tulsa community college julie woodruff, associate professor of english mary millikin, director of...
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Focus on Diagnosis:Persistence at TCC
TULSA COMMUNITY COLLEGEJulie Woodruff, Associate Professor of English
Mary Millikin, Director of Institutional Researchrepresenting the AtD Data Team
February 3, 2010
© 2010 Tulsa Community College Data Team
TCC Fall 2009 Profile
19,198 studentsFour campuses city-wide62% female and 38% male26% minority students 3,531 first-time freshmen44% of students under age 2174% university parallel
Component 1: What’s Wrong?
•Institutional Research conducted a comprehensive analysis of student success disaggregated by demographics
•Core Team selected three priorities for further analysis over next four years
Persist or Graduate
0
20
40
60
80
100100%
75%
50% 49%40% 36%
Per
sist
ence
Rat
e
1972 1485 989 968 781 717
Achieving the Dream Calendar
YEAR PRIORITY
2008-09
2009-10
2010-11
First-time Freshmen Persistence
Developmental Reading
Developmental Mathematics African-American Male
Student Persistence
4 – Component Process
• 75% of students do not persist from fall to spring semester
• 50% of students do not persist from fall to fall semester
What’s wrong?
Why?
Intervention
Assessment and Modification
Student Focus Group Participants
12 student focus groups3 focus groups at each of 4 campuses
101 students Student participants in focus groups matched demographics of students in first-time freshmen cohort
Research Question:
“What barriers or challenges did you experience in persisting
to your second semester?”
Most Frequent Barriers
Adjusting to college
Balancing school, employment, and life
Difficulty choosing courses
Communication issues with instructors
Textbook issues
Persistence Findings
Adjustment Barriers
Service Barriers
Academic Barriers
82% of all barriers fell into one of 3 major types or clusters.
Faculty/Staff Research Question:
“What barriers or challenges do you experience in helping
students persist to their second semester?”
Faculty and Staff Focus Groups 2 focus groups offered per campus*7 total groups conducted 64 total participants; 25 faculty and 39 staffFirst groups on each campus were mixed
groups of faculty and staff volunteers. The second focus groups on each campus contained only faculty.
Asked faculty and staff what challenges they experience in helping students persist to their 2nd semester.
*One campus filled one focus group; the second group on that campus was not attended.
Most Frequent Faculty/Staff Obstacles
Student attitudes/motivation Students not academically prepared Textbooks Part-time instruction issues Online courses Advisement-related issues Financial Aid
Persistence Findings: Clusters
Student Attitudes & Motivation
Policies & Administrative
Practices
Instruction
76% of all barriers fell into one of 3 major types or clusters.
4 – Component Process
What’s Wrong?
• Students: Adjusting to college; Balancing school, employment and life, and others
• Faculty: Student under-preparation and motivation; college policies, and others
Why?
Intervention
Assessment and Modification
Strategies for Academic Success Intervention:Design
Hiring Criteria Assessments
Enrollment Limits Training
Course Objectives Textbook
Strategies for Academic Success Intervention: Support
Faculty Support Website on Blackboard
Campus Lead Instructors
Textbook Author Presentation to TCC Faculty
Strategies for Academic Success Intervention: Organization and Structure
Strategies for Academic Success Intervention Team Leader ◦Responsibilities◦Compensation
Strategies for Academic Success Intervention Team◦Responsibilities◦Membership and Structure
Strategies for Academic Success Intervention: Organization and Structure cont’d
Campus Lead Instructors◦Responsibilities
Faculty (full-time employees of the college preferred)◦Responsibilities◦Compensation
Strategies for Academic Success Intervention: Focus Groups Reveal Most Frequent Challenges for Lead Faculty
Time required to update faculty support siteGetting faculty to read and use available
online support resources in BlackboardNumber of faculty to mentorDependence of some faculty on lead faculty
for many lesson plans and activities
Strategies for Academic Success Intervention: Focus Groups Reveal Most Frequent Challenges for Faculty
Course Planning, Preparation, Delivery
Academically Unprepared Students
Scheduling Student Support Services
Instructor Collaboration
Strategies for Academic Success Intervention: Formative Assessment of Training
Training Survey: Content, Needs, Timing, Satisfaction
Results to Intervention Team
Strategies for Academic Success Intervention: Changes
Improved instructor directions for administering LASSI (Learning and Study Strategies Inventory)
Improved in-house online collection tools for instructors’ assessment data
Strategies for Academic Success Intervention: Next Steps
Common Cognitive Assessment◦Complete pilot◦Implement Fall 2010
Based on Training Survey, review training and modify, if needed
Component 4: Assessment and Modification
Evaluate Strategies for Academic Success course •Student results•Faculty feedback•Lead faculty feedback
Strategies for Academic Success (ENGL 1003) and College Survival (ENGL 0903)
Year 1: 2008-2009◦ 61 sections fall 2008◦ 42 sections spring 2009◦ 14 sections summer 2009
Groups for comparison from Fall 2008 first-time freshman cohort◦ Enrolled in Strategies (1,712)◦ Enrolled in College Survival (92)◦ Enrolled in neither course (1,851)
Fall-to-Spring Persistence
Series10%
10%20%30%40%50%60%70%80%90%
100%
85%
66%59%
Strategies Survival Neither
*Significant at alpha < .01
Fall-to-Spring Persistencefor Highest At-risk Students
Series10%
10%20%30%40%50%60%70%80%90%
100%
66%55%
SurvivalReading I Non-Survival
*Significant at alpha < .01
Fall-to-Fall Persistence
Series10%
10%20%30%40%50%60%70%80%90%
100%
61%
39% 41%
Strategies Survival Neither
*Significant at alpha < .01
Fall-to-Fall Retention for the MostAt-risk Students
Series10%
10%20%30%40%50%60%70%80%90%
100%
39% 37%
SurvivalReading I Non-Survival
*Not significant at alpha < .01
Significant Differences in Course Grades Between Strategies and Non-Strategies Students in
Basic MathWriting II (Developmental Writing)College AlgebraBiology for MajorsUS History 1492 to Civil War EraIntroduction to Psychology
*Significant at alpha < .01
African-American Male Student:Component 1 -- What’s Wrong?
Fall-to-Spring Persistence = 60% 75% overall first-time freshmen
Fall-to-Fall Persistence = 36% 50% overall first-time freshmen
Persistence after three years, including graduation = 16%36% overall first-time freshmen persistence after three years (graduation or retention)
African-American Male Student:Component 2 -- Why?
7 student focus groups
Facilitators and scribes: African-American male TCC employees
Challenges with recruiting participants
Data analysis in process
African-American Male Student: Focus Group Preliminary Themes
◦Difficulty balancing school, employment, and life◦Needing academic and career goals◦Experiencing self-defeating attitudes and low
motivation◦Having insufficient academic preparation◦Experiencing stereotyping◦Wanting to see more AA male mentors, AA role
models, AA male students on campus
African-American Male Student:Next Steps in Component 2--Why?
Additional focus groups to be conducted with general faculty and general staff on all campuses
Research Question: “What are your challenges/obstacles in assisting African-American male students to persist at TCC?”
African-American Male Student Next Steps cont’d: Component 3--Intervention
◦Receive student focus group data◦Digest focus group data, literature reviews,
interviews◦Design intervention and assessment March-
July◦Implement intervention Fall 2010
African-American Male Student Intervention: Next Steps cont’d
Component 4-- Assessment and Modification
◦Assess intervention formatively and summatively
◦Based on assessment data, modify intervention to increase effectiveness