Dr. Mark Smith

Location - Temple, TX Main Campus est. 1926 5 Centers: Downtown, Cameron, Taylor,

Hutto, and Texas Bioscience Institute Serve 17 ISDs

Achieving the Dream College – 3 Years

Enrollment – Fall 2011 5,692▪ 755 FTIC (13%)▪ 1,193 First Time at TC (21%)

Enrollment – Spring 2012 5,454▪ 311 FTIC (6%)▪ 584 First Time at TC (11%)

Gender - Male = 33%, Female = 67%Average Age = 27 years (Not

including DC learners)Race/Ethnicity

White = 52.5% Hispanic = 20.9% Black = 20.9% Asian = 1.9% Other = 3.8%

Mandatory College Orientation Starting Fall 2012 All FT@TC Learners Learners on academic probation Board mandated

Continuous Orientations Delivered throughout the semester to

reinforce topics covered in College Orientation

Continuously remind learners of available support services

Weekly present one-to-two minute “infomercials” to: Provide learners with just-in-time

information about available support services

Orient learners to college life Help learners develop skills that

encourage student success

1st Version of the Time Management Orientation

Temple College Continuous Orientation

Build a CalendarBuild a CalendarList assignments and deadlines for ALL

classes on to a calendar or into an electronic calendar

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28

Prioritize your tasksPrioritize your tasks

List all activities due for the week and

rank them in order of most important to

least important

Complete assignments based on the

priority placed on each task

What are your priorities for this week,

this month, this semester

To-do listTo-do listList the tasks you you want to complete

today

Take this list with you

Cross items off of your list as they are

completed

February 2007February 2007

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1

ENG HW

2

PSY HW

3

Library time

4 5 6 Review

English notes

7 8 Labor Day

Spend time

with

family

9

Meet with

study group

10

Study

11

ENG Test

12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29

Research

Paper Due

30 31

First-time learners Spring 2011 CCSSE: 26.5% of sample

entered college for the first time at Temple College

Academically underprepared learners Spring 2011 CCSSE: 42.1% had

developmental need in at least one area First Generation learners

Spring 2011 CCSSE: 29.4% said that neither parent had attended college

1. Student Handbook Awareness & Time Management Skills

2. Computer Lab locations, Loaner/Donor Program & Testing Center

3. Leopard Alert4. Student Accommodations5. Financial Aid and Scholarships6. Tutoring Services 7. Online Registration8. Survey 1

9. Library10.Withdrawing from Class/6-Drop Rule11.TRiO12.Writing Center13.TurnItIn14.Student Clubs & Athletics15.Survey 2

Increased awareness and use of available support services (Focus group and CCSSE)

Increased learner retention Increased course completion

Low budget strategyVery replicable strategy

Initial team met to discuss orientation topics and goals of the strategy Added new members based on chosen

topics▪ New volunteer members joined the strategy team

Just-in-time sequencing of segments Scripts and PowerPoint

development/revision Survey instruments developed Re-sequenced segments based on

faculty, learner, & SME feedback

Revised sequence of segments based on previous semester feedback

Reduced number of segments from 15 to 13 Merged some segments together Eliminated conflicts with final exams Provided sufficient time to complete Survey 2

Added voice narration to PowerPoint Added 1-hour follow-on expanded

workshops Added information to Scuttlebutt newsletter

Reviewed sequence and list of topics Added professional level audio to

PowerPoint Identified need for two versions of

orientations F2F classroom version without audio and

automatic slide sequencing of PowerPoint slides

Online version with voice narration and auto slide sequencing

Developed website for faculty and learner access to orientation segments

Scalability across the College All developmental education classes, all

Composition I classes, and Career/Technical classes Maintenance of orientations

Keep presentations as general as possible Build a short version of orientations and an

expanded version that provides more detailed information

Multiple formats to accommodate F2F and online classes

Variety of audio voices Online New Comer orientation -

Mandatory

No orientations or surveys during last week of semester

Voice narration by developer - Variety of audio voices

Find a way to generalize the presentations to hopefully extend the useful life

Be selective in the courses where the CO strategy is offered to prevent oversaturation of the information

Just-in-Time expanded orientations from the experts, such as FA

Compliance with ADA Pre-plan well in advance! Sell the strategy to get faculty buy-in!

Use of anecdotal learner and faculty feedback valuable

Faculty champions Need to begin tracking usage of services

after orientation presented

Learners completing online orientation increase by 5% each fall

Learners satisfied with the implementation of minute orientations - 3.5 or greater using a 5-point Likert-like scale

Learners will be satisfied with the implementation of online orientation - 3.5 or greater using a 5-point Likert-like scale

Term-to-term retention rates increase for developmental English learners 79% to 81% in year two 84% in year three 89% by year four

Year-to-year retention rates increase for developmental English learners 49% to 51% in year two 54% in year three 59% by year four

End-of-course retention rate will increase for courses employing minute orientations 88% to 90% in year two 92% in year three 94% by year four

Successful course completion rates in developmental English will increase 78% to 80% in year two 83% in year three 86% by year four

  Sample Size Answered SatisfactionFA2010  243    Survey 1 155 121 3.96%Survey 2 62 55 4.02%SP2011  821    Survey 1 199 173 3.90%Survey 2 164 144 4.14%FA2011  1,329    Survey 1 248 218 3.90%Survey 2 104 88 4.18%SP2012  1,659    Survey 1 162 133 4.20%Survey 2 104 93 3.99%

Percentage of Fall 2011 Students Rating Each Session as “Excellent” or “Very Good”

Term to Term Dev. EnglishFA2009-SP2010 76.40%FA2010-SP2011 78.10%

Year to YearFA2010-FA2011 71.60%

End of CourseFA2009 87.80%FA2010 89.80%  FA2011 86.60%

Retention may not be enough, what about course completion?

Successful Course Completion (A-C) Dev. English

FA2009 74.40%

FA2010 71.50%

FA2011 67.20%

"I just viewed the FA orientation...I thought it was simply great! I would have liked to see something like that when I first started college. It's very informative and touches on all the key points...yet doesn't take all day to read."

"i am a first year student and all the information was helpful but at times i do think it is boring and i hear it in my other class to, but i know it has to be done so i listen just in case there is information that is good for me to know or hear."

"For those who are wanting to take summer classes, the orientation on registration was very helpful. This is the first time that I have heard about it."

"This is the best power point so far, Easy to follow. Information right to the point with lots of pictures if you don't care to read. Well done. Did I learn anything new? What's new to learn, it's a library? "

"I looked over the TurnItIn orientation. I learned a bit from it, because I never really thought about how to prevent plagiarism. I think it's a good thing, and I think it's good to make students aware of it. I did find some things to nit-pick about though: slide 2 - image is blurry, slide 4 & 5 - logo changes from white to black (maybe they are testing to see which looks better...I vote for white)"

"Continuous orientation is good for new students who have never stepped foot on this campus, even for students who have been here a couple of semesters, because there are a lot things students don't know."

“I presented the orientation and it went over really well. In all classes, the orientation acted as an icebreaker as the students opened up discussions into other services that 1. they heard about and weren't sure of. 2.they felt they might need. (i.e. tutoring, math lab, help writing papers) ”

“I was able to answer a lot of questions that might not have been asked had we not presented the continuous orientations.”

“…I think it is very valuable to complete these throughout the semester. Most of this is included in my discussion with students during the first two days of class. However, because so much information is thrown at them at the beginning, it is helpful to use these as reminders once they are more settled.”

“Students liked this orientation. I took all 17 students to the lab and half were already signed up for leopard alert. The other half, I assigned extra credit if they signed up. They did appreciate the alert, especially with the terrible cold weather we were having last week.”

“This week's CO was well received; most did not know that if they had a temporary disability they could get accommodations.”

"After giving the Financial Aid presentation, the classes really picked up when they saw the $20 million number, and when they heard there would be a workshop."

Mark Smithmark.smith@templejc.edu254-298-8341

Learner Access Websitehttp://www.templejc.edu/dept/cis/ccollins/common/co/cont-ori.html