ATD Transforma,on Ini,a,ves

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1 ATD Transforma,on Ini,a,ves Julia Lawton, Associate Director, Integrated Student Support Strategies Francesca Carpenter, Associate Director, Open Educa,onal Resources Degree Ini,a,ve Richard Sebas,an, Director, OER Degree Ini,a,ve

2 Integrated Student Support Redesign ipass Learning Initiative

This institution shows concern for students

3 This institution shows concern for students as individuals. Student Satisfaction Importance to Students 52% 79% 27% I seldom get the run-around when seeking information on this campus. Student Satisfaction Importance to Students 53% 78% 25% Data soured from Noel Levitz,

4 Integrated Student Support Redesign Course Educa0on, Career, & Financial Planning Coaching, Advising, & Counseling Early Alerts & Interven0on Targe0ng Transfer, Ar0cula0on, & Labor Market Outcomes Learn more about the integrated student support approach at:

5 Student Supports Redefined Sustained Ongoing support rather than an inocula,on approach. Strategic Differen,ated services to maximize capacity. Integrated Services are an integral part of all students experiences, and are not viewed as stand-alone interven,ons. Proac,ve Services and informa,on are provided to students before they re requested. Personalized Students receive the support they need when they need it, from an individual who knows them well. Learn more about what we know about academic supports at: hsp://ccrc.tc.columbia.edu/publica,ons/what-we-know-student-supports.html

6 Value of Technology Ø Enables students to track their progress towards their goals Ø Connects students with support services and informa,on just in,me Ø Enables students to complete many rote tasks on their own online Releases advisor s,me to focus on rela,onship building Ø Empowers faculty, staff, and support professionals by providing quick and easy access to informa,on on mul,ple factors that impact a student s success Ø Facilitates communica,on across func,onal areas and student touchpoints Ø Provides powerful data to inform strategic decisions and refinement of policies and prac,ces Learn more about student avtudes towards using technology in advising at: hsp://ccrc.tc.columbia.edu/publica,ons/student-avtudes-technology-mediated-advising-systems.html Learn more about essen,al components of readiness for technology adop,on at: hsp://ccrc.tc.columbia.edu/publica,ons/ipas-tech-reform-advising-packet.html

7 Pathways Connections Four components of pathways: 1. Clarify the paths 2. Help students get on a path 3. Help students stay on their path 4. Ensure students are learning Learn more about the na,onal pathways model at: hsp://

8 Impact on the Student Experience Status Quo Paths to student end goals are unclear Degree plans are sta,c and don t track student progression Advisors' ability to troubleshoot student issues relies on student selfreport or ini,a,ve Students are shuffled to mul,ple departments and must retell their story to get assistance with ques,ons Advisors are viewed as registra,on clerks and advising is seen as a discrete func,on Integrated Student Support Model Staff help students develop an academic plan through to comple,on that aligns with their career goals Tools enable students, faculty, and staff to monitor student progression and update as student path changes Tools provide data and processes that enable and encourage a proac,ve, personalized approach Students only have to tell their story once because support is coordinated and communica,on is strong Holis,c student support is valued as everyone s role and advisors are seen as guides of the student experience

9 Transformative Change Structural Change Process Change Lays the framework for new behaviors, thereby encouraging improved student experiences throughout the ins,tu,on. Reforms how people do their jobs at an individual level. AVtudinal Change Occurs when individuals start to understand their work and view work processes in new ways. Learn more about how colleges use this approach to transform student support at: hsp://ccrc.tc.columbia.edu/publica,ons/how-colleges-use-ipass-transform-student-support.html

Created a new handoff procedure for navigators passing students to faculty.

10 Case Study: Trident Technical College New posi)ons (restructured exis)ng orienta)on team) of navigators. Moved funds to support physical space repurposing and hiring navigators. Centralized advising under new Director of Academic Advising. Created a new handoff procedure for navigators passing students to faculty. Communicated strategically for buy-in and have created a culture among faculty and support staff whereby they are excited for the current and planned changes. Reassigned Navigators and faculty advisors are their biggest champions!

11 Some Key Lessons Ø Adap,ve leadership at the college level must be aligned leadership at the project level Ø Tell people early and oaen your vision for how this will impact them and their students Ø Place key stakeholders in leadership roles Ø Regularly celebrate early wins as you progress through the work Ø Plan ahead to overcome human resource challenges Ø Design policies and processes with the student in mind at the start, preferably before picking your technology solu,on Ø Build in,me to clean your data when working to implement a new technology

Alignment with Institutional Capacity Framework Approach student support as a func,on of teaching Those most heavily impacted by the change must have a role in designing it Provide the unique support

12 Alignment with Institutional Capacity Framework Approach student support as a func,on of teaching Those most heavily impacted by the change must have a role in designing it Provide the unique support each student needs beyond academics and career Resources may need to be repurposed to achieve redesign goals Frontline staff and faculty use data to decide how to support each student Aligned leadership across senior and project leadership communica,ng a common vision is key Protocols and policies must be designed to achieve desired behavior changes

14 Open Educational Resources A primer

15 Open educational resources (OER) are freely available materials that can be downloaded, edited and shared to better serve all students.

16 Open licenses

17 A textbook case of price gouging

18 Textbook Pricing in Context

19 OER Adoption Ø Improves affordability Ø Improves student success Ø Invigorates pedagogy Ø Does this at scale with OER Degrees

20 ATD s OER Degree Initiative

sufficient number of general education and other elective courses

21 Grantee Goals Offer at least one OER degree with at least one (1) section of every required course and at least one (1) section of a sufficient number of general education and other elective courses Collect and share student data to support the initiative s research and evaluation program

22 Grantee Goals Share all educational materials developed through this project with the public Ensure access by and support for low income students and students of color in their OER degree programs

23 Research & Evaluation Educational outcomes of OER Degrees Economic outcomes of OER Degrees Implementation of OER Degrees

24 Funders and Partners Funders Partners

25 Community Colleges All required courses Select elective courses

26 Engaging Adjunct Faculty in the Student Success Movement

27 The National Landscape Ø We have a need na,onally for thought leadership in addressing the experiences of adjunct faculty 67% of community college faculty na,onwide are adjunct faculty 58% of community college classes are taught by adjunct faculty

28 What Our Students Need Ø Strong correla,on between quality of facultystudent interac,ons and student persistence toward comple,on Effects are especially strong for first-genera,on students, students of color, students from lowincome backgrounds

29 Engaging Adjunct Faculty in the Student Success Movement Ø 2-year planning and implementa,on grant, funded by The Helmsley Trust Great Lakes Higher Educa,on Corpora,on & Affiliates Ø Goal is to develop prac,ces and policies to support adjunct faculty to improve instruc,on and become engaged in student success ini,a,ves

30 Engaging Adjunct Faculty in the Student Success Movement Ø Achieving the Dream provides technical assistance, oversight, and management of all aspects of the project Ø Community College Research Center serves as thirdparty evaluator, documen,ng strategies employed, stakeholder experiences with implementa,on, project outcomes

31 6 Participating Leader Colleges Ø Community College of Bal,more County Ø Community College of Philadelphia Ø Delta College Ø Harper College Ø Patrick Henry Community College Ø Renton Technical College

32 Project Highlights Ø Faculty development ac,vi,es Trainings to promote use of High Impact Prac,ces by adjunct faculty Online seminars on guided pathways

33 Project Highlights Ø Faculty development ac,vi,es two-part Adjunct Faculty Ins,tute Community of Prac,ce required for all new faculty Faculty Learning Communi,es, Teaching Circles Team Teaching partnerships New website featuring video modules on effec,ve teaching prac,ces New online resources in Canvas orient new adjunct faculty

34 Project Highlights Ø Recogni,on and representa,on of adjunct faculty in shared governance Standardized tools for evalua,on of adjunct faculty New roles for adjunct faculty in governance structures Centers for Adjunct Excellence

35 Alignment Across the Framework ipass OER Degree Adjunct Faculty

36 CHANGING INSTITUTIONAL CULTURE TO SUPPORT FINANCIAL HEALTH: A STUDENT SUCCESS STRATEGY

19 COLLEGES IN FOUR STATES Washington Big Bend Community College Clark College Highline College Walla Walla Community College California Cabrillo College Cañada College East Los Angeles College Los

37 19 COLLEGES IN FOUR STATES Washington Big Bend Community College Clark College Highline College Walla Walla Community College California Cabrillo College Cañada College East Los Angeles College Los Angeles Harbor College Los Angeles Southwest College Skyline College Porterville College Arkansas College of the Ouachitas East Arkansas Community College North Arkansas College Phillips Community College of the University of Arkansas Virginia Danville Community College Eastern Shore Community College Northern Virginia Community College Patrick Henry Community College

38 WORKING STUDENTS SUCCESS NETWORK (WSSN) WSSN strategy is based on the Center for Working Families (CWF) approach Goal is to help low-income adults and their families achieve greater economic security by providing a range of supports and services in an integrated and seamless manner

39 CORE AREAS OF AN INTEGRATED SERVICES DELIVERY MODEL Education and Career Services Career and academic advising, job training, job search and placement. Developing an education and career plan. Income and Work Supports Access to student financial aid, public benefits, free tax preparation. Support with FAFSA or scholarship applications, help with access to childcare, transportation, food, and housing. Financial Services and Asset Building Training, information, and tools for students to make informed choices about budgeting and use of financial products such as loans and credit cards. Financial education and financial coaching. Career development and planning services Employment & career services Academic support, tutoring, and assistance Accelerated basic skills training Public benefits information sharing and application assistance Financial assistance/aid Resource fairs Food pantries Emergency grants, housing and transportation assistance Tax preparation education and assistance General financial literacy and management services (banking, credit, debit/bankruptcy, and/or budgeting/money management) Curriculum-driven financial education and money management services (SALT, FDIC, Money Smart, United Way Your Money, Your Goals) Financial coaching

40 Discussion

41 THANK YOU! Julia Lawton, Associate Director of Integrated Student Support Strategies, Francesca Carpenter, Associate Director of Open Educa,onal Resources Degree Ini,a,ve, Richard Sebas,an, Director of OER Degree Ini,a,ve,

Tier II Overview: Readiness, Data-Decisions, and Practices

Tier II Overview: Readiness, Data-Decisions, and Practices Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org Star+ng