Sinclair 101 Developing and Implementing a Student Success Course at Sinclair Community College Sue Merrell Judy Kronenberger Innovations 2007

The Game Plan Foundations activity History and benchmarking New course –Outcomes –Assessments –Assignments Findings Next steps

Foundations Exercise Adaptation of the Foundational Dimensions (Two Year College version), Policy Center of the First Year of College Used at the first advisory committee meeting to inform priorities

Foundations Exercise (cont) 9 Statements -- Framed as “Does My College.... ? First line: Rate the statement according to what you feel is the level of importance (least important to most important) Second line: Is this an area of weakness (opportunity) or strength for your college?

Foundations Exercise Sinclair’s results to follow……

What not to Include? Connections to Helping Students Learn and Achieving the Dream Centerpiece for college-wide general education and assessment Extraordinary support Other historical attempts Political snags Behind-the-scenes consensus building

History of Student Success Course at Sinclair In 2003, a committee was formed to look at 20 first year experience courses: –5 existing courses at Sinclair –15 courses at other institutions

History of Student Success Course at Sinclair Rhoades State Community College Ohio State University Miami University, Middletown Valencia Community College Paradise Valley Community College Maricopa Community College Central Piedmont Community College Wright State University Johnson County Community College Miami-Dade Community College Moraine Valley Community College LaGuardia Community College

History of Student Success Course at Sinclair Broad areas to include in “new” Sinclair student success course based on best practice and research:  College Resource Skills  Interpersonal Skills  Learning/ Study Skills  General Education Outcome Skills  Life Management Skills

Current Course: SCC credit hours No prerequisites General Education Learning Outcomes focus Offered one or two days a week Professional development required for all faculty who teach the course Pilot: Winter 2006

SCC 101 Course Learning Outcomes Identify and use appropriate college resources and student activities to promote goal attainment Examine interpersonal issues related to the diversity of peoples, cultures, and ideas Identify and apply individual learning styles and personality type to adapt to various learning situations

SCC 101 Course Learning Outcomes Identify and define the relationship between general education outcomes and specific academic and career goals Plan holistically to achieve academic, personal, and career goals.

SCC 101 Assessment Tools: CSFI College Success Factors Index –Packaged with textbook – –Students rate 80 items, strongly agree to strongly disagree –Rates students on characteristics that have been shown to correlate with college success

SCC 101 Assessment Tools: CSFI College Success Factors Index –Responsibility vs. Control –Competition –Task Precision –Expectations –Wellness –Time Management –College Involvement –Family Involvement

SCC 101 Assessment Tools: MBTI Myers-Briggs Type Indicator –Personality Inventory –Taken online –Students purchase the card/password information in the bookstore –Certified administrator meets with class to discuss results related to learning

SCC 101 Assessment Tools: Discover Discover Career Planning Program – –3 categories: Interests Abilities Values Based on student ratings in each category, placed into a “world of work” map—6 occupational clusters

SCC 101 Common Assignments Interview Assignment: –Encourages student engagement with institution and faculty Students choose faculty member to interview Must contact that faculty member, arrange for interview During interview, ask questions related to issues discussed in class

SCC 101 Common Assignments Know Your College Assignment: –Students research an assigned area of the college (tutorial center, academic advising, etc.) –Prepare a brochure –Present information to the class

SCC 101 Common Assignments Midterm Self Assessment: –Students asked to rate their current achievement in these areas for this AND other classes: Written Communication Oral Communication Critical Thinking/ Problem Solving Information Literacy Computer Literacy Values/ Citizenship/Community

SCC 101 Common Assignments Final Self Assessment: –Written report (6 to 10 pages) –Students asked to look at their performance holistically (related to general education outcomes) –Select 3 outcomes that need the most growth –For each area discussed, include an “Action Plan”

How are “we” doing? Preliminary Data regarding “success” looks promising (success based on retention): –Winter 2006 cohort: Win 06 to Spring 06 retention 76.7% (college 55.9%) Win 06 to Fall 06 retention 70.5% (college 37%) –Spring 2006 Cohort: Sp 06 to Fall 06 retention 70%

Foundations Exercise Revisited Scale 1 (least important) to 7 (most important) Question #1: –Average of “5” on first scale –Average of “4”

Foundations Exercise Revisited Question #2: –Average of “6” on first scale –Average of “2.7” Question #3: –Average of “5.8” on first scale –Average of “2.5” Question #4: –Average of “6” –Average of “2.1”

Foundations Exercise Revisited Question #5: –Average of “6.2” on first scale –Average of “3.8” Question #6: –Average of “4” on first scale –Average of “2.9” Question #7: –Average of “5.8” –Average of “4.3”

Foundations Exercise Revisited Question #8: –Average of “3.8” on first scale –Average of “2.0”

What’s Next? Continue collecting student data related to success (retention, possibly GPA) Increase instructor pool through professional development

What’s Next Support student success through not only this course, but other student success initiatives as well “Just say YES to student success!”

SCC 101 Questions?