Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Priyadarshini Chaplot, The RP Group Infographics by Gregory M. Stoup 2012 RP Conference Thursday, April 5, 2012 The National Completion Agenda Translated Back to California Completion by Accident? Completion by Design?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Session Outcomes Brainstorm the use of a student-focused framework for conversations about institutional improvement Using the Completion by Design’s Loss- Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution Reconsider how to share information with different types of stakeholders to support improvement efforts Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface The Student Experience Completion by Design? Completion by Accident?

An initiative of the Research & Planning Group for California Community Colleges What is Our College’s Transfer Rate?

Basic Skills Student Successful Transfer Learning Community At the program level, assessment can appear to be quite a simple task…

Successful Transfer Learning Community But to those on the ground, it’s more complex Sequence of course material Synthesis of course content Work group oversight Counseling support Linkages to library Coordination between faculty & counselors Timeliness of feedback on progress Classroom technology Examples in lesson plan Protocols for making group assignments ExceptionalAverage Weak Basic Skills Student

Completion by Design? Completion by Accident?

Completes SEP Books in stock at Bookstore Library Orientation Effective degree audit Effective Early Alert program Faculty Letter of Recommendation / intro to network Effective Orientation Good impression from campus visit Talk to Univ. Rep / Employer Intrusive Counseling Meet with college outreach professional Attends Lecture Series Join club / participate in student Govt Connecting with faculty outside classroom Clean petition process User-friendly application process Leverages Learning Center resources Powerful learning experience in classroom Financial Aid Support Successful Completion Get accurate perception from HS counselor Placement Test Prep PROGRESS ENTRY COMPLETION Potential First Time Student CONNECTION

Think, Pair, Share What kind of student data/evidence would inform key loss and momentum areas along the student experience? What kinds of analyses are you already doing that is bringing this type of information forward? Do your data collection systems need to change to get this information? Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Completion by Design: A Video Introduction Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Completion by Design A five-year Bill & Melinda Gates Foundation initiative aimed at doubling the numbers of low- income young adults receiving a credential of labor market value by the age of 26 Four states – OH, TX, NC, FL – are receiving resource support to develop initiatives and activities to promote and support completion Aim: Substantially increase completion rates over five years while holding down costs and maintaining access and quality Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface The Planning Year (7 months) 1. Review analyses around completion data and request additional ad hoc studies 2. Build current pathways for student populations 3. Build ideal pathways for student populations 4. Identify the gaps between the real and the ideal 5. Prioritizing based on areas of highest leverage and impact Received ample time, space, and support Engaged stakeholders through focus groups as well as numerous planning efforts Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Meaningful Evidence at the 30,000-foot level: The Completion by Design Approach to Completion from D. Jenkins Sep 2011 CBD Presentation 13

CBD Performance Measures First-time-in-college (FTIC) cohorts: –Broken down by: starting program level, initial developmental placement level, and first-term enrollment status (full- vs. part-time) 5-year highest educational outcomes: –Certificate < 1 yr.; certificate ≥ 1 yr.; associate degree or bachelor’s degree at the starting institution –Transferred to 4-year institution with award –Certificate, associate, or bachelor's (from another inst.) –Transferred to 4-year institution with no award –Still enrolled at college in Year 5 with 30+ college credits

CBD College Performance

Group Discussion Have you been looking at similar data at your own institutions? How has it been received? What has been the result of these conversations? Completion by Design? Completion by Accident?

Students Need to “Get with the Program” To earn a credential, students must first enter a coherent college-level program of study Many community college students enroll without clear goals for college and careers CCs offer lots of programs, but most offer little guidance to help students choose and enter a program Often not clear whether students are actually in a program

Initial Program Pathway Analysis Research questions: –What is the rate at which students enter a program of study, and in what fields? –Does it matter when they do so? –Once students have entered a program, which programs are better at enabling students to complete? Identifying program of study entrants –Concentrator – completes at least 9 semester college credits (~3 courses) in a single CIP program area –Non-concentrator – attempts but does not pass at least 9 college credits in a single program area –Non-attempter – does not attempt at least 9 college credits in a single field

Concentrator Completion Rates

Success Rates by Program Area

Status Quo Pathway Design (example AA in LAS or Gen Studies) AA requirements not aligned with requirements for junior standing in a major at transfer institutions Lack of clear pathways to transfer in a major for cc students; many choices Students progress toward AA and transfer not tracked; little on-going guidance, support No mechanism to inform choice of major pathway Dev ed narrowly focused on math and English, not customized to particular paths

Program Pathway CONNECTION From interest to enrollment ENTRY From enrollment to entry into program of study PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and (for CTE) labor market advancement Enter Program of Study Complete Program of Study Consider College Education

Pathway Redesign Process CONNECTION From interest to enrollment ENTRY From enrollment to entry into program of study PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and (for CTE) labor market advancement Market program paths Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I- BEST) Help students choose program pathway and track entry Build prescribed “on-ramps” customized to largest program streams Clearly define and prescribe program paths Monitor students’ progress and provide feedback and supports JIT Incentivize progress Align academic program outcomes with requirements for success in further education and (for CTE programs) in the labor market START HERESTEP 2 STEP 3 STEP 4

Think, Pair, Share Has the concept of programs of study been discussed at your institution? If so, in what context? What most excites and concerns people about this approach? Have you done analyses that investigate the efficacies of various program types? Completion by Design? Completion by Accident?

Engaging Engagement Completion by Design? Completion by Accident?

1,000 ft Perspective 100 ft Perspective On the Ground Top Leadership Middle Managers Faculty Resource Allocation Institutional Policies System Structures Program Alignment Program Redesign Program Curriculum Pedagogy Course Redesign Innovations in Learning Who might best lead a change effort Perspective Administration Led Middle Manager Supported Faculty Supported Administration Supported Middle Manager Led Faculty Supported Administration Supported Middle Manager Supported Faculty Led Structure the information to match the plan for driving the change effort Administration-led innovationMiddle Manager-led innovationFaculty-led innovation

1,000 ft Perspective 100 ft Perspective On the Ground Institutional Strategies Classroom Innovation Program Improvements Review of Best Practices is most meaningful when it informs decision making at the proper place of practice Policies for improving the graduation rate for degree or certificate seeking students Best Practices for helping students complete a course sequence within a program Best Practices in pedagogy or assessment to improve student success

Discussion How do you engage groups like administrators, middle managers, and faculty with improvement-focused data? What can you provide as a researcher to further support these conversations and decisions? Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Public Agenda’s Engagement Toolkit Seven key principles for building effective dialogues around improvement efforts Facilitating and recording group decision-making processes The recipe for a great moderator Principles and practices that best support full-time and adjunct faculty engagement Internal stakeholder engagement Planning campus and community conversations Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Redesign Principles Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Pathway Redesign Principles Alignment  First ensure academic programs align with further education/employment requirements and clearly define program paths; then create “on-ramps” into program streams and strengthen student services to support completion Technology  Use technology to monitor/guide student progress, increase feedback to students, enrich teaching and learning Incentives  Create incentives for students to enter and complete programs, and for departments to improve completion Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Academic Program Redesign Principles Instructional program coherence  Ensure curriculum, pedagogy, assessment, academic supports are aligned to achieve learning outcomes Structure  Clearly map out program requirements and sequence  Prescribe course of study for students based on goals and level of readiness Integration  Build student supports into academic programs Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Program “On-Ramp” Redesign Principles Acceleration  “Mainstream” students into college-level programs with built-in supports Contextualization  Teach basic skills for specific program streams in context of entry-level college courses “Non-academic” supports  Help students: a) explore and clarify goals for college and careers; b) develop college know-how; c) engage with campus culture; d) address conflicting demands of work, family, and college Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Ideal Pathway Design Program learning goals clearly defined and aligned with the requirements transfer with junior standing in major and (for CTE programs) career advancement Program pathway well structured and prescribed, with electives only as needed to achieve learning goals Students’ progress toward meeting requirements is monitored and feedback/support provided “just-in- time” “On-ramps” to help students choose a program of study and customized to accelerate entry into specific program streams Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Session Outcomes Brainstorm the use of a student-focused framework for conversations about institutional improvement Using the Completion by Design’s Loss- Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution Reconsider how to share information with different types of stakeholders to support improvement efforts Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Resources Completion by Design Public Agenda’s Engagement Toolkit Changing Course State Policy Profiles Knowledge Center Community College Research Center’s Assessment of Evidence Series The New Community College at CUNY Completion by Design? Completion by Accident?

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Contact Us Priyadarshini Chaplot Senior Researcher Rob Johnstone Senior Research Fellow