engaging the internal and external community in student completion

Engaging the Internal and External Community in

Student Completion

Success is what counts. 2

Lorain County Community College (Elyria, OH)AtD College Since 2011

Lorain County Community College

, an innovative leader in education, economic, community and cultural development, serves as a regional catalyst for change in a global environment through accessible and affordable academic and career-oriented education, lifelong learning and community partnerships.

Educ

ation Econ

omy

Com

mun

ity Cultu

re

LCCC’s Four Cornerstones

http://www.youtube.com/watch?v=w_LH3F5rFd4&feature=player_embedded

http://www.youtube.com/watch?v=w_LH3F5rFd4&feature=player_embedded


Lorain County Community College

About LCCC The only community college in Ohio that offers a University

Partnership, which enables people to earn bachelors’ and masters’ degrees from any of eight Ohio universities without leaving the LCCC campus.

Named as one of the top 120 community colleges in the United States – and the only one in Ohio – by the Aspen Institute

The first college in the state to build an advanced technologies center for business and industry.

The largest provider of e-learning programs in northern Ohio.

Acknowledged by the Ohio Partnership for Excellence in 2001 and 2006 with the Tier 3: Achievement for Excellence Award.


Market-DrivenCompletion

Building TalentCollege Readiness

K-12 Initiatives Associate Degree and Certificate Programs

Bachelor and Master Degrees through University Partnership

• Post-Secondary Enrollment Options

• Early College High School

• College Tech Prep• Project Lead the

Way• Dual Enrollment• College for

Kids/Teens• KnowHow2Go

(to college)

120 plus Associate Degree and Certificate ProgramsFall 2012: Mobile Device Application

Development MajorFall 2011: Alternative Energy, Solar

Technology MajorCulinary Arts Major

Fall 2009: Alternative Energy Technology, Wind Turbine Major

Allied Health and NursingArts and HumanitiesBusiness (including

ENTREPRENEURSHIP!)Engineering Technologies

Health, Physical Education and Recreation

Science and MathSocial Sciences and Human Services

Over 40 Bachelor and Master Degree Offerings •Ashland University•Bowling Green State University•Cleveland State University•Hiram College•Kent State University•Ohio University•University of Akron•University of Cincinnati•University of Toledo•Youngstown State University

13,800 students (Over 100% increase since 2000) 3,000 students


Planning Year Strategies for Engaging Stakeholders

Leveraging Existing Campus Forums LCCC Board of Trustees Meetings Operations Council Administrative Leadership Team Meetings Deans Council Convocation Activities Adjunct Faculty Conference Faculty Development Days Academic Division Meetings Faculty Brown Bag Sessions Student Forum with the President


Strategies for Engaging Stakeholders (continued) Using Technology to Present Data, Solicit Feedback, and

Prioritize Options Survey Monkey SharePoint Site on Completion Groupware and polling technology

Using Focus Groups Faculty and Staff Students

Using Internal Stakeholder Engagement Process Using the college’s visioning process to engage the

broader community


Faculty Engagement

Convocation & Professional Development Days (2) Additional faculty Sessions

• Initial meetings of the Student Success Council• Faculty Engagement Rounds 1, 2, & 3• Academic Division Meetings October, November, &

December Brown Bag Sessions

• Focus on CCSSE results and why there are gaps in our performance/very interactive


Adjunct Faculty Conference Adjunct Faculty Advisory Committee (2 representatives

from each academic division), Fall and Spring meetings Engagement strategies

• SharePoint/lorainccc.edu/completion• Survey monkey• ANGEL LMS orientation course and video clips• Focus groups

Adjunct Faculty Engagement


Staff Engagement

Parallels Faculty Engagement Sessions to ensure all staff have the opportunity to engage in student success and completion Rounds 1, 2, & 3, October, November, & December

Completion Agenda was included in the President’s Forums held the week of November 4

Part Time Staff invited and encouraged to attend all staff sessions


Student Engagement President led 3 Student Forums to focus students on

completion. Student focus groups were convened November 22 –

December 1● Focus groups included students belonging to the 4 student

populations identified in the data and prioritized after faculty and staff engagement sessions.

• Student senators photographed the most and least engaging learning spaces at the College.

♦ They kept a journal as they took photographs.♦ Their comments and photos were used to create a montage.


Partner Engagement

Achieving the Dream & Completion By Design AtD Coaches and keynote speaker, Kay McClenney on Campus for 2011

Convocation

LCCC hosted a CBD cadre retreat December 5 and 6.

AtD Coaches’ first site visit, December 12 & 13

2012 Convocation keynote speaker, Suzanne Walsh


Community Engagement (External Stakeholders)

LCCC extended engagement sessions to the larger, external community by: Aligning internal listening and learning sessions with the

College’s visioning process Incorporating AtD and CBD data into the external listening

and learning sessions Producing Vision 2.0


Campus Engagement TimelineUsing Design Thinking to Integrate Our Work 2011-2012

Completion AgendaATD/CBD October November December January February March April May June

Faculty Division Meetings October 3 November 7 December 5

Faculty Brown Bag Sessions w/CCSSE Data

October 20 November 15 & 21

March 22 & 23 AM & PM

CBD Columbus RetreatOctober 27

Adjunct Faculty Sessions Nov 15 Mar 29

Faculty Sessions Dec 12

Staff Sessions October 6 (Session 1)October 31 (Session II)

November 3(Session III)

December 7 AM & PM (Session III)

Staff Quarterly Updates w/Dr. Church

November 10 & 11

Student Focus Groups November 22,28,29,30

CBD Cadre Retreat at LCCC December 5 & 6

ATD Coaches on Campus December 12 & 13

April 4 & 5

Logic Models and Evaluation Plans

ATD and CBD Plan Proposals CBD Due April 30

ATD Due May 15


Breakout Session

What have you learned that might increase engagement of your stakeholder group with the completion agenda?

What challenges or obstacles to engagement might your stakeholder group encounter and how would you resolve them?

Report Out Share one take-away from your discussion.


ENGAGEMENT ON STERIODSVision 2.0 – Designing Our Future

External Listening and Learning Sessions 70 External Listening and Learning Sessions engaged over 1,000 external stakeholders Represented Agriculture, Arts/Culture, Civic, Economic/Workforce Development, Education, Faith-Based, Government, Health/Human Services, Not-for-Profits, Minority/ethnicities, Low Income, Older Adults, Philanthropy Answered 3 questions● What are the trends taking place in your area?● How have you connected with LCCC?● What would be a Building Block Idea for Lorain County’s College of the Future?


Vision 2.0 – Designing Our FutureInternal Listening and Learning Sessions

Internal Engagement included 20 sessions with over 300 participants.

Represented LCCC Staff, LCCC Full-Time Faculty, LCCC Part-Time Faculty and LCCC Program Advisory Committees.

Participants described trends seen in different areas on campus, what the future might hold, and submitted Building Block Ideas for Lorain County’s College of the Future.


Vision 2.0 Designing Our FutureVision 2.0 Council

Comprised of 100 people, 50 from the external community and 50 from the internal family. Quantitative data as well as qualitative listening and

learning opportunities focused on LCCC’s Four Cornerstones: Education, Economy, Community and Culture.


Vision 2.0 – Designing Our Future

Priority # 1: Drive Student Completion & Success Improve College Readiness Reduce Time and Cost of Degree Completion Encourage Early Connection to Careers Embed Real World Experiences Strengthen Student Support and Engagement Launce Personalized Interventions.


Cost Savings Initiative (CSI)

Rounds 1, 2, & 3 in March, April & May Focused identifying cost savings and opportunities for

reallocating existing resources to accomplish, among other things, Vision 2.0 including Priority # 1: Drive Student Completion & Success


Engagement process

Round I: Raising Consciousness

Purpose: - Familiarity with Loss-Momentum Framework- Share & process CRCC data analysis- Identify challenges at the point of Connection, Entry, Progress, Completion

Round II: Working Through (Deliberation)

Purpose:- Share key themes from Round I (so people know they have been heard)- Identify conflicting values, tensions, consider tradeoffs - Weigh options and choices to improve student success - Start moving toward common ground

Round III: Resolution

Purpose:- Share key themes from Round II- Identify further solutions related to student success- Begin prioritizing strategies or interventions for student success (including low hanging fruit)- Start identifying interventions or strategies we can take to scale (i.e., transformative)


Data & Feedback from Round 1 Engagement

Re-Cap• Introduced Achieving the Dream

& Completion by Design Loss-Momentum Framework

• Data Presentation:• CCRC Student Completion Data for

Ohio Cadre• LCCC Baseline Student

Completion Data• Analysis of our current student

body• Engagement Process:

• Discussion about our greatest challenges at each point along the Loss-Momentum Framework

Top Challenges Identified:• Limited Career Counseling &

Academic Advising (137 small group comments logged (80 from faculty and 57 from staff)

• College Readiness: 98 small group comments logged (62 from faculty; 36 from staff)

• Uniqueness of Populations We Serve: 100 small group comments logged (42 from faculty; 58 from staff)

• General Lack of College Support Services/Need for Enhanced Case Management: 68 small group comments logged (32 from faculty; 36 from staff)


Developmental education (1-2 Subject areas)

CCRC Research Engagement ThemeCollege readiness among top 2 greatest challenges identified by LCCC faculty& staff (98 small group comments logged on this topic!)

Analysis of Current Student Body

Comprises 53% of our current student body (6,960 students)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcome by Ini-tial Placement Level Still enrolled

at college in Year 5 with 30+ college creditsBachelor's (other inst.)Transferred to 4-Year in-stitution with no awardCertificate or associate (other inst.)Transferred to 4-Year in-stitution with an awardBachelor's degree (start -ing inst.)Associate degreeCertificate ≥ 1 yr.Certificate < 1 yr.


Population: Developmental Education Students Comprises 53% of our current student body (6,960 students) Demographic Profile

79% While; 9% African American, 9% of Hispanic origin

65% Female; 35% male 11% are < 18; 52% are 18-24;

23% are 35-44; 9% are 35-44; 6% are 45 + Enrollment Status

60% are PT; 40% are FT Credit Hours Passed Towards GPA 39% with 11 or <; 32% with 12-

37; 17% with 38-62; 11% with 63 + credit hours

Years Since First Enrolled: 58% 2 years or <; 19% 3-4 years;

13% 5-9 years; 9% 10 + years Top 10 DECLARED Academic Plans Nursing (1,058) Universal Arts (890) PSEO (631) Undecided (622) Universal Science (512) Business Admin – Mgmt (305) Physical Therapy Asst (193) Diagnostic Medical Sonography (187) Radiologic Tech (185) Practical Nursing (165)


Undecided/non-attempters

CCRC Research Engagement ThemeLimited career counseling & academic advising/planning among top 2 greatest challenges identified by LCCC faculty/staff (137 small group comments logged)

ADDITIONAL ANALYSIS2011 CCSSE Data: Use of career counseling and academic advising/planning among lowest scores BUT very important to students

Entered in Year 1

Entered in Year 2

Entered in Year 3

Entered in Year 4

Entered in Year 5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcomes: Concentrators by Year Entered a Concentration

Still enrolled at college in Year 5 with 30+ col-lege creditsBachelor's (other inst.)Transferred to 4-Year institution with no awardCertificate or associate (other inst.)Transferred to 4-Year institution with an awardBachelor's degree (start-ing inst.)Associate degreeCertificate ≥ 1 yr.Certificate < 1 yr.


Population: Undecided (no major concentration)

Comprises 46% of current student body (5,952 students) Demographic Profile

76% White, 12% African American; 8% Hispanic Origin

61% Female; 39% Male 22% < 18; 46% 18-24; 16% 25-

34; 9% 35-44; 7% 45+ Enrollment Status 64% PT; 36% FT

Credit Hours Passed Towards GPA:

80% with 11 or <; 18% with 12-37; 2% with 38 + credit hours

Years Since First Enrolled 84% 2 years or <; 5% 3-4 years; 3% 5-9 years;

8% 10 + years Some students have “declared” a major but

NONE have completed at least 9 credit hours in any major area of study

PSEO (1,082) Universal Arts (656) Nursing (614) Undecided (549) Universal Science (411) Bus Admin-Mgmt (257) Early College (201) Physical Therapy Asst (141) Radiologic Tech (109) Diagnostic Medical Sonography (104)


Liberal Arts & Science Persisters: 5 years +

CCRC Research Engagement ThemeUniqueness of populations we serve among top 3 greatest challenges identified by LCCC faculty/staff(i.e., life challenges contribute to longevity)


Comprises 8% of current student body (1,030 students)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcomes: LAS Concentrators by Subfield

Still enrolled at college in Year 5 with 30+ col-lege creditsBachelor's (other inst.)Transferred to 4-Year insti-tution with no awardCertificate or associate (other inst.)Transferred to 4-Year insti-tution with an awardBachelor's degree (start -ing inst.)


Population: Transfer Students (LAS) Comprises 8% of current student

body (1,030 students) Still enrolled at college in year 5 with

30+ credits Demographic Profile

77% White; 10% African American; 9% Hispanic Origin

72% Female; 28% Male 26% 18-24; 45% 25-34; 18% 35-44;

12% 45 + Enrollment Status 76% PT; 24% FT

Credits Passed Towards GPA 40% with 30-49; 32% with 50-69 credits;

19% with 80-99 credits; 14% with 90 + credit hours

Years Since First Enrolled 45% 5-9 years; 55% 10 + years Top DECLARED Academic Plans Universal Arts (145) Universal Science

(58) Human Services (33) Some of these students have DECLARED majors in applied areas but have taken all course work in liberal arts and sciences (i.e., the analysis framework)


Career & Technical Education Persisters: 5 years +

CCRC Research Engagement ThemeUniqueness of populations we serve (i.e., life challenges contribute to longevity) among top 3 greatest challenges identified by LCCC faculty/staff


Comprises 5% of current student body (683 students)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%5-Year Highest Educational Outcomes: CTE Concentrators

Still enrolled at college in Year 5 with 30+ college creditsBachelor's (other inst.)Transferred to 4-Year insti-tution with no awardCertificate or associate (other inst.)Transferred to 4-Year insti-tution with an award


Population: Applied Concentrators (CTE)

Comprises 5% of current student body (683 students)

Still enrolled at college in year 5 with 30+ credits

Demographic Profile 80% are White; 9% are African American;

8% are of Hispanic origin 69% Female; 31% Male 19% are 18-24; 42% are 25-34; 23% are 35-

44; 13% are 45 + Enrollment Status

79% PT; 21% FT Credits Passed Towards GPA

22% with 30-49 credits; 33% with 50-59 credits; 26% with 70-89 credits; 19% with 80-99 credits

Years Since First Enrolled 49% 5-9 years; 51% 10 years + Top DECLARED Academic Plans Nursing (201) Business Admin- Mgmt (54) Universal Arts (36) Accounting (27) Practical Nursing (23) Radiologic Tech (21) Network Comm Tech (18) Police Science (16) EET Computer Maint:

Networking (15)


Feedback from Round 2 Engagement

Options Discussed to Address Dev Ed Challenges

• Expand Tutoring• Mandatory Academic Student Advising/Counseling• Pre-College Refresher Courses/Boot Camps Prior

to Assessment (COMPASS)• Redesign of Developmental Education Courses

(Structure, length, size)• Mandatory completion of developmental education

courses prior to college level course registration• Limit overall number of courses developmental

students can take at a time?Better K-12 Communication/Interface

• Alternative Educational Options for Developmental Education StudentsConceptualize more strategies to help build student confidence and motivation throughout developmental course work, including student incentives/rewards for achievement

Options Discussed to Address Delayed Entry into a Major

• Mandatory Career Counseling • More Career Awareness/Exploration Activities• Combine SDEV 101 (College Orientation) and

SDEV 103 (Career Exploration) into One 3-Hour Course

• Utilize More Career Assessment/Interest Inventories to Help Students Select a Major That Is More Suited for Them

• More Work-Based Learning Integrated into Academic Programs

• Strengthen Communications/Marketing Strategies


Using Technology to Further Engage the Campus

www.turningtechnologies.com

Key pad polling (clicker) Can rank several choices by priority order Instant results and graphics for group

www.polleverywhere.com On-line software – free to groups of 40 or less Can have open-ended questions Can rank top choice (not multiple) Instant results and graphics for group

http://www.turningtechnologies.com/

http://www.polleverywhere.com/


Round 3 Engagement: Prioritization of Strategies

Developmental Education

0 1 2 3 4 5 6 7 8 9

Enhanced Tutoring

Mandatory Advising

Refresher Courses Prior to COMPASS

Redesign DE Courses

Mandatory Completion of DE courses prior to college…

Limit Overall # Credits DE students take at once

Better K12 Interface

Alternative Ed Options for DE students failing…

Strategies to Incent, Reward, Build Confidence FacultyStaff IStaff II


Round 3 Engagement: Prioritization of Strategies Delayed Entry/Undecided Population


Maintaining Engagement During Implementation

Creation of a Faculty Liaison position

Development of a Completion Core Team to merge completion initiatives

Reorganization of Work Teams to improve efficiency


Creation of a New Faculty Liaison Position to Facilitate Faculty Engagement

Ensure the AtD priorities and interventions and the CBD strategic priorities are implemented in a way that reflects the faculty’s engagement and voice throughout the implementation

Facilitate faculty work on curriculum revisions Chair a committee formed to determine the role faculty

will play in advising Serve as the faculty liaison on the ad hoc committee that

is planning professional development for faculty Assist with writing proposals and reports


COMPLETION CORE TEAM

CAREER ADVANTAGE TEAMSTUDENT SUCCESS DATA TEAM

REGISTRATION EXPERIENCE TEAM

SUPPORT SERVICES TEAM

CONNECTIONInterest to Application

ENTRYEnrollment to Completion of

Gatekeeper Courses

PROGRESSEntry into Course of Study to 75%

Requirements Completed

COMPLETIONComplete Course of Study to

Credential with Labor Market Value

NOT COLLEGE

READY

H.S. GRADUATE

ABLE/GED BASIC SKILLS

K-12/COLLEGE PARTNERSHIPS

TEAM 1:The Connection

Team

A. Increase Preparedness Prior to ReassessmentB. Support Early Career ExplorationC. Continue Sharing Success Data With H.S. Superintendents D. Replicate Lessons of Early College H.S.

COLLEGE/CAREER

ASSESSMENT

A. Test Early For College PreparednessB. Use Multifaceted Indicators

REDESIGN of DVED

TEAM 3:The DVED REDESIGN

TeamA. MathB. English and

ReadingC. Content for

Reassessment

MAKING PROGRESSTEAM 4 : The Career Advantage Team (CA)TEAM 5: The Transfer and Applied Team (TA) A. Embed Experiential and Contextualization Education in All Programs (TA) B. Implement Tools for Early Career Exploration, i.e., MyPlan (CA)C. Redesign Programs to Include Stackable Certificates (TA)

COLLEGE READY

H.S. JUNIOR/SENIOR

H.S. GRADUATES

POTENTIALSTUDENTS

REDESIGN of the LCCC Registration

ExperienceTEAM 2:

The Registration Experience Team

A. Mandatory OrientationB. Identify Assessment toolsC. Implement MyCAPD. Front End RedesignE. Financial Literacy

TRANSFERAA/AS

UNIVERSITY/COLLEGEPARTNERS

JOB & CAREER

AASINDUSTRY PARTNERS

LORAIN TEAMS AND STRATEGIES FOR STUDENT SUCCESS

COMPLETING WITH SUCCESSTEAMS 4 & 5

A.Multiple Strategies to Connect Students to Career and Educational Goals (CA)____________

CBD CADRE-WIDE TEAMS

A. Work to Support OACC and JFF In Efforts To Build a Policy Environment


Contact Information

Jonathan [email protected]

Marcia [email protected]

Stephanie [email protected]

Karen [email protected]

mailto:[email protected]




engaging the internal and external community in student completion

Documents

broader community success

community colleges

external community

community partnerships

students success

president success

cornerstones success

ohatd college