1. Implementing the Completion by Design Initiative

2. A Perspective through the Lens of a Small Rural College

3. Bladen Community College Dublin, North Carolina
Chartered in October 1967 as Bladen Technical Institute
Opened for classes in January 1968 with about 70 students on a temporary site
Local businessman and philanthropist donated 25 acres for permanent campus
Opened with two buildings on new site in July 1971
Name changed to Bladen Technical College in 1979
Name changed to Bladen Community College in 1989
Opened a satellite campus on east side of county in 1995

4. Bladen Community College Dublin, North Carolina
Campus has 15 buildings on acres
Satellite campus has 2 permanent buildings
College offers 30 fully accredited curriculum programs and over continuing education programs and classes
More than 5,000 students are served each year

5. Bill and Melinda Gates

6. Sarah’s Story

7. “NC community colleges sharpen focus on graduating more students” by Jane Stancill &newsobserver.com January 21, 2015
Only 39.1 percent of students who entered a public, two-year college in the United States in 2008 had earned a credential six years later, according to a report by the National Student Clearinghouse Research Center The N.C. Community College System calculated its six-year completion rate at 41 percent for those who entered in The new goal is 59 percent for the students who entered last fall to remain continuously enrolled, complete a credential or transfer to a four-year school.
Davis Jenkins, a senior research associate at Columbia University’s Community College Research Center, has worked with North Carolina on the changes.
“It’s rethinking the (student’s) path, starting with the end in mind and then providing this on-ramp to programs,” Jenkins said, “and once students are in programs, very carefully tracking their progress using technology, and human advisers intervening when students are going off track.”
“North Carolina is a leader in this,” Jenkins said. “This is a very new way of operating for the community colleges.”

8. National Completion Initiatives
CbD
QEP CA CM
AtD
CCA
Aspen

9. 5 Year Initiative
Sponsored by Gates Foundation
Raise Completion Rates

10. Three Key Completion Goals:
Earning certificates and degrees
Transferring to four-year institutions
Raising their value in the labor market

11. Loss and Momentum Framework
From students transitioning from high school or the adult learner re-entering the system to successful completion
KEEPING THE BIG PICTURE IN MIND

12. Sample Momentum Points From interest to enrollment
Sample Loss Points
Sample Momentum Points
Prospective students do not learn about their college of choice via outreach activities and arrive poorly prepared for success.
Students do not get information about postsecondary options that help them select the college that is the best fit for their skills and goals.
Students do not meet with financial counselors and fail to understand how much assistance is available to them.
Prospective students receive outreach support that sets up realistic expectations and helps them effectively prepare for college.
High school students dually enrolled in community college courses, giving them a jump-start on their educational goals.
High school students are given the placement test for local community college so they understand their current level of academic preparedness and can make adjustments as needed.
CONNECTION
From interest to enrollment
How can we increase the number of entering students who are prepared and motivated to enter a college-level program of study?

13. Sample Momentum Points From enrollment to entry into program of study
Sample Loss Points
Sample Momentum Points
Students do not understand the assessment process and failure to prepare for placement tests results in assignments to courses that are not aligned with real skill levels.
Students must seek help in choosing a program of study on their own and fail to do so early on.
Students complete the developmental education sequence only to find that they are not prepared to succeed in courses in their program of study.
Students work with an advisor to create an educational plan and receive follow-up support.
Students engage in a holistic assessment process that accurately places them in courses commensurate with their skill level.
Students meet with financial aid advisors and receive on-going guidance on funding their educational pursuits.
ENTRY
From enrollment to entry into program of study
How can we increase and accelerate the rates at which new students choose and successfully enter a program?

14. PROGRESS Sample Loss Points Sample Momentum Points
Students are unclear on the requirements for success in their program of study and do not enroll in the right courses in the right sequence.
Students encounter limited availability of their required courses, which slows their progress toward completion.
Students lack information about whether their courses of study will prepare them for transfer and/or desired careers.
Students participate in a structured program of study in which they are aware at all times of what they need to do to succeed.
Students get regular feedback via technology on progress in their program of study.
Students can see a clear connection to and path from their program of study to their desired occupation or transfer destination and major.
PROGRESS
From program of entry to completion of program requirements
How can we accelerate rates at which students complete their program requirements?

15. Sample Momentum Points Completion of credentials of value
Sample Loss Points
Sample Momentum Points
Students earn a credential that is not “stackable”, or part of a sequence of credentials that accumulate to build student’s qualifications in the field; to pursue further study that would allow advancement in their field, they must start all over again.
Students receive limited guidance in their choice of courses and accumulate credits that do not lead to a credential.
Students accumulate credits that do not count towards a degree and/or are not transferable to a four-year institution.
Students are incentivized to earn a credential before transferring to a four-year institution.
Students do not face barriers to graduation in the form of fees or paperwork.
Students receive support in transitioning to advanced study and/or career pathways.
COMPLETION
Completion of credentials of value
How can we ensure that our programs prepare students for further education and/or for career advancement?

16. Preventing Loss, Creating Momentum
Loss Points
Momentum Points
Uninformed
Counseling in High School
Holistic Assessment Process
Unprepared
Unadvised
Regular Advising
College Transfer Support

17. Bladen CC’s Involvement
* Third-year cohort of NC community colleges
* Team:
Chief Academic Officer
Chief Student Development Officer
Director of Institutional Research
Director of Advising
Faculty Members
Public Information Officer
* Nine months to create a Completion by Design action plan

18. Bladen Community College 4 P Problem-Solving Action Plan
Prepare
Practice
Produce
Plan
Connection
Entry
Completion
Progress

19. Stakeholder Engagement!
Self-Assessment
Connection
High school
Recruitment
Counseling
Resources
Careers
Entry
Admission
Financial Aid
Placement
Developmental Studies
Gatekeepers
Progress
Advising
Feedback
Requirements
Tutoring
Programs of Study
Completion
Credentials
Transfers
Career Ready
Policies Practices Programs Processes
Stakeholder Engagement!

20. Making It All Fit! Developmental Redesign Pre-Developmental Cohorts
Online Tutoring
Tutoring by ENG/MAT Instructors
Comprehensive Articulation Agreement for UNC Schools and Independent Schools
Structured Programs of Study
Math and English Restructured
College Success Skills (ACA 115) and College Transfer Success (ACA 122) Required
Lunch and Learn Sessions
Career and College Promise 11% Increase in
NC Investing in Rural (NCiRIS) Innovative Schools
College and High Schools Programs Coordinator / Counselor Training
Career Technical Education High School to College Articulation
Basic Skills Plus
Multiple Measures
Retention Task Force (New Student Orientation)
Minority Male Mentoring Program
Stackable Credentials

21. Making It All Fit…Next Steps!
Increase NCiRIS Participation by 60% in the Spring Semester
Early Alert Integration
Enhance Degree Audit and Evaluation Services
Separate Advisement and Registration (Kick-Off Events)
Promote Student Clubs and Activities
Waive Graduation Fees for Certificate Earners
Implement a Student-Centered Website Environment
More Effective use of Social Media Applications
Integrate EMSI Career Coach into Website Environment
Simplify Educational Plans
Promote BCC to ITV High School Classrooms
Stay Abreast of our Local Industry’s Needs

22. How often do we achieve the goals we never set?