Supporting FY Students: Title III Team Observations The Title III Team shares updates and observations made during the first three years of this five-year grant focused on increasing success and persistence among First Year students.
Project Personnel Project Director Tania Crawford Gross Megan Douthitt, Administrative Assistant First Year Center Nate Smith, Director Faculty Studio Marcy Dickson, Director Data JeanEllen Melton, Data Analyst FY Coaching DeShay Cooper, First Year Coach Peer Mentor Program Annie Denton, First Year Coach, Peer Mentor Coordinator Bryan Haydon, Asst. Peer Mentor Coordinator Lead Instructors Peer Mentors
Grant Basics Project was developed as a collaborative effort with participation from Academics and Student Development Funded through the U.S. Department of Education Originally submitted in 2012 and funded down from the 2013 list of grantees Total Award is $2,247,728 over 5 years (based upon achieving objectives)
Grant Basics Three main components Develop a structured, high-impact first year student services program Reform developmental and general education curriculum Develop timely access to and effective use of data for staff and faculty
Objectives review Year #1 Redesign of developmental courses to reflect collaborative & technology-rich activities Increased knowledge of best practices in first year student services Year #2 Pilot FYE courses linked with developmental courses Accelerated Math courses Collaborative/tech rich Biology & Chemistry courses Targeted services for students in FYE pilot courses (case management, FY activities, etc.)
Objectives review Year #3 Accelerated Writing ENG 100/101 Collaborative/Tech Rich History 108 & 109 Tracking students using Early Alert and development of web-based education and career plan Data Access for Student Support staff
First Year Orientation Focused Information Videos Orientation Leaders & Breakouts Polling Software Google Voice Appointment Texts
First Year Online Orientation Customizable Module Flexibility User-Friendly Visually Appealing
FYC Peer Mentoring Began Fall 2015 12 Credits, 3.0 GPA, Interview In-Depth Training 3 8 Mentors each semester Multiple Campuses 1000 Contacts in 2015-16 1130 Contacts in 2016-17
Mentor Services Class Embedding Workshops Tutoring Referrals Engagement
Intrusive Advising Intrusive advising involves intentional contact with the goal of developing a relationship that leads to increased academic motivation and persistence. Jennifer Varney NACADA Academic Advising Today Intrusive Advising is the primary tool of the FYC. Proactive Frequent Contacts Follow-ups Starfish Referrals Peer Mentors
FY Cohort Engagement & Retention 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Fall to Fall Retention Among First Year Students Fall 2011 - Fall 2012 Fall 2012 - Fall 2013 Fall 2013 - Fall 2014 Fall 2014 - Fall 2015 Fall 2015 - Fall 2016 Fall 2016 - Fall 2017* Institution Grant Cohort Met with FY Coach Visited the FYC Met with a Peer Mentor 2015-2016 75% 60% 14% 2016-2017* 63% 58% 14%
Team-Based Learning/ Collaboration Evidence based collaborative learning teaching strategy preparation in-class readiness assurance testing application-focused exercise.
Team-Based Learning/ Collaboration Learners must complete preparatory materials before a class or the start of a new topic Materials may be text, visual or other, and set at a level that is appropriate to the students and the course.
Team-Based Learning/ Collaboration Transforms small groups into teams a technique into a strategy the quality of student learning (for instructors), restores the enjoyment of teaching
Workshop Courses Year 2: MAT 96 + MAT 150 100% 80% Year 3: ENG 100 + ENG 101 60% 40% 20% 0% 100% 80% 60% 40% 20% 0% Non-Paired 150 Paired 150 ENG 101 non-pilot ENG 101 + 100
Paired Courses Year 2: FYE 105 + Developmental Courses 80.00% 60.00% 40.00% 20.00% Pilot Sections All Sections 0.00% ENC 90 MAT 11 RDG 20 Year 3: No Paired Courses in the grant Year 4: FYE 105 + PSY 110, RDG 100 + COM 252 RDG 100 + BIO 120
Technology Google Voice Increased Availability Convenience Enhanced Communication Privacy
Technology Polling Apps Engage students in the class Students want to use their phones anyway Review material in a fun way
Technology Jing & Screencast Easy Screen-Recording Easily share videos on Blackboard, e-mail, Facebook Provide students tips or a quick review http://www.screencast.com/t/vytabsccumpl
Resources/ Topics for Title III Instructors Resources Title III Library Technology checkout Clickers Tegrity Support/Training Topics Web Accessibility Copyright Instructional design Technology Learning modalities Teaching methods/approaches
Upcoming Objectives Year #4 FYE 105 linked with Psychology Combined RDG 100 & COM 252, BIO 120 Pilot cohort targeting academically underprepared students (IRW 85) Use of data by Developmental Education faculty
Upcoming Objectives Year #5 Collaborative/technology-rich College Algebra and math courses Pilot cohort targeting first generation/under represented minority student Use of data by General Education faculty
Summative Objectives By the end of the project period Fall 19, the BCTC fulltime first year to second year retention rate is six percentage points higher (61%) than the Fall 12 retention baseline (55%). By Spring 19 the average success rate for students in high-risk developmental (48.2%) and general education courses ( 61%) increase by at least 8 percentage points. By Summer 19, the three year completion rate increases to 25% over the 2012 baseline 20%.
Questions