LIFEMAP: A LEARNING-CENTERED SYSTEM FOR STUDENT SUCCESS

Ivy Tech

June 30, 2009

Dr. Joyce C Romano

Vice President for Student Affairs

Valencia Community College

Systemic Change at Valencia – 1995-2003

LifeMap Conceptual Model: 1995 – 1999 LifeMap system development: 1999 –

2002 (and continuing) Atlas system design and development:

2000-2002 (and continuing) Re-designed Student Services

(Integrated Services Model) design and development: 2001-2003 (and continuing)

First Time in College StudentsFall to Spring Persistence

66.0%

68.0%

70.0%

72.0%

74.0%

76.0%

78.0%

80.0%

82.0%

84.0%

86.0%

1994-95 1999-2000

2004-05 2006-07 2008-09

VCC Institutional Research: Indicator 4.1; 5/26/2009

73

76.779.2

81.6

85.1

First Time in College StudentsFall to Fall Persistence

56

57

58

59

60

61

62

63

64

2000-01 2003-04 2004-05 2005-06 2006-07 2007-08

58.5

59.6

60.3

61.3

62.4

63.4

VCC Institutional Research, Indicator 4.1, 5/26/2009

Average Number of Credit HoursFall terms

7.9

8.48.7

8.9 9.09.2 9.3

7.0

7.5

8.0

8.5

9.0

9.5

Fall 1994 Fall 2000 Fall 2003 Fall 2005 Fall 2006 Fall 2007 Fall 2008

Number of Credit Hours

Source: Student Characteristics Reports JR-6-2-09-REV.prs/lyenke

Degrees Awarded(Based on 2007-08 Data)

#2 Two-Year College in Associate Degrees Awarded (#5 for all colleges)

#3 Two-Year College in Associate Degrees Awarded to Hispanic students (#5 for all colleges)

#10 Two-Year College of Associate Degrees Awarded to African-American students. (#15 for all colleges)

Community College Week, June 15, 2009

END-TO-END PROCESSES

(Collegewide Engagement and Integration)

TECHNOLOGY

(ATLAS)

LEARNERDEVELOPMENTA

L

ADVISING

(LIFEMAP)

LEARNING

OUTCOMES

(TVCA)

Key Elements to Systemic Change

Focus on measurable results Conceptual model for foundation Look from the student perspective

outward Start with reality but design for

ideal The “whole” is more than the sum

of the parts (system alignment) How are we doing? (Feedback to

stakeholders – Keep going deeper)

Student Success OutcomesStudent Success Outcomes What Motivated Valencia to Begin Systemic What Motivated Valencia to Begin Systemic ChangeChange

75% of students were required to take at least one college-preparatory course

Completion rates of college preparatory course sequences were low

Enrollment growth and Access important Graduation rates were low Graduation rates of under-represented

students (Hispanic and African-Americans) were lower

Fragmentation of Services and Support Systems encouraged student “dependency”

Literature and ResearchLiterature and Research

Hossler and Schmit, 1990 Tinto, 1975 Frost, 1991 O’Banion, 1975 Gordon and Sears, 1997

Advising as Teaching

Dr. Susan Frost – Developmental Advising

Student motivation is key to learning Relating student goals to course learning

goals will enhance student learning Advising alliances Advising as teaching (its own curriculum)

Career Planning Model (O’Banion, 1975)

Life Goals Career Goal Educational Goal Course Choice Schedule

Gordon & Sears (1997)Career Decision Making Model

TAKING

STOCK

Exploring Majors

Exploring Self

Exploring Occupations

Making

A

Decision

Implementing

Your

Decision

More recent College Transition Research

Ruby Payne, A Framework for Understanding Poverty (revised), 2005

Dr. Cliff Adelman, A Toolbox Revisited, 2006

Clifton Taulbert, Eight Habits of the Heart for Educators, 2006

Connection and DirectionStudents are more likely to persist if they:

Feel safe, welcome, respected, and acknowledged make social as well as academic connections hold and sense from others a belief in their potential

Are both challenged and supported academically can link new learning to prior knowledge engage actively in their learning have multiple opportunities to give and receive

constructive feedback Have a plan for completion

LIFEMAP: Mission Statement

A system of shared responsibilities between students and the college that results in social and academic integration, education and career plans, and the acquisition of study and life skills.

LIFEMAPLIFEMAPsmsm:: Ideal Model of Student Ideal Model of Student ProgressionProgression

College Transition Introduction to College Progression to Degree Graduation Transition Life Long Learning

Each LIFEMAPEach LIFEMAPsmsm Stage Stage

Outcomes Performance Indicators Guiding Principles Interventions

A As AS aS S

Conceptual Model

Goal: Student Self-Sufficiency

From a Model to a SystemFrom a Model to a System

“Gap” Analysis and Re-alignment LifeMapsm

Faculty Alliances Computer-Based Planning Tools: My

Education Plan, My Career Planner, My Portfolio, My Job Prospects, My Profile

Faculty/Staff Development Atlas: Learning Support System Engagement Model: Re-engineer Delivery

of Traditional Student Services Measure and Evaluate Results

LifeMapsm

Valencia’s Developmental Advising ModelThe “brand name” that:

describes to students what they should do and when. links all of the services/program/activities that form the

developmental advising system. describes to faculty and staff how they contribute and participate

with students in developmental advising presents to students visual cues in the physical college

environment as to where they can obtain different forms of assistance towards their career/educational goals.

links together written publications that are designed to assist students in achieving their career/educational goals.

Promotional marketing campaign of LIFEMap

Student HandbookStudent Handbook

Chapters follow O’Banion model (life, career, and educational goals, building a schedule, success tips, learning outcomes)

College services are listed in the chapter related to the goals they support.

Includes self-assessments and interpretations.

Calendar pages like “Day-Timer” include key college dates.

“To Do” cues are listed on each calendar page and are tied to Developmental Advising Stages with icons.

“Been There” quotes add advice from peers.

Faculty Alliances Career or Education Plans as part of

Student Motivation Inclusive classrooms Engagement in learning strategies Connection and Direction critical to

student success A “Competency” of Valencia Faculty Included in Teaching and Learning

Academy curriculum (tenure process) Faculty LifeMap Guidebook corollary

to LifeMap Student Handbook

Professor Helen Clarke, English

Atlas: Learning Support System Designed to support “Connection” and

“Direction” Integrated Portal: single sign-on to 14+

separate applications Enhance student planning (My LifeMap)

and self-sufficiency Encourage connection through on-line

learning communities.

Re-Design of Student Service Delivery

With LEARNING as the design principle: Emphasize level of assistance students

are seeking rather than the content. Create staff positions whose primary job is

working directly with students and staff positions whose primary job is processing and verifying information .

Focus on students LEARNING process,not just getting answers to questions.

Learning-Centered Student Services

Information Station – Directional Information

The Answer Center General Information (End-to-End Process)

Student Services –More complex transactions

District Offices Information processing

Staff Training

Cross-training Written documentation of

procedures and processes Don’t just answer the first question –

“What is it you want to do?” When to refer? - Balance between

The Answer Center and Student Services

Advisor Ratio

“Start Right”(Degree seeking students)

Application deadline 2 weeks before classes start (added Flex Start parts of term)

New student orientation required prior to class registration

Entry testing, placement and course enrollment required

Required SLS1122 for 3-prep students Cannot add a class once it has met (all

students) All course pre-requisites strictly enforced

Critical Success FactorsCritical Success Factors

Collegewide, conceptual model focusing on student perspective

Systematic, Comprehensive set of strategies

Alignment of strategy to support the conceptual model

Coordinated/collaborative strategies Institutional data to review results Frequent feedback to stakeholders

LifeMap: Initial Indicators

LifeMap surveys 2001 & 2004 91/96% had an educational goal, 46/

51% had it written down My Educational Plan

July 2008 – over 55,000 students had a MEP

Fall 2003 – 28% of First Time in College students had an MEP

Course taking patterns with MEP Added “e-mail Advisor” feature to MEP

LifeMap: Student Focus Groups

3 groups/ 10 students each – 2-18-24 yrs old; 1 – over 25 yrs 1 of the 18-24 yrs did not have an

MEP Asked them about their educational

planning habits – how did they choose classes each term?

LifeMap: Students with MEP

Using multiple resources – Atlas (MEP, Degree Audit, other LifeMap

tools)- Paper (Catalog, program sheets)- People:

Want a person to validate their plans – repeatedly

Choose classes based on work schedule, teacher and meeting time preferences

Had specific feedback on making LifeMap tools more customized and user friendly

LifeMap: Students without MEP

“Plan” one term at a time Had the best list of reasons why having a

plan was important Were enthusiastic about MEP when they

were walked through it one step at a time (on paper)

LifeMap: Student Interviews

RoadMap to Success Award completers (Osceola Campus)

What would you say about LifeMap? How have you used the LifeMap

tools? When are you graduating?

Dr. Linda Hagedorn, Director, TRUUCS (Transfer & Retention of Urban CC Students)

LifeMap Web Sites

http://valenciacc.edu/lifemap/pbsDevelopmental StagesStrategies

http://atlas.valenciacc.edu (My LifeMap Tab)User name: catlasPassword: 111111

http://valenciacc.edu/sacsStrategic Self-Study Topics

LifeMap References

Frost, S. (1991) Academic advising for student success. Washington, D.C.:ASHE-ERIC

Gordon, V., and Sears, S. (1997) Academic alternatives: exploration and decision-making. Upper Saddle River, NJ: Gorsuch Scarisbrick

Hossler, D. and Schmidt, J. (1990) Progress Report: A Longitudinal Study of the Postsecondary Plans and Activities of Indiana University. (February)

O’Banion, T. (1994) An academic advising model. NACADA Journal, 14(2), 10-16.

Tinto, V. (1993) Leaving college: Rethinking the causes and cures of student attrition (2nd ed.) Chicago: University of Chicago.

LifeMap References

Adelman, C. (2006) The toolbox revisited: paths to degree completion from high school through college. U.S. Department of Education: National Center for Education Statistics

Payne, R. K. (2005) A framework for understanding poverty. Highlands, Texas: aha! Process inc.

Taulbert, C.L. (2006) Eight habits of the heart for educators. Thousand Oaks, CA: Corwin Press