Engaging and Retaining New Developmental Education Students CASP Conference Thursday, Oct. 14, 2010 9:00 – 10:00AM

Engaging and Retaining New Developmental Education Students

CASP ConferenceThursday, Oct. 14, 20109:00 – 10:00AM

Introductions

Erika GlaserCCCSE [email protected]

Center for Community College Student EngagementCommunity College Survey of Student Engagement (CCSSE)Community College Faculty Survey of Student Engagement (CCFSSE)Survey of Entering Student Engagement (SENSE)Community College Leadership ProgramThe University of Texas at Austin

Center for Community College Student Engagement

Student Expectations

Source: U.S. Department of Education (2006)

Developmental Education Participation

Source: Wirt et al. (2004)

Developmental Education Struggles

Disproportionately represented in developmental classrooms are

• Non-traditional college entry age students

• Minority students

• Students in the lowest socioeconomic status quintile

Community colleges lose more than half the developmental student population before earning a credential or transferring to a four year institution (Bailey, Leinbach, & Jenkins, 2005).

Making the Case for Investing in Developmental Education

The proportion of students graduating underprepared for college has remained constant since 1995 and shows no signs of decreasing (Wirt et al., 2004)

Studies have shown that performance of students that successfully complete developmental coursework is comparable to the performance of their college prepared peers (Bahr, 2007; McCabe, 2000; Roueche & Roueche, 1999)

Why focus on engaging new developmental college students?

Research shows that engagement has a compensatory effect, or greater positive impact, on traditionally underserved groups suggesting that engagement also has a positive impact on underprepared college students.

Helping students complete their first developmental course can dramatically improve subsequent success rates.

What is Student Engagement?

…the amount of time and energy students invest in meaningful educational practices

…the institutional practices and student behaviors that are highly correlated with student learning and retention

SENSE & Starting RightListening to Entering Students

• 3rd year

• Represents 1.5 million students

• 199 colleges

• 35 states, Marshall Islands, Mariana Islands

• Focus groupsCenter for Community College Student Engagement

High Expectations and Aspirations

82% of developmental students responding say their goal is to earn an Associate degree.

76% of developmental students responding say their goal is to transfer to a four-year college or university.


90%…of developmental students responding to the SENSE say they believe they have the motivation to do what it takes to succeed in college.Center for Community College Student Engagement


85%…of developmental students responding to the SENSE survey say they’re academically prepared for college.



Assessment and Placement

• 88% were required to take a placement test

• More than 25% were not required to enroll in classes indicated by placement test scores

• 68% needed at least one developmental course

Out of these students, 24% needed developmental education in three subject areas


Students…

don’t do optional and

don’t know what they don’t know.



Effective Track to College Readiness

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Clear Academic Plan and Pathway

42% of developmental students say they were not aware of a college orientation or were unable to participate in orientation due to scheduling or other issues

2 out of every 5 developmental students say they did not use academic advising/planning

50% of developmental students did not use financial aid advising


More than 70%

of developmental students say no college staff member talked with them about outside commitments to help them figure out how many classes to take.

What developmental college students are telling us:

During their first 3 weeks…

• Close to 50% didn’t know they could get career counseling.

• Close to 1 in 4 didn’t know they could get extra help in a writing or math lab.


Survey of Entering Student Engagement

Engaged Learning – Outside of Class



Engaged Learning

• Fewer than half the developmental students surveyed said instructors had activities to introduce students to one another.

Early Connections with Faculty



Early Connections with FacultyVideo Removed

Early Connections

• Almost 30% of developmental students didn’t really feel welcome.

• Close to 15% of developmental students don’t believe their instructors want them to succeed.


Entering developmental college students Have you asked for help?

54% say ONCE or NEVER

Gone to a tutor? 82% say NEVER

Gone to a math, writing, or other skill lab? 58% say NEVER

Engaged Learning


Student Classroom Behaviors


What Matters Most for Entering Student Success?


Students Start Right When They…Make connections –

• Between now and their future (setting goals)

• With faculty, staff, and other students

• Between what they’re learning and what’s important to them – personally and professionally


Navigate successfully through college systems, processes, and procedures

They understand what they’re doing and why it matters

Students Start Right When They…



Student Feedback

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Colleges committed to student success

…make student engagement

inescapable!


Questions?

Check out our websites: www.enteringstudent.org www.ccsse.org


Documents

Engaging and Retaining New Developmental Education Students CASP Conference Thursday, Oct. 14, 2010 9:00 – 10:00AM