April 26, 2013 Meeting
Agenda
TAFT COLLEGE GOVERNANCE COUNCIL ANNUAL RETREAT
Innovative Approaches to Student Success Across the Campus
April 26, 2013 9:00 am-2:00 pm Cougar Room
Facilitator: Tony Thompson/Dena Maloney Recorder: Greg Golling Timekeeper: Brandy Cramer
Welcome Tony Thompson
- 9:00 am – 9:05 am Dena Maloney
- “Lessons on Student Success: Practices at Chaffey College” Laura Hope, Dean 9:05 am – 10:00 am Instructional Support Chaffey College
- Break 10:00 am – 10:15 am
- New Accreditation Standards and Student Success Dr. Eric Berube 10:15 am – 11:30 am
- Data Analysis and Interpretation Group Work 11:30 am – 12:30pm
- Break into 6 groups – each group looks at one metric
- What does this data mean to us?
- What additional data is needed to better understand the data?
- What are our goals for student success?
- What actions should be taken to achieve the goals?
- Working Lunch in Groups
- 12:30 pm – 1:00 pm
- Group Report Out All
- 1:00 pm –1:30 pm
- Goal Discussion All
- 1:30 pm – 2:00 pm
- Evaluation of the Retreat and Adjournment All
Minutes
TAFT COLLEGE GOVERNANCE COUNCIL ANNUAL RETREAT
April 26, 2013 9:00 am–2 pm Cougar Room
Members Present: Kanoe Bandy, Patti Bench, Sheri Black, Brandy Cramer, Sharyn Eveland, Greg Golling, Sandi Graham, Vicki Herder, Kamala Carlson, Velda Long, Dena Maloney, Brock McMurray, Sonja Swenson, and Tony Thompson
Members Absent: Jim Nicholas
Guests: Sam Aunai, Eric Bérubé, Darcy Bogle, Geoffrey Dyer, Val Garcia, Shelley Getty, Jessica Grimes, Mariza Martinez, and Susan Vaughan
Facilitator: Dena Maloney/Tony Thompson Recorder: Greg Golling Timekeeper: Velda Long Minutes: Melissa Blanco
“LESSONS ON STUDENT SUCCESS: PRACTICES AT CHAFFEY COLLEGE”-GUEST SPEAKER, LAURA HOPE Laura Hope, Dean of Instructional Support at Chaffey College led the presentation on the development of the Success Center program for Chaffey College In 1999, Chaffey College embarked on a major initiative called the “Basic Skills Transformation.” The program was initially funded by Partnership for Excellence money. Success Centers were developed to ensure that students move successfully through their course work. Embracing the philosophy that “all learning is developmental,” Chaffey College has created an academic support structure designed to foster the critical thinking and reasoning skills and strategies necessary to be successful personally, professionally, and academically. The Basic Skills Transformation incorporated a number of wide-ranging, integrated, and structural changes to revolutionize the educational delivery system of the college. Chaffey College Success Centers don’t just offer academic support; they also facilitate curriculum through supplemental instruction. The Chaffey College Success Center network of services enhances the college learning experience through a “low-risk” environment. All of the programming and activity in the Center is faculty-driven and led. Each Center is led by an instructional specialist who oversees daily learning activities along with apprentices, and the program is coordinated by a full-time faculty member. Success Center research indicates that first-time students benefit most significantly from center services, though all students have access to this essential assistance.
GC Annual Retreat 4/26/13 Page 2
The program acknowledges that students at any level and in any discipline should have the opportunity to acquire learning tools that they need to succeed in any learning situation and to achieve a measure of confidence in their learning ability.
The program works with faculty to create activities which introduce the student to difficult concepts and ideas prior to tackling the subject in class; this gives the student a reference
Chaffey College supports eight Success Centers: four on campus and four off campus. On campus, students have access to the Writing Success Center, Language Success Center, Math Success Center, and Multidisciplinary/Reading Center. The College also offers academic support to students through Multidisciplinary Centers.
The development of Student Success Centers led to the development of Faculty Success Center.
This assist in addressing what happens in the classroom and provides new concepts or ideas in how to deliver learning to their students.
For such a major transformation, Laura indicated the following must occur:
- Evaluate and state what your philosophy is as a college; this goes beyond a mission statement
- Must have a shared vision to the idea; not a “buy in”
- Be patient for results; could take years to develop
- Need to have leadership/support in every group to embrace and put forth the idea or concept
- Have “courageous” conversations
- Decisions may have to just be made and implemented for the better of the college
NEW ACCREDITATION STANDARDS AND STUDENT SUCCESS
Eric Bérubé distributed a packet of information which contained the “Taft College’s Dashboard and Key Success Indicators-2013 April 26, 2013” and “2013 Taft College Student Success Scorecard”.
Eric briefly reviewed the “Taft College’s Dashboard and Key Success Indicators-2013 April 26,
2013” report and its contents. The report contains data for five academic years from 2002/2003 through 2006/2007. It goes back several years so that trends can be observed and allows the District to monitor
student success and make improvement in areas. The reports list the KSIs for monitoring student achievement and success as follows:
- Course success Rates
- Retention Rates
- Persistence Rates
- 30 Unit Rates
- Remedial Rates
- Career Technical Education (CTE) Rate
- Completion Rates
Some concerns were expressed over the accuracy of the data being presented and used to make decision or priorities.
Some of the definitions were unclear to some members such as use of “college level” vs. “transfer level”. How do the definitions fit in with CB21 Coding?
GROUP BREAK-OUT SESSION
(Led by Eric Bérubé, Coordinator of Institutional Assessment, Research, & Planning)
The following were the five break-out groups as follows:
- Persistence (Geoffrey Dyer, Sonja Swenson, Sheri Black, Brandy Cramer, and Mark Williams)
- 30 Units (Vicki Herder, Shelley Getty, Darcy Bogle, Sandra Graham, and Brock McMurray)
- Completion (Greg Golling, Sharyn Eveland, Patti Bench, Velda Long, and Tony Thompson)
- Remedial (Mariza Martinez, Jessica Grimes, Kamala Carlson, and Susan Vaughan)
- CTE (Sam Aunai, Kanoe Bandy, Val Garcia, Melissa Blanco, and Dena Maloney) Each group were given the following questions for discussion:
- What key findings, trends or gaps did you observe that appear to be significant for Taft College?
- What issues suggested by the data should Taft College explore further?
- How could these data impact institutional priorities at Taft College?
- What possible policy implications do the data suggest?
GROUP #1 “PERSISTENCE” FINDINGS:
More interest in data that is more recent – not that meaningful To learn more, examine persistence of more current cohorts The changes in Accuplacer cut scores might impact definitions of “prepared” Cohort are too small Persistence Overall:
- 2003-2004, 2004-2005 male persistence data inflated by TCI (Also pg. 8, prepared persistence by age 25 to 49)
- Persistence from 2002-2003 is relatively stable
- Reason for gender difference Oilfield worker demand fluctuates more for males
- If straight out of high school, more likely to persist by this definition
- Data is not operationally useful-ok as far as it goes, points us in a direction, but to go further, need more recent, detailed data (gap)
- How do we know why students aren’t persisting? (gap)
GC Annual Retreat 4/26/13
Page 4
GROUP #2 “30 UNITS” FINDINGS:
Ethnicity results were not relevant and gender numbers difficult to interpret Why has “unprepared” gone up? Economic reasons? Prepared down 7%, more confident so left before complete More prepared leave possibly to finish at BC (assumption) More unprepared students come to TC (assumption) Keep more current historical information to use to predict and make decisions Data on race, gender Possibly cut classes, wait list so didn’t complete Doesn’t change priorities Restructure Student Services-student success indicators, follow-ups, interventions Student Guides/peers Mandatory Success Classes Focus on student success and intrusive interventions Focus on the data, data collection Actions that will increase student success Set priorities based on data Repackage course into new degree certificates
GROUP #3 “COMPLETION” FINDINGS:
Lack of clarity of the definition of “college level” and “transfer” Prepared Cohorts numbers are too small for significance, generally lower than the state average Need to follow-up on “prepared” students Overall trend is increasing in completion rates. Retention and persistence rates are good. Get better data that makes sense to Taft College-Alumni database/Foundation.Create certificate in Allied Health
GROUP #4 “REMEDIAL” FINDINGS:
Low numbers represented
What constitutes a cohort?
What is the minimum required sample size of a cohort for reliable outcomes?
What % of remedial students represented in “remedial rate” is represented in “unprepared”
completion rate?
What % of 1st time students who place into remedial courses take them?
How many students who repeat courses are still successful in meeting the completion rate?
Question the validity of the data?
Required all student to take Accuplacer
Implement an expiration date of one semester
Limit multiple measures
No self-placement
Increase collaboration between faculty counselors
Encourage FIGs (discipline-specific)
GROUP #5 “CTE” FINDINGS:
Sizeable group for CTE programs
# of students decreasing in the program, but % increasing in completion
Does not include WESTEC?
Significant difference between male and female completions rates
Would like to see breakdown of the data by part-time and full-time; daytime vs. nighttime
Assumption: Males receiving jobs prior to completing the program or males already working in
the field
OTHER
- During the exercise, many of the members agreed the data was far too old to make decisions or policies-not very meaningful
- They also felt the definitions were not accurate or clear
- Many members wanted more detailed data
EVALUATION OF THE RETEAT:
Eric will send out a link for the GC members to evaluate the retreat via email
RETREAT ENDED: 2:00 pm
Respectfully submitted by:
Melissa Blanco