using SCX
• Developing LO’s for beginning operating systems
  classes and beginning programming classes.
• Collecting 101 Tips for Successful Teachers
• Completed three best practice documents
• Helped plan and conduct two state-wide IT.Works Ohio
  conferences
Columbus Session
Working
Developing Content
State-wide IT.Works
         Conference
                              Costs To Date

• Research into retention issues and learning
  object (LO) structure and technology
• Readiness assessment
• Web-based learning object database (Sinclair
  Curriculum Exchange-SCX) ($90,000)
• Faculty development sessions ($10,000)
• Student success course ($10,000)
• Programming class revisions ($10,000)
• LO development ($10,000)
• Collecting 101 Tips for Successful Teachers
• Best practice documents ($40,000)
• Plus team time
• IT.Works conferences ($3000)
                        Lessons Learned

• Project is about people, not content
• Our understanding evolved through each phase of
  the project
• Traditional higher education environment makes
  change difficult
• Assess team strengths earlier and assign
  tasks/champions based on strength and interest
• Get early involvement and buy in
• It is very difficult to work on a grant and do day-to-
  day job
• It is hard to maintain morale and enthusiasm in the
  face of resistance
• Recruit a perceptive and honest evaluator
            Challenges?
Develop a list of ways to
promote more active learning
and to change the rhythm of
teaching. List advantages and
barriers for each.
                                   Best Practices and Seminars
                                       (http://it.sinclair.edu/)


Contact Dave Siefert for questions or comments (david.siefert@sinclair.edu)

1. How to Design & Implement Information Technology Tech
     Prep Programs
2. Using the Learning Opportunity Decision Support Technology
3. Creating a Seamless Information Technology Curriculum
4. Designing & Implementing Instructor Resource Guides
5. Implementing Competency Based Learning Evaluations
6. Conducting Field Evaluations of Student Performance
7. Designing & Implementing Student Readiness Assessments
8. Boosting Student Retention & Success: The CIS First-Year
     Experience Course
9. Understanding Drag-and-Drop Curriculum Tools: The Sinclair
    Curriculum Exchange (SCX) Program
10. 2005 IT Enrollments Benchmarking Snapshot Report
11. Submitting FastLane Annual Project Reports: Tips & Tricks
12. The Sinclair Grants Network (SiGN)
13. Managing for Success: The Insider’s Guide to NSF Project
    Management
Questions & Discussion
Thank You
            http://it.sinclair.edu/

                 It@sinclair.edu
      David.Siefert@sinclair.edu
 Charlotte.Wharton@sinclair.edu

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:14
posted:8/9/2011
language:English
pages:79