Emerging Ideas Exchange
The Emerging Ideas Exchange session will highlight strategies from more than 25 Achieving the Dream Colleges that show great promise of success and/or demonstrates the use of innovative technology. ATD Colleges and community college organizations will share what they are learning and implementing. DREAM participants are invited to visit the displays to learn about various strategies and to collect contact information. This session will take place in the Exhibit Hall on Wednesday afternoon.
Anne Arundel Community College
Technology-Intensive Models for Accelerating Students Through Developmental Mathematics
In response to Maryland’s College Career Readiness and College Completion Act of 2013, Anne Arundel Community College is providing multiple pathways for Developmental Mathematics acceleration. A robust redesign program allows opportunities to accelerate using a modularized-technology intensive format. Fast-track options are available for completing two courses in one semester including Intermediate Algebra paired with College Algebra or Statistics. Learn about AACC’s accelerated pathways and how technology is integrated as an essential component to student success.
Atlantic Cape Community College
Developmental Mathematics Boot Camp Using Prescriptive and Diagnostic Software
Math Boot Camp is a method with which we re-designed remedial mathematics to: • Improve student retention in Developmental Mathematics • Improve student success rates in Developmental Mathematics • Provide a fast-track to College Level Mathematics Project Strategy was to provide a summer boot camp as an option to High School graduates scoring within a decision zone on the AccuPlacer. Students worked on prescribed modules while a Faculty member and supplemental instructor assisted one-on-one or with mini lectures. The boot camp was a four day non-credit workshop.
“Return on Education” through Degree and Career Pathways in MyEdu
MyEdu provides free, learner-centric, academic planning tools to define degree pathways and stay on track to graduate. Learners develop rich, multi-dimensional profiles that represent their educational investments and outcomes in courses, programs, projects, community service, and work experience, providing valuable, detailed evidence of learning. They can understand their own "return on education" and watch it grow. And MyEdu connects learners directly with employers who use these profiles to discover what talents learners bring to the job as they pursue their career goals.
Carnegie Foundation for the Advancement of Teaching
Learning to Improve
Central Piedmont Community College
Closing the Achievement Gap of African-American Males at Central Piedmont Community College
AA Males at CPCC significantly lag behind other demographics in retention and completion/graduation. Dedicated faculty and staff have developed creative low or no cost ways to address this achievement gap. Our table will display the many initiatives completed that demonstrate our desire to increase the success of AA males. Our display will include data, pictures, testimonials, and details of projects and programs completed as part of ATD. Our "cool tools" are the easily adoptable no cost initiatives that we hope will assist other colleges in increasing the success of their AA males.
Community College of Allegheny County
AAC&U Developing a Community College Student Roadmap
The Roadmap Project is designed to help community colleges create robust and proactive programs of academic support—tied to expected learning outcomes—that engage students at entrance and teach them, from the outset, how to become active partners in their own quest for educational success. Roadmap colleges are working to take what are often isolated and independent student success efforts and create integrated roadmaps to support both student persistence and higher levels of academic achievement. Participating ATD institutions will share their Roadmap projects.
Doña Ana Community College
Performance-Based Assignments, Critical Thinking and the Link to Assessment of Student Services
Doña Ana Community College has for the last few years integrated the use of performance-based assignments to elicit critical thinking in the classroom and across the college. The college has expanded this initiative to include performance-based assignments we use to assess student awareness of key Student Services such as financial aid and academic advising. Data and analysis as well as testimonials will be available on how we successfully merged an academic, classroom intervention into a more meaningful tool to better understand students, learning and their academic experience.
Houston Community College
Crossing the Bridge: Lessons from a Puente Start-up in Texas
The Puente project is designed for students of all ethnicities and backgrounds entering college at a developmental English level. Students are supported during their first year at the community college by working in a cohort, receiving guidance from a mentor, and learning student success course skills. Join us as we relate our experiences recruiting students for this program, training mentors, and involving students’ families. Celebrate with us as we champion the cause, and share our plans for a second year.
JBL Associates, Inc.
North Carolina Multiple Measures Research Study
The NC Community Colleges recently adopted the use of HS GPA as a placement measure. Although well-vetted, this is controversial as practitioners worry that some students, especially those with a 2.6-3.0 GPA, may need extra supports to succeed. Guilford Tech, a team of NC colleges, and JBL Associates, Inc. have partnered to develop and implement student support strategies and evaluate their impact on student success to facilitate the understanding of what did and didn’t work.
Lansing Community College
Pathways to Credentials for Developmental and ESL Students
Pathways to Credentials for Developmental and ESL Students presents a variety of strategies that Lansing Community College has used to implement a Pathways to Credentials approach in a redesigned developmental reading and writing program and to incorporate a focus on credential completion for ESL students. Strategies include curriculum redesign, use of multiple measures for placement and advancement, technology integration, contextualized instruction for support of concurrent enrollment in college classes, and English Language Training certification.
Gulf Coast Partners Achieving Student Success - Layered Engagement, Wrap Around Support, Success for ALL!
Gulf Coast Partners Achieving Student Success is a partnership between Goose Creek CISD and Lee College ensuring all high school seniors complete the compulsory college enrollment steps prior to graduating high school. They engage every level of the organizations, the community, parents and the students to provide wrap around support helping seniors transition into college. The partnership has developed with both partners committed to communicating the shared goal of increasing student success in and through the entire education continuum Pre-K-16 into a career.
Lone Star College System
A FYE Outcomes Data Collection Tool that Engages Students, Instructors, and Advisors in Monitoring Progress
This idea exchange will share a data collection tool and process for engaging students, faculty, and student services personnel in tracking, monitoring, and reporting progress towards First-Year Experience Outcomes embedded in Lone Star College's Student Success Course. Examples of how data obtained were utilized for identifying gaps in existing program components will be included. In addition, presenters will highlight how the tool assisted in streamlining and improving reporting processes associated with several institutional Student Success Initiatives.
Lower Columbia College
Placement + Mastery (not Emporium) = Successful Math Reform
Over 4 years, Lower Columbia College has successfully reduced their pre-college math sequence from 20 to 15 credits, split 5 credit pre-college math classes into 3 and 2 credits for “variable” credit options, developed a homegrown placement test that better reflects the curriculum, revamped self-paced learning with a new math achievement center, established a high school transcript placement agreement by aligning curriculum with local districts, and created placement preparation options (math boot camps). Two years of data show its working – increased success and retention!
Northeast Wisconsin Technical College
Faculty Development Progression Structure-Faculty Development for Student Success
A primary component in achieving student success is highly talented faculty, knowledgeable in high impact practices. NWTC created a Faculty Progression Structure (FPS) which achieves instructional excellence and high accountability. It builds on the foundation set during NWTC’s Instructor Preparation Academy supporting continued growth for all faculty, reinforcing the values, mission and vision of NWTC. The FPS prepares industry experts to be exceptional faculty with subject matter expertise, instructional excellence and student success as the drivers for progression.
Northeast Wisconsin Technical College
From Tank to Ocean: Successfully Scaling up Starfish Retention Solutions
Join Northeast Wisconsin Technical College, a Leader College and 2014 Starfish 360 Award Winner, to learn how we rapidly implemented and scaled up Starfish Retention Solutions. NWTC used an Integrated Planning and Advising Services (IPAS) grant from the Gates Foundation to accelerate implementation from a small faculty and staff pilot one semester to a college-wide release the next. Learn our tips and tricks for scaling up a college-wide, technology-based advising tool, and how you can help students succeed when your institution is fully engaged in sharing information.
Fast and Focused 8-Week Terms Designed to Support Students Leads to Increased Enrollment and Success
This fall, Odessa College converted to an 8-week term schedule. The new course delivery schedule was developed in response to the changes in students’ needs and lifestyles, as well as modern academic pedagogy. The goals were simple: increase persistence within semesters, retention across semesters, and completion to degree, transfer or terminal outcome. We were confident this transition would support the overachievers, the working students, and the academically struggling students reach their goals and do MORE...and the preliminary data from this fall is promising.
Passaic County Community College
Acceleration Options for English Language Learners
Stop by the Passaic County Community College table and find out about a new kind of ESL program. Our ESL accelerated learning program empowers and challenges students at three levels: beginning-level pre-academic students, students who are mid-way through the program and upper-level students who are ready to take the academic world by storm. We will describe our program design and share data that show how these options are helping ESL students persist, succeed and accelerate.
The Community College of Baltimore County
A Road Map to Link College Communities to Design a Minority Male Success Initiative
In 2014, CCBC’s was awarded a grant to directly target African American males to provide multiple high-impact practices through a multi-semester program. Building upon the design of an all-African American orientation course, CCBC was able to design a college-wide effort to create an initiative to address African-American male success. This emerging ideas exchange will illustrate the process CCBC took through difficult conversations and effective collaboration across the college to design and implement the Male Student Success Initiative.
The Community College of Baltimore County
The Culturally Responsive Teaching and Training Program at the Community College of Baltimore County - Strengthens the cultural competence of faculty, students, staff and administrators.
The program enhances participants awareness, changes attitudes, adds to the knowledge of others and strengthens their skills at interacting effectively in the field with clients, patients, customers, colleagues—and students. We offer workshops, lectures and training sessions that range from two hours to two weeks. We rely on input from students, faculty and staff advisors and administrators. We also host an annual national conference on Culturally Responsive Teaching in the Fall of each year.
Trident Technical College
Transforming Trident Technical College: Converting to a Compressed Term Schedule
In Fall 2014, Trident Technical College transformed the college’s academic schedule by converting the majority of its classes from 14-week classes to compressed 7-week classes. This display will provide information on the college's schedule conversion process and the the dramatic impacts of compressed-term courses on students’ success across demographic groups.
Tyler Junior College
FYI Academy: Transforming Professional Practice / Impacting Academic Success -- Engage. Inspire. Transform.
FYI Academy is a full-year immersion program for new faculty and combines online with face-to-face professional development. The orientation/onboarding program engages faculty in professional and organizational development creating a culture of high performance, increased effectiveness and both personal and professional satisfaction; inspires faculty to model excellence in their service to students, colleagues, and community; and transforms professional practice from mere content-delivery to learner-centered instruction using best practices.
Tyler Junior College
Remote Online Proctoring - Improving Exam Integrity and Student Retention
Tyler Junior College has implemented a remote online proctoring solution for online students who must take proctored exams but cannot take them at a testing center. We will discuss what led us to this technology and how we have implemented it in a cost-effective way. We will also share the method used to gather data on those students and our plan to use that data to determine whether remote online proctoring improves student retention.
Valencia College's CARE (Continuous Assessment and Responsive Engagement) initiative
Unsatisfied with the traditional approach to early alert implementation, a program development team at Valencia decided to focus on establishing a culture of Continuous Assessment and Responsiveness Engagement (CARE) through a collaborative exploratory process that includes key stake-holders in the work: faculty, students, faculty development, learning support, and student affairs. The CARE initiative is a distributed design model that supports faculty who create their own assessment and engagement strategies through a six-week intensive CARE Faculty Development course.