1. The Schools at MCC: Effecting Authentic Organizational Change
Innovations Conference March 13, 2017

2. Overview Catalysts for Comprehensive Change The Schools Model
Establishment of Roles
Trajectory of this Organizational Change
How Students Responded
Future Directions
March

3. Lloyd A. Holmes, Ph.D. Vice President, Student Services
March

4. Retention of First time students graph
March

5. Retention of continuing students
March

6. Success of developmental education students
March

7. Credit Accrual
120 90 64
March

8. Subpopulations (segments) of students showed achievement gaps
Data related to men of color vs. white males vs. entire population
March

9. March

10. Additional obstacles to success
Fractured Advising Model
Ineffective Leveraging of Technology
Overplacement of Students into Developmental Courses
Long and Credit-Laden Developmental Education Pathways
Barriers to Student Access of Support Services
Non-Cognitive Factors
Unrealistic Student Perceptions of College Expectations
Lack of Goalsetting Connecting Coursework with Career
Student support services, but the students with greatest need do not always access
Student perception of expectations of college, including their individual achievement
Goalsetting- connecting coursework with career
What obstacles to success (persistence, goals achievement, graduation and or transfer) are students experiencing? ·
Dev Ed Pathways
Number of credits accumulated
Advising support fractured
Technology
Placement- are we placing too many students into dev ed?
Intake fractured and not coordinated
March

11. Andrea C. Wade, Ph.D. Provost and Vice President, Academic Services
March

12. “The idea behind guided pathways is straightforward
“The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan.”
At its core, the Guided Pathways model is straightforward.
Bailey, Thomas, Shanna Smith Jaggars, Davis Jenkins “What We Know About Guided Pathways.” New York, NY: Community College Research Center. packet.html
March

13. “The idea behind guided pathways is straightforward
“The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan.”
The goals of the model are to INCREASE the likelihood of student success and completion, and one of the central approaches is to use a variety of strategies to shorten the time to degree.
“College students are more likely to complete a degree in a timely fashion…
Bailey, Thomas, Shanna Smith Jaggars, Davis Jenkins “What We Know About Guided Pathways.” New York, NY: Community College Research Center. packet.html
March

14. “The idea behind guided pathways is straightforward
“The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan.”
…if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan.” Staying on plan means retaining students that might otherwise lose their way in an academic maze.
As of this semester, MCC has gone full scale and committed to implement through the Schools at MCC for all students.
Bailey, Thomas, Shanna Smith Jaggars, Davis Jenkins “What We Know About Guided Pathways.” New York, NY: Community College Research Center. packet.html
March

15. Schools Model
The Schools at MCC is the model Monroe Community College has developed to implement a “Guided Pathways Approach.” It’s a national movement, and MCC is one of the institutions that is a leaders in its full-scale implementation.
The design principles behind Guided Pathways are grounded in research that has shown that this model supports substantially better student outcomes in both retention and completion. Adoptions of the design model requires a whole-college, comprehensive reform of the organization and its processes.
March

16. Student Success Network
Schools Implementation Lead
School Specialists
Student Services
Faculty Liaisons
Each School has a Student Success Network that links students within that school to specific individuals who can connect them with the resources they need. It’s designed to be a coordinated retention system that acts as a safety net.
March

17. Jessica L. Wilkie Schools Implementation Lead and Assistant Professor, Dept. of English and Philosophy
March

18. Schools Implementation Lead
Faculty Member
Facilitated Launch
Heading Committees
Building Structures
Pathways Institute Team Facilitator
Temporary Mission (Implementation vs. Management)
Faculty Advisor Cross-Training
The Schools Implementation Lead is the project director who is responsible for oversight of the implementation of the model, working in conjunction with deans, department chairs, the School Specialists, Faculty Liaisons, the Logistics Committee, Leadership Committee, and administration.
Having a faculty member in this role has proven valuable. (to be continued)
March

19. School Specialists
The School Specialist is the primary contact for students in the School. Each School Specialist provides services and support to students. These staff members each have a case load of Liberal Arts Students in their School and provide appreciative advising for each student. The Specialist works collaboratively with service offices throughout the college to connect students to services and necessary sources of information. The Specialist School-specific events. The Specialist communicates regularly with faculty to ascertain and resolve student concerns, and to track student progress to determine when support interventions are needed. Specialists are responsible for answering concern flags in Starfish for students who are not already part of another special population. Specialists report directly to deans, with dotted line outreach to the Schools Implementation Lead for workflow support.
Can be thought of as the School “Concierge”
March

20. Faculty Liaisons Curriculum Experts Evolving Role
Liaison Between School Faculty, Schools Staff, and MCC Staff
Teaching Faculty
Each School has a Faculty Liaison who works closely with the School Specialist faculty advising, program and curriculum adjustments, and High Impact Practices. The Faculty Liaison communicates curricular updates to School Specialists and communicates School information to faculty, facilitating active faculty involvement in School activities. This position allows six hours of release time per academic semester over the course of two years and will remain active in a condensed capacity as Schools continue. Liaisons are currently working to put together Contextualized Electives and semester sequences for every program.
March

21. High Impact Practices Specialist
Initial plan vs. current practice
MCC Approved HIPs
Libguides
Master Schedule Course Coding
Integration with MCC Teaching and Creativity Center
The High Impact Practices (HIPs) Specialist serves all Schools. This faculty member is a liaison to the Teaching and Creativity Center, and works collaboratively across the College to implement, scale, and manage HIPs at the College. The HIPs Specialist works directly with departments and faculty to investigate and develop School specific HIPs.
March

22. High Impact Practices Specialist
Initial plan vs. current practice
MCC Approved HIPs
Libguides
Master Schedule Course Coding
Integration with MCC Teaching and Creativity Center
The High Impact Practices (HIPs) Specialist serves all Schools. This faculty member is a liaison to the Teaching and Creativity Center, and works collaboratively across the College to implement, scale, and manage HIPs at the College. The HIPs Specialist works directly with departments and faculty to investigate and develop School specific HIPs.
March

23. High Impact Practices Specialist
Initial plan vs. current practice
MCC Approved HIPs
Libguides
Master Schedule Course Coding
Integration with MCC Teaching and Creativity Center
The High Impact Practices (HIPs) Specialist serves all Schools. This faculty member is a liaison to the Teaching and Creativity Center, and works collaboratively across the College to implement, scale, and manage HIPs at the College. The HIPs Specialist works directly with departments and faculty to investigate and develop School specific HIPs.
March

24. March

25. High Impact Practices Specialist
Initial plan vs. current practice
MCC Approved HIPs
Libguides
Master Schedule Course Coding
Integration with MCC Teaching and Creativity Center
The High Impact Practices (HIPs) Specialist serves all Schools. This faculty member is a liaison to the Teaching and Creativity Center, and works collaboratively across the College to implement, scale, and manage HIPs at the College. The HIPs Specialist works directly with departments and faculty to investigate and develop School specific HIPs.
March

26. High Impact Practices Specialist
Initial plan vs. current practice
MCC Approved HIPs
Libguides
Master Schedule Course Coding
Integration with MCC Teaching and Creativity Center
The High Impact Practices (HIPs) Specialist serves all Schools. This faculty member is a liaison to the Teaching and Creativity Center, and works collaboratively across the College to implement, scale, and manage HIPs at the College. The HIPs Specialist works directly with departments and faculty to investigate and develop School specific HIPs.
March

27. High Impact Practices Specialist
Initial plan vs. current practice
MCC Approved HIPs
Libguides
Master Schedule Course Coding
Integration with MCC Teaching and Creativity Center
The High Impact Practices (HIPs) Specialist serves all Schools. This faculty member is a liaison to the Teaching and Creativity Center, and works collaboratively across the College to implement, scale, and manage HIPs at the College. The HIPs Specialist works directly with departments and faculty to investigate and develop School specific HIPs.
March

28. Student Success Network
In addition to the new roles, new structures have been created and implemented. The Student Success network is an important structure to both increase student success and unite the entire College within the Schools Model.
Schools leadership reached out to department chairs and coordinators, asking for representation from the areas for each of the six Schools in specific roles. There is a network within each school, but there are some professionals who serve multiple schools. Each of the six Schools has a dedicated Network to share information across areas, as well as to provide assistance in triaging student issues.
This is just a portion of the Schools Student Success Network. There are 22 offices/ persons represented in each School. The representative in each area is working to become an expert in the intricacies of programs within that School to provide targeted support to students.
March

29. Andrea C. Wade, Ph.D. Provost and Vice President, Academic Services
10 minutes
March

30. The Trajectory of the Organizational Change
March

31. Use the Grassroots Find a Champion Look for Passion
Involve Faculty from the Start
Original idea came from a presentation at an AAC&U conference.
Faculty returned with a commitment to discover how the guided pathways model would be appropriate for Monroe Community College
Implemented Academies Roadmap Project
March

32. Create Urgency The most compelling motivator is student success, and
March

33. Create Urgency Supported by Data
The most compelling motivator is student success, and open access to data provides the focus.
March

34. Show Senior Leadership Support
Communicate Commitment for the Long Term
March

35. Get the Entire College on Board
Make it an Institutional Initiative
Kick It Off Campus-Wide
A College-wide “kick-off” presentation was held on October 4, 2013.
Visit from our mentor college, Queensborough Community College soon following.
March

36. Seek Broad-Based Buy-In
Form a Leadership Committee
Create Definitions and a Common Language
Align Data Structures with the Organizational Change
Form a Leadership Committee
Over the next three years, more than 100 faculty and professional staff across the College participated in planning
Create Definitions and a Common Language
Defined six Schools and curricula groupings
Align Data Structures with the Organizational Change
March

37. Strengthen Cross-Divisional Collaboration
Shared Advising
Began to fill roles in the Student Support Network
Redesigned Orientation, College Success courses, and First Year Experience courses
Piloted Starfish early alert system
Formed implementation teams
March

38. Organizational Structure Reflects the Change
Provost
Dean
Faculty
Chairs
Dean
Faculty
Chairs
Dean
Faculty
Chairs
Dean
Faculty
Chairs
March

39. Three Academic Deans are assigned to oversee two Schools each, again, paired because of complementary curricula. Two additional Deans oversee the Academic Foundations Division and the College’s Curriculum and Assessment processes.
March

40. Use Effective Translators
Implementation Lead
March

41. Look outside the Organization
March

42. Align Funding to Support Change
Budget Resource Team
March

43. Anticipate Bumps in the Road
Budget Resource Team
March

44. Train and Communicate
Produce a comprehensive communication and internal marketing plan
Implement cross-divisional professional development
Establish an assessment protocol early
March

45. Jessica L. Wilkie Schools Implementation Lead and Assistant Professor, Dept. of English and Philosophy
3 to 4 minutes
March

46. TRS 100 Project
TRS 100- entry-level full developmental education students
Personal connection to School Specialists
97% found session “highly useful”
Students remarked that knowing they are in the same School as program students made them feel like a member of that field
Some students gained enough understanding in the 50 minute session to know they were in the wrong School for them and immediately made plans to change.
March

47. Student Focus Groups October and December
In October, students overwhelmingly did not know which School their intended major placed them in, In December all participating students knew their School!
Students identifying with School Color
Liberal Arts in each School understandable to students
Students want to know their full pathway up front
March

48. Lloyd A. Holmes, Ph.D. Vice President, Student Services
5 minutes
March

49. Future Directions Assessing the Model
Fleshing out of Shared Advising Model
Institutional Commitment to Addressing Non-Cognitive Factors
Institutional Commitment to Implementing Multi-Measure Student Placement
Continued Refinement of Guided Pathways to Reduce Time and Credit Accrual
March

50. Questions?
March

51. http://www.monroecc.edu/schools/ Jessica L. Wilkie
Schools Implementation Lead and Assistant Professor, Dept. of English and Philosophy