Governance Council Retreat April 25, 2014

 

Governance Council Retreat

 

April 25, 2014

Phase 1 Connection: Interest to Application Phase

Phase #1 Outreach STEM: Shafter, Ridgeview, Stockdale, Taft College HS staff make a difference TC presence at BV, TUHS, & MHS Financial Aid QFS Focus on Gateway Courses	Phase #2 Anecdotal
Phase #3 (want more data) How to track effectiveness of outreach? Need to track those who visit with those who stay How do we find students How do we track those contacts Dual enrollment #’s as those who enter TC Workforce needs Multiple measure effectiveness	Phase #4 (what more to do) STEM trailer to HS orientation days ID to help track Exit survey Coordination of outreach Nancy & Sheri contact TUHS Consistency in outreach Vision & planning HS day on campus Human contact Robust tutoring program Require ed plan Tackle them earlier Proper placement in classes The Goldilocks effect Develop working group on multiple measures

1. Required steps are producing more engaged pre-students prior to enrollment

2. Contact: These were the years of section cuts->less advertising, less recruiting, less outreach. Lack of available courses and higher unemployment.

3. “Enrollment” vs actually in a class – vs waitlist. Are students shopping for open sections?

4. Alignment of Assessment Tests & cut scores – do students “shop schools” based on test results & placement?

5. High School Students – Counselor/Advisor do onsite “Counseling Days” at high school for college preparation.

6. Connect with AVID students, Oil Tech Academy, etc. to talk to students who are already engaged, but maybe we should focus on those who are not as focused and help them get focused. 

7. Be the “college of first choice” for high school students. Are we “telling our story” as to why we should be the “college of first choice” for graduating seniors?

8. Incentives for students – gas voucher, free parking, book rental linked to completion of certain milestones (completion of 6 units).

9. Develop a cohort model and use that as part of our outreach message.

10. Do a 2-3 day program in the dorms the summer after a student’s junior high school year.

11. Need more student friendly activities that appeal to students – commuter college – difficult.

12. Message: Why go to TC for first two years. Look at what students want when selecting a school – collect data on what is important to a student when selecting a school.

13. Gather data from current students – what about Taft works well for you? Then capitalize on that.

14. We need to reach the potential students who want to complete a degree. side by side cost comparison with other schools Cal Poly Taft College $_____ $______ $_____ $______

15. Capitalize on resources we have with agencies: Chevron TC CSUB Employment tuition reimbursement + defined pathway -> student success for re-entry students

Services Available:

*Dedicated Reason	*Grants
High School visits	Middle schools
Placement tests	STEM trailer
Career Fairs

Data Available:

 High School Data origin

 Placement Data

 Success rate normal vs late start classes

Data Needed:

Late enrollment students vs early enrollment

Other ideas:

 Targeted outreach to quality students

 Shape TC’s image to attract quality students

 TC bus to Bakersfield (or not)

 Quality programs (Dental, Athletics)

 

 

Phase 2: Entry

 

Phase #1 Services SI tutoring Counseling/Ed planning/Degree works Financial Aid/EOPS Clubs, ASB, PTK Office Hours Transfer Days Career Days/Center Student Worker Programs Scheduling across campus Library IT & ETUDES Helpdesk	Phase #2 Degree Works Banner Anecdotal User training & support Professional Development Gas voucher difference Underprepared needs
Phase #3 Training topics Earlier Intervention Evaluate Tutoring	Phase #4 Enrollment management issues

 

Services Available:

 Counseling, Advising, Orientation, Career Assessment, Assessment testing, Financial Aid, SSS if needed. Job Placement, Ed Plans

 NOT ALL STUDENTS DO THESE THINGS-SERVICES AVAILABLE BUT NOT REQUIRED

 

Data Available:

 Ed Plan VS No Ed Plan

 Financial Aid

 Matric flags VS no matric flags

 Tutoring

 Gatekeeper courses-Success by demographics, pre-reqs

What data would be useful in further evaluation:

 What courses are they seeking tutoring for? New methods for tracking and evaluating the success of the tutoring program

 Data that clearly shows how tutoring is affecting success so that decisions can be made

 Placement effectiveness- proper placement vs success

 How well are placement tests aligned with what is required in HS courses? Further research on placement/multiple measures. Placement two or three levels below adds more time for students to get discouraged and drop.

 Probation students-interventions that occur-are those students successful based on the interventions provided by Candace?

How can we better support students as they choose and successfully enter a program:

 More robust tutoring program

 Making an Ed Plan required during their first semester so they have a path to follow

 Tutoring needs to be revamped to make it more beneficial to students.

 Maybe having remedial students be required to attend some kind of learning/tutoring lab?? 

 Consistent evaluation of existing services. What is working well, what isn’t?

 Purposeful allocation of resources

 Create faculty driven mentoring sessions for students interested in specific career paths

 Could also do the same idea with classified staff-mentoring sessions

 Focus efforts and resources on those first 2 semesters to get the “gatekeeper” students through their first 15-30 units so that they have more of a chance and motivation to follow through and finish

 Positive information at the beginning-very important. Show them they have the help they need-don’t be afraid to ask for it.

 Early intervention by faculty when students show they might be struggling- refer to various services that may be beneficial to them.

 Students have different personalities and need guidance/support in different ways. Focus on those particular strengths of the student

 “Universal” gradebook? Triggers at certain levels/grades so a flag is sent up to show when students may need services

 Affective Domain- Helping them understand they have it within themselves that they can succeed. Assess for confidence. Strategies and interventions are out there to help those students who may lack the confidence in themselves to succeed. Can develop cohorts with these students. Building confidence together-taking classes together-be successful together.

 Make Financial Aid information a bigger piece of Orientation. Make sure students understand they can apply for financial aid no matter what their income might be. If they don’t apply they’ll never know what they could receive-including scholarships.

 Online “ed plans” for every major/program/certificate. Make it plain and simple what courses lead to what and make sure it’s all accessible online and clear and precise.

 Develop workgroup on multiple measures and how they’re used and are they used effectively?

 Student Success class mandatory when?

 

Additional Ideas:

 Education efforts on front end of what is matriculation and how important it is

 Ed plan required at the beginning for athletes-athlete population is very successful.

 Ed Plan being required in 1st semester would be tremendously helpful for financial aid

 Workshops/sessions first few days of school for different disciplines/divisions. Let students get to know their instructors, bond with other students, and feel comfortable as they start their courses.

 Is tutoring center generating apportionment for non-credit FTES

 Faculty need to be present at “College Night”

 Club-website design-students updating the website based on information they receive from all over campus

Phase 3 Progress

Phase #1 Services Ed Plan Job Placement Resume Help Dress for Success Interview Help Soft Skill training from Career Center Internships College Central Network Comprehensive Ed Plan Transfer Degrees	Phase #2 Earlier grad check Require counseling Appt. w/30 degree applicable units Holds for registration
Phase #3 Excessive units as roadblock to completion Contact Points & Progress Points Create exit student surveys Use degree works to identify needed coursework Study our Children’s Center student priority Other funding sources:	Phase #4 Create internships Internship budget for programs/division Perkins? Build career planning in the programs Career assignment embedded in courses

 What happens between year 2 and 3?

o Major courses

 How may have Ed. Plans?

 What are student outcomes for sociology courses and those that are not t college level

 What student support strategies are needed for those students who are below ENGL 1500 so they can become successful?

 How involved are counselors/advisors in Tutoring/SI?

 Have some kind of event as a milestone trigger, e.g. ‘taken 2 out of 5 core classes’ for a response (personal) from faculty to student.

Services Provided:

 Same as entry

 MAPP

 Online tutoring?

Data Available:

 Same as entry

 PR data

 Scorecard data

 Transfer data

Data needed:

 Same as entry

 Transfer data

Other Ideas

 Online tutoring

 Online other services

 Boost tutoring program – on campus

 Replicate successful programs (Athletics, Dental Hygiene)

 Barriers: $$$, childcare, transportation, enrollment management, qualified faculty to offer courses at different times, family responsibilities, motivation.

 

 

Phase 4 Completion

 How many students satisfy requirements but don’t get AA? Prior to transfer

 What steps are taken getting students ready?

o Get a “close” email @ 45 units from graduating

 Can we schedule classes better to facilitate?

 Rename/remake office” hours as “student” hours

 Transfer Bridge Program w/CSUB

Services Available:

 Degree Audit

 Student list 45 units (mail, personal contact, etc.) text email

 Tutoring, counseling, etc.

Data Available:

 Tons – just ask

Other Ideas:

 Check on students w/45 units

 Evaluate policy on holds

 ID barriers to see where we can have an effect

 Create scholarships

 Create “culture of completion” STATS, Finite math

 Personalized tutoring for student struggling in one class

Summary: Group Report Out

Human Touch:

 Faculty online

 Change mindset – faculty office hours = student hours

 Non-major contact, e.g. weightlifting

 1st 3 weeks

 Entry = affective domain ->night resources

 Faculty-driven mentoring groups

 Faculty role in “student success’ issues

 “Recruiting your commitments”

 Triggers – D coach, AD, . . .

 Connection – engagement – Web = head/heart

 Intel-Response

 Clubs, groups, cohorts . . . oh my!

 @45 units -> email, SARS, letters

 Personal connection

 If working how to evaluate?

 Concierge services

 D.L. students – make it a focus

 More “touch” right away

 Everyone having effect

 Progress checks – orientation – exit orientation

 Elevating conversation on student success

 Coordinating what we do

 F2F communication

 Mindset changes – silos – mix it up

 Creative mix

 The little things matter – look up, say “hi”

 Can’t assume enrollment processes are working

 Branding – being first choice

 “Physics” students on BC campus

 HS day on campus – all clubs

 HS open house – Saturday

 At assessment – Ask students

 Priorities – the “quick” fixes

 Categorize

 Do things that will make a difference (build into evaluation)

 What can we do early?

 Ask the students so they know you care

 Make it systemic & routine (purposeful commitment)

 Remove institutional barriers