Data Team Presentation July 2008 Faculty and Staff Focus Group Data Faculty and Staff Focus Group Data Persistence: First Semester to Second Semester

Data Team Presentation July 2008 Faculty and Staff Focus Group DataData Team Presentation July 2008 Faculty and Staff Focus Group Data

Faculty and StaffFaculty and Staff Focus Group Data Focus Group Data

Persistence: First Semester Persistence: First Semester

to to

Second SemesterSecond Semester

Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData

Review: Four Review: Four ComponentsComponents1.1. What’s Wrong? What’s Wrong? (quantitative data)(quantitative data)

1.1. 25% of TCC’s first-time freshmen were not 25% of TCC’s first-time freshmen were not retained to the second semester. retained to the second semester.

2.2. Why? Why? (qualitative data)(qualitative data)

– Student Focus Group DataStudent Focus Group Data– Faculty and Staff Focus Group DataFaculty and Staff Focus Group Data

3.3. Interventions & Policy ChangesInterventions & Policy Changes– Data-driven strategies to address barriersData-driven strategies to address barriers

4.4. AssessmentAssessment

Data Team Presentation July 2008 Faculty and Staff Focus Group DataData Team Presentation July 2008 Faculty and Staff Focus Group Data

The Four ComponentsThe Four Components

What’s Wrong?(Quantitative

Data)

• Persistence (Year 2-4)

• Reading (Year 3-4)

• Developmental Math (Year 4)

Why?(Student Data)

TopPersistence

Barriers:

Adjusting to collegeAdjusting to college

Balancing school Balancing school and life and life

Textbook issues Textbook issues

Tulsa Achieves Tulsa Achieves

Communication Communication issues with issues with instructors instructors

Choosing coursesChoosing courses

Revised InterventionsNew InterventionsPolicy Changes

1. Orientation

2. Advising

3. Tulsa Achieves Implementation

Assess Impact

Formative:• To what extent did interventions(or policy changes)effectively addresscommon barriers?1. LASSI , pre and post

Summative:• To what extent did interventionsincrease persistence?

Faculty and Staff DataFaculty and Staff Data

Data Team Presentation July 2008 Faculty and Staff Data Team Presentation July 2008 Faculty and Staff Focus Group DataFocus Group Data

Faculty and Staff Data:Faculty and Staff Data:Definition of TermsDefinition of Terms

Focus Groups: faculty Focus Groups: faculty and and staffstaff Targeted Question: “What are Targeted Question: “What are youryour

barriers and challenges in working with barriers and challenges in working with first-semester students?”first-semester students?”

-- Dr. Ken Gonzales, AtD Data Coach-- Dr. Ken Gonzales, AtD Data Coach FrequencyFrequency GroupGroup

SubgroupSubgroup– Barriers/ChallengesBarriers/Challenges


Faculty and Staff Faculty and Staff Focus GroupsFocus Groups

22 focus groups offered per campus* focus groups offered per campus* 77 total groups conducted total groups conducted 6464 total participants total participants

• 25 faculty 25 faculty and and 39 staff39 staff First groups on each campus were mixed First groups on each campus were mixed

groups of faculty and staff volunteers. groups of faculty and staff volunteers. The second focus groups on each The second focus groups on each campus contained only faculty. campus contained only faculty.

**One campus filled one focus group; the second group on that campus was not One campus filled one focus group; the second group on that campus was not attended.attended.


GroupingsGroupings

Data Team classified Data Team classified barriers/challenges into subgroups barriers/challenges into subgroups (categories) and groups (larger (categories) and groups (larger categories) to provide the best overall categories) to provide the best overall understanding of the data.understanding of the data.


General FindingsGeneral Findings

Faculty/staff data results differ from the student data Faculty/staff data results differ from the student data results. Students and faculty/staff voiced different results. Students and faculty/staff voiced different viewpoints and concerns, as might be expected.viewpoints and concerns, as might be expected.

Wide variety of barriers identified on all four campuses. Wide variety of barriers identified on all four campuses.

Some barriers/challenges seemed related to each other.Some barriers/challenges seemed related to each other.

No single barrier was mentioned in every focus group No single barrier was mentioned in every focus group on all four campuses.on all four campuses.

Barriers specific to individual campuses did not occur Barriers specific to individual campuses did not occur frequently overall; College-wide barriers were identified frequently overall; College-wide barriers were identified far more frequently overall.far more frequently overall.


Specific FindingsSpecific Findings

76%76% of all barriers fell into one of of all barriers fell into one of three major groups:three major groups:

– Policies and Administrative Practice (37)Policies and Administrative Practice (37)

– Instruction (27)Instruction (27)

– Student Attitude/Motivation (15)Student Attitude/Motivation (15)

Groupings: Barriers/Challenges Groupings: Barriers/Challenges from Faculty and Staff Working from Faculty and Staff Working with First-Semester Students with First-Semester Students


Policies and Administrativ

e Practices(37)

Instruction(includes Academic

Under-preparation)

(27)

Student Attitudes/Motivatio

n (15)

Resources (11)

3 of 4 campuses

Textbooks(6)

Barriers cited on all four campuses

FACULTY AND STAFF FACULTY AND STAFF BARRIERS AND BARRIERS AND CHALLENGES CHALLENGES

by sub-group and frequencyby sub-group and frequency


Student Attitudes/Motivatio

n (15)

Faculty view of class expectations differs from student Faculty view of class expectations differs from student view of class expectationsview of class expectations

Faculty value system different from student value Faculty value system different from student value systemsystem

Faculty feel unable to get students to understand the Faculty feel unable to get students to understand the consequences of students’ actionsconsequences of students’ actions

Faculty viewed as the adversary by studentsFaculty viewed as the adversary by students Lacking strategy to get students to commit time Lacking strategy to get students to commit time

needed for class assignments/testsneeded for class assignments/tests Students’ passive learning stylesStudents’ passive learning styles Students’ not accepting ownership of their problemsStudents’ not accepting ownership of their problems

Academic Under-preparation 13/27Academic Under-preparation 13/27 Spending too much time teaching prerequisite/basic skillsSpending too much time teaching prerequisite/basic skills Lacking effective methodologies to support developmental Lacking effective methodologies to support developmental

studentsstudents Not enough resources to bring students to college levelNot enough resources to bring students to college level Students lack academic success skills Students lack academic success skills Difficulty maintaining course integrity while working with Difficulty maintaining course integrity while working with

under-prepared students (student placement issue)under-prepared students (student placement issue) Early identification of students needing remediation or Early identification of students needing remediation or

disability accommodationdisability accommodation Not always able to meet students’ needs/basic skills needsNot always able to meet students’ needs/basic skills needs


Instruction(27)

Policies and Administrative Practices

(37)

General policy-related issues 15/37

•Inconsistent/incorrect information listed in catalogs, schedules, degree audits, online systems and programs

•Inconsistent enforcement of prerequisites

•Lack of empowerment within the discipline to make decisions, lack of shared governance

Other Classroom Teaching Issues 7/27Other Classroom Teaching Issues 7/27 Not being able to address course content on multiple Not being able to address course content on multiple

levels (related to academic under-preparation)levels (related to academic under-preparation) Adapting class expectations for students who miss Adapting class expectations for students who miss

class with personal problemsclass with personal problems How to maintain class integrity with students’ How to maintain class integrity with students’

overbooked schedulesoverbooked schedules Faculty doesn’t have a good understanding of some Faculty doesn’t have a good understanding of some

learning disabilitieslearning disabilities Grade inflation pressure from studentsGrade inflation pressure from students


Instruction(27)

Dealing with irate students regarding Dealing with irate students regarding textbook fundingtextbook funding

Not having enough textbooks for studentsNot having enough textbooks for students

Students who can’t afford and/or obtain class Students who can’t afford and/or obtain class textbooks and materials—impact on class textbooks and materials—impact on class integrity and agenda (may be related to integrity and agenda (may be related to financial aid to some degree)financial aid to some degree)


Textbooks(6)


e Practices(37)

Part-time instruction 4

•Relying too much on part-time faculty with insufficient time for training and quality control of part-time faculty

•Difficulty contacting part-time instructorsfor mentoring, coordination


e Practices(37)

Advisement-related issues 4• Faculty not having enough information about withdrawal statistics

•Lacking sufficient personnel to process student records for student advisement

•Students bypassing advisement (faculty statement)

• Faculty lacking correct/enough information concerning student background/competencies


Instruction

(27)

Online Courses 4Online Courses 4• Not having enough time to teach course Not having enough time to teach course

content because of teaching technology content because of teaching technology skillsskills

• Online students lacking proper information Online students lacking proper information and advisementand advisement

• Student resistance to using My TCC e-mail Student resistance to using My TCC e-mail and Blackboard and Blackboard


e Practices(37)

Financial Aid 4

•Students having difficulty processing through financial aid and other services

•Unresolved student financial aid issues

•Can’t process in a timely manner late applications for financial aid

•Can’t purchase books because of financial aid

Summary: Top Summary: Top Barriers and Barriers and Challenges for Faculty and Staff Challenges for Faculty and Staff

Student attitudes/motivationStudent attitudes/motivation

Academic under-preparation Academic under-preparation

General policy and administrative practice issuesGeneral policy and administrative practice issues

Classroom issues other than academic under-Classroom issues other than academic under-preparationpreparation

TextbooksTextbooks

Part-time instruction issuesPart-time instruction issues

Online coursesOnline courses

Advisement-related issuesAdvisement-related issues

Financial AidFinancial AidData Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group

DataData

Comparing Faculty and Staff Data Comparing Faculty and Staff Data

with with

Student DataStudent Data


The Four ComponentsThe Four ComponentsWhat’s

Wrong?(Quantitative

Data)

GOALS

Persistence(Year 2-4)

Dev. Reading (Year 3-4)

Dev. Math(Year 4)

Why?(Qualitative Data)

Student DataAdjusting to collegeAdjusting to college

Balancing school and life Balancing school and life

Textbook issues Textbook issues

Tulsa Achieves Tulsa Achieves

Communication issues Communication issues with instructors with instructors

Choosing coursesChoosing courses

Faculty and StaffFaculty and Staff DataData

Student Student attitudes/motivationattitudes/motivation

Academic under-Academic under-preparationpreparation

Other classroom issuesOther classroom issues

General policy issuesGeneral policy issues

TextbooksTextbooks

Part-time instruction Part-time instruction issuesissues

Online coursesOnline courses

Advisement-related issuesAdvisement-related issues

Financial AidFinancial Aid

Revised InterventionsNew InterventionsPolicy Changes

Interventions: OrientationAdvisementTulsa Achieves

Implementation

Questions:

• How do we revise current interventions to directly addresscommon barriers?

• What newinterventions canbe implemented toaddress commonbarriers?

• What policy changes need to be made to address common barriers?

Assess Impact

Formative:• To what extent did interventions(or policy changes)effectively addresscommon barriers?

Summative:• To what extent did interventionsincrease persistence?


Next StepsNext Steps

TCC’s goal is to achieve a 3% increase TCC’s goal is to achieve a 3% increase in student persistence.in student persistence.

Based on the data, barriers are Based on the data, barriers are selected for intervention and selected for intervention and improvement to reach increased improvement to reach increased persistence.persistence.

Intervention and assessment Intervention and assessment strategies are modified or developed strategies are modified or developed for selected barriers.for selected barriers.

Documents

Data Team Presentation July 2008 Faculty and Staff Focus Group Data Faculty and Staff Focus Group Data Persistence: First Semester to Second Semester