Educational Effectiveness: Workshop Judith Turcotte, Director of Planning and Assessment Rebecca Lewis, Department Chair Veena Dhankher, Director of Institutional Research New England Association of Schools and Colleges Annual Conference, Boston, MA, December 7, 2016

Educational Effectiveness Challenges at HCC Improving learning opportunities in one of our largest degree programs to ensure student success Cultivating good use of data in our data-rich environment to enhance institutional effectiveness

Challenge # 1 Improving learning opportunities in one of our largest degree programs to ensure student success

Pre-Health Program Enrollment: 800+ 50 Spots in Nursing Program Age (25 or older) 45% Minority 31% Pell Eligibility 54% Funnel – acceptance rate of Pre-Health into Special programs Ethical dilemma

Transformation of Foundations of Health 2010 FOH Major Created Intro Career Course (HTH 101) CNA Credit Course (HTH 210) 2012 FT Advisor Added Intensive Advising Career Based Grant (DOL) Student Surveys 2014 PT Advisor Added 2015 FOH Created HTH 101 HTH 210 DOL Grant Advising model Two new Degrees: Career & Transfer Two new stackable Certificates Grant (DOL) Student Surveys

Intensive Advising Model Personality type Motivation Career goal Developed Advising Protocol Academic success Expediting coursework Career pathways Review required math and science courses Discuss mid-term grades Full-time Advisor Role (3 class visits)

Results: Developmental Education Course Completion Rates Students Fall 2015 Foundations of Health, assigned to FT Advisor 76% Foundations of Health, assigned to PT Advisor 69% All HCC 57% 82% Overall Course Completion rate for Hispanic or Latino students advised by PT FOH advisor compared to 68% all HCC students.

Results: Retention Rates Students Fall 2014 to Fall 2015 Spring 2016 Students Assigned to FT FOH Advisor 59% 85% All HCC 51% 70% Hispanic/Latino Students Assigned to FT FOH Advisor 57% N/A All HCC Hispanic/Latino Students 45% 67% ** We have yet to measure persistence which would be important because many students take a semester off and then return to later complete a degree/certificate.

Using our Findings to Inform Planning and Resource Allocation Created academic, career, and transfer advising center (ACT Center) Replicating FOH advising model across the College (Spring 2017) FT Faculty advising liaisons/division 18.5 dedicated advisor from the ACT Center/division

Group Activity What data indicators/success measures have you addressed (or do you want to address)? What strategies have you implemented (or will you implement)? What are some of the challenges you faced (or may face)? Do you have any results to share?

Challenge # 2: Cultivating good use of data in our data-rich environment to enhance institutional effectiveness

Group Activity Who are the decision makers at your institutions? What data are they most interested in? How do they access the data? How can decision makers be encouraged to use data?

Survey Participants N= 42

How many times have you used IR data in the past year?

What type of data have you used? N=39

Decisions Made Based on Data

How can we help you use IR data more effectively? IR Data is useful, helpful, accessible etc. (16, 52%) Need additional training/more instructions (5, 16%) Need data on specific areas: non-credit, employment, alumni engagement (5, 16%) Not sure/never used IR data (5, 16%) N= 31

IR Efforts Cultivating Good Use of Data Board of Trustees, Senior Staff meetings Professional Development Days Strategic Enrollment Management Team Faculty and staff data request meetings Evidence-based program reviews Long Range Planning Committee

Accessing IR Data HCC Dashboard IR Website