Riverside City College Overview March 17th, 2017 Wendy McEwen Dean, Institutional Effectiveness Wendy.McEwen@rcc.edu

What’s in a name Find 2 discussion partners who you do not know well TO THE EXTENT THAT YOU FEEL COMFORTABLE, please share Your complete name Your preferred name Who gave you your name How you experience your name How you think others experience your name One of the things that RCC is centering itself around is the concept of Cultural Proficiency. We’d like you to participate in an exercise we are using in our communities to better understand ourselves and our students. It is called what’s in a name. (Do the exercise first and then report out) – ask counselors to share.

Fall 2016 Enrollment (19,443 total) So…I’m the data person so I’m going to give you a little bit of data. Here is RCC’s Fall 2016 enrollment. We look a lot like the community we serve, which is important to us.

Fall 2016 Enrollment by district School District First Time First Time Transfer Continuing / Returning Total Alvord Unified 278 13 554 845 Jurupa Unified 290 12 518 820 Riverside Unified 771 43 1559 2373 1339 68 2631 4038 And here are the students from your districts enrolled at RCC as of Fall 2016

Enrollment by School district So…we not only look at students as a snapshot in time, but as entering cohorts – tracking them based on their start terms or years. Here are the last several years of first-time freshmen and first-time transfers from your Districts by headcount as well as overall. This allows us to track trends over time. I know this is an eye chart, but please look at the hand-outs for the detail.

Looking at student behavior, this is the graphic RCC has been using to frame our conversations about student pathways…

We’d like to think that the student’s journey through higher education looks like this…

In reality…???

Increasing Student Success Completion Counts Through Pathways College Readiness Career and Technical Education Transfer Pathways for Science, Technology, Engineering, & Math (STEM) Transfer Pathways for Arts, Languages, Humanities, and Social Sciences Innovation Basic Skills Acceleration Integrated Support Integrated Planning and Assessment MMAP High School Partnerships and Collaboration Equity Targeted Intervention Teaching strategies and pedagogy Changing from Deficit-minded to Equity-minded RCC is working to reframe our conversations and include team-based integrated student support. This graphic is informing multiple, on-going initatives at the college-level as well as at the individual discipline and department levels about how we can increase student success. (explain graphic)

First steP: Assessment and placement Disjunctive Accuplacer-based Multiple Measures (MMAP) (GPA and most recent math course and grade) Other (ERWC, transfer equivalencies, etc.) When a student begins at RCC, they are required to be assessed and placed. Historically, we’ve used a high-stakes testing method to assess students. RCC is Piloting the MMAP based placement as well. This allows students to place in 2 ways – accuplacer as well as MMAP. There are also other ways students can be placed include ERWC or transfer equivalencies

Initial placement by district Looking at your placement by District… This includes MMAP as well as accuplacer

What does our initial mmap-placed student results tell us? ENGLISH: While MMAP placed students had a lower-than expected pass rate (59% vs 67%) it is interesting that the pass rate for students placed below college-level English by Accuplacer was the same as those placed at College-Level. MATH: For the 305 students who placed at College Level via MMAP, their overall success rate was 46% which is slightly lower than the non-MMAP placed students. However, 109 of the 305 enrolled in MAT-35. BOTTOM LINE: We need more data – piloting this spring as well.

Successful student behaviors? RCC is tracking students incoming metrics – demographics, college preparedness, etc. Also their process behaviors such as SEP’s and returning for a 3rd semester. We know that there are some behaviors which make students successful at college. What might you think those are?

Persistence One piece of data which helps us look at student behaviors is persistence….a metric of internal tracking is persistence. You might hear it referred to as retention at 4 year schools.

Outcomes assessment One particular emphasis of RCC is on course and program assessment – not just student grades. We are working very hard to incorporate this qualitative analysis as well as a quantitative analysis to identify gaps in student learning. Particularly, we are also trying to focus on cultural proficiency. The exercise you did at the beginning is an example of what we are using amongst each other as well as within our classrooms to better understand and meet student needs.

Degree and certificate So…the 2 outcomes metrics we most frequently use are degree and certificate an transfer numbers… Note that this includes all students regardless of what they tell us their goal is upon entering the college.

transfers

Wendy McEwen Wendy.McEwen@rcc.edu