LIFEMAP: A LEARNING-CENTERED SYSTEM FOR STUDENT SUCCESS

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1 LIFEMAP: A LEARNING-CENTERED SYSTEM FOR STUDENT SUCCESS Dallas County Community College District June 12, 2009 Dr. Joyce C Romano Vice President for Student Affairs Valencia Community College

2 Systemic Change at Valencia LifeMap Conceptual Model: LifeMap system development: (and continuing) Atlas system design and development: (and continuing) Re-designed Student Services (Integrated Services Model) design and development: (and continuing)

First Time in College Students Fall to Spring Persistence 86.0% 85.1 84.0% 82.0% 80.0% 78.0% 76.7 79.2 81.6 76.0% 74.

3 First Time in College Students Fall to Spring Persistence 86.0% % 82.0% 80.0% 78.0% % 74.0% % 70.0% 68.0% 66.0% VCC Institutional Research: Indicator 4.1; 5/26/2009

5 58 57 56 2000-01 2003-04 2004-05 2005-06 2006-07

4 First Time in College Students Fall to Fall Persistence VCC Institutional Research, Indicator 4.1, 5/26/2009

5 Average Number of Credit Hours Fall terms Number of Credit Hours Fall 1994 Fall 2000 Fall 2003 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Source: Student Characteristics Reports JR REV.prs/lyenke

6 Degrees Awarded (Based on Data) #1 Two-Year College in Associate Degrees Awarded (#4 for all colleges) #5 Two-Year College in Associate Degrees Awarded to Hispanic students (#7 for all colleges) #14 Two-Year College of Associate Degrees Awarded to African-American students. (#20 for all colleges) Community College Week, June 20, 2008

7 END-TO-END PROCESSES (Collegewide Engagement and Integration) LEARNING OUTCOMES (TVCA) LEARNER DEVELOPMENTAL ADVISING (LIFEMAP) TECHNOLOGY (ATLAS)

8 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 Outcomes What Motivated Valencia to Begin Systemic Change 75% of students were required to take at least one college-preparatory course Completion rates of college preparatory course

9 Student Success Outcomes What Motivated Valencia to Begin Systemic Change 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

10 Discussion Question What do you want to change?

11 Literature and Research Hossler and Schmit, 1990 Tinto, 1975 Frost, 1991 O Banion, 1975 Gordon and Sears, 1997

12 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)

13 Career Planning Model (O Banion, 1975) Life Goals Career Goal Educational Goal Course Choice Schedule

14 Gordon & Sears (1997) Career Decision Making Model Exploring Majors TAKING STOCK Exploring Self Making A Decision Implementing Your Decision Exploring Occupations

15 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

16 Connection and Direction Students 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

17 Discussion Question What is your conceptual framework for student success? - Student success would improve if..

18 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.

19 LIFEMAP sm : Ideal Model of Student Progression College Transition Introduction to College Progression to Degree Graduation Transition Life Long Learning

20 Each LIFEMAP sm Stage Outcomes Performance Indicators Guiding Principles Interventions

21 From a Model to a System Gap Analysis and Re-alignment LifeMap sm 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

22 Conceptual Model Goal: Student Self-Sufficiency A As AS as S

23 LifeMap sm Valencia s Developmental Advising Model The 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

24 Student 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.

27 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

31 Professor Helen Clarke, English

32 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 selfsufficiency Encourage connection through on-line learning communities.

36 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.

37 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

38 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

39 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

40 Critical 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

41 LifeMap: Initial Indicators LifeMap surveys 2001 & /96% had an educational goal, 46/ 51% had it written down My Educational Plan July 2008 over 55,000 students had a MEP Fall % of First Time in College students had an MEP Course taking patterns with MEP Added Advisor feature to MEP

42 LifeMap: Student Focus Groups 3 groups/ 10 students each yrs old; 1 over 25 yrs 1 of the yrs did not have an MEP Asked them about their educational planning habits how did they choose classes each term?

43 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

44 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)

45 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)

46 LifeMap Web Sites Developmental Stages Strategies (My LifeMap Tab) User name: catlas Password: Strategic Self-Study Topics

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

48 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

CI at a Glance. ttp://www.csuci.edu/about/

CI at a Glance. ttp://www.csuci.edu/about/ CSU Channel Islands CI at a Glance Youngest CSU Campus (founded in 2002) Location: Camarillo,Ventura County Enrollment: 6,900 students New residence hall, dining hall, and STEM facilities Research Station