Embed Size (px)
Citation preview
Student Success Council Meeting Minutes • March 2, 2018 Next meeting: April 6, 2018
1
SSC Meeting Minutes
March 2, 2018
9:00a – 11:00a
Manzanita Conference Room
Members Present:
Doralyn Foletti, Colleen Henry, Michael Igoe, Amanda Lancaster, Elizabeth Pfleging, Brandon Price, Adrienne & Skye Seegers
Guests:
Absent:
Christa Bartels, Anne Cavagnaro, Kasey Fulkerson, Tracey Hickey, Melissa Raby, Karin Rodts, Emily Schmittle, Klaus Tenbergen
Agenda:
I. Review SSC Meeting Minutes of February 2, 2018
II. Guided Pathways Feedback, draft 1.5
III. Persistence Data
IV. Foster Youth Research
V. At-Risk Student Intervention (ARSI) data (see attached)
VI. Future Topics
Notes:
Meeting began at 9:05a and was chaired by Brandon Price.
Student Success Council Meeting Minutes • March 2, 2018 Next meeting: April 6, 2018
2
Minutes
TOPIC: Review of 2/2/18 Meeting Minutes Brandon Price
Discussion:
SSC Meeting Minutes of February 2 were reviewed by those in attendance.
Conclusions:
Colleen Henry made a motion that the minutes be approved and all in attendance agreed.
Action items:
Person Responsible: Deadline
TOPIC: Guided Pathways Feedback, draft 1.5 Brandon Price
Discussion:
Suggested changes to the Guided Pathways draft were addressed, as follows: Area 1. Cross Functional Inquiry is not being addressed because Columbia College is already doing research on student success and making necessary changes to improve student success outcomes (see Topic V. At Risk Student Intervention below).
Area 7. Improved Basic Skills: Help students choose and enter a pathway; ensure students are learning.
I. Self-assessment elements to be addressed include:
1. Review of multiple measures placement policies for math and English to promote
effective placement and to promote student throughput (completion of college and/or transfer level math and English.)
2. Review of math and English course sequences to insure compliance with AB 705. 3. Review and revision and math and English curriculum. Development of accelerated
or co-requisite courses where appropriate to speed transition through English and math course sequences.
4. Provision of additional supplemental instruction and tutoring to support basic skills students in accelerated pathways.
II. Existing efforts/initiatives to be aligned and integrated to make progress on this area:
1. Prior review and revision of multiple measures placement which reduced reliance on Accuplacer and promoted use of multiple measures which are more predictive of students’ success in math and English.
2. Acceleration efforts (Accelerated Algebra 1 and 2, Path 2 Stats, etc.)
Student Success Council Meeting Minutes • March 2, 2018 Next meeting: April 6, 2018
3
3. Provision of supplemental instruction in basic skills courses.
III. Intended outcomes include: 1. A larger proportion of students will advance to and complete college and/or transfer
level math and English.
Doralyn suggested that flex activities for fall 2018 In-Service include Guided Pathway Information meetings to enable faculty and staff to learn about Guided Pathways and how it will affect their programs, services, etc.
Conclusions:
Suggested changes to Guided Pathways Plan draft have been made and are shown in the attached, updated draft.
Action items: Discuss scheduling Guided Pathway Info Sessions at In-Service next fall.
Person responsible:
Brandon Price
Deadline:
4/6/18
TOPIC: Persistence Data Michael Igoe
Discussion:
Persistence study looks at students who attended in fall 2017 but did not return in spring 2018. Christian Million created a survey which will be sent to the personal emails of non-returning students; final question on survey is whether students would be willing to return to Columbia College. Students who will be sent the survey include those enrolled in minimum of 6 units in fall and who did not earn an award or certificate. Brandon reviewed statistics including ages, ethnicities, types of students (continuing, first time attendees, K-12, returning, first-time transfer). This study will not be sent to those students who transferred to another college before graduating or receiving a certificate. A panel of students who did not return may be presented at a future date.
Conclusions:
The Persistence and Satisfaction Survey was reviewed by attendees (see attached). Brandon told attendees to submit suggestions of other survey questions that might be added to the survey by sending him an email.
Action items: Person responsible:
Deadline:
TOPIC: Foster Youth Research Brandon Price
Discussion:
Quantitative data on the success and persistence of foster youth was done last summer, and it will be done again in the near future. There have been significant increases in foster youth success rates. Study done in June 2017 showed persistence rate for Foster Youth raised from low 40% range to 60.8% since previous study. Research results will be presented at a RP Conference in April.
Student Success Council Meeting Minutes • March 2, 2018 Next meeting: April 6, 2018
4
A new survey is being done for Foster Youth to learn more about their backgrounds and the challenges and obstacles to their educational success (see attached). Results of survey will be discussed at next SSC meeting. A preview of RP presentation to be done as well. Focus groups will dig into results of survey on a deeper level. Transportation difficulties have been an issue for Foster Youth, so researching ways to provide free transportation to enable regular attendance. County transit services may provide bus service at no cost to students, depending on whether pilot program costs can be covered by outside resources.
Conclusions:
Action items:
Person Responsible: Deadline
TOPIC: At Risk Student Intervention (ARSI) Data Michael Igoe
Discussion:
For the past four semesters, Student Services management has been trying to identify students who most are most at risk and who may be most receptive to receiving aid so they can become successful. A report was run for fall 2017 at-risk students in the following co-hort:
Low-income student
English is not the student’s primary language
Student’s placed at English 650 level on the Columbia College Assessment Test
Student did not complete the following Matriculation activities within the first semester:
o Columbia College Orientation
o Columbia College Assessment Test
o Abbreviated Educational Plan
Susan Medeiros called all 151 students shown in the report, and the outcome of the calls are shown in the attached Columbia College At-Risk Student Intervention (ARSI) – Fall 2017. Apprenticeship students also not doing as well as could be, possibly due to the lack of counselor input when apprenticeship students’ schedules are created. Need to get counselors involved in hospitality/apprenticeship programs. Discussion of implementing an ESL class on Columbia’s campus ensued, since this is a student equity issue.
Conclusions:
Adrienne not receiving suggestions from campus community regarding student success. It was suggested that set deadlines are scheduled in both fall and spring to incent employees to submit suggestions. Identify areas such as foster youth, veterans, ESL students, etc., to faculty and staff to submit Student Success Proposals which will improve student success. Best to target staff and faculty who might have concrete ideas for specific areas and send them personal invitations.
Action items: Send campus email requesting Student Success Proposals to improve student success before 4/15/18.
Person responsible:
Adrienne Seegers
Deadline:
Student Success Council Meeting Minutes • March 2, 2018 Next meeting: April 6, 2018
5
TOPIC: Future Topics Brandon Price
Discussion:
1. Re-Entry study results
2. Foster youth results
3. Persistence results
4. Formerly Incarcerated Students results
5. Proposals to move to a block grant funding formula
Conclusions:
Action items: Person responsible:
Deadline:
Adjournment: The meeting was adjourned at 10:28a. Record of meeting respectfully submitted by Colleen Henry
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Columbia College At-Risk Student Intervention (ARSI) – Fall 2017
Criteria for Fall 2017 Student Cohort
1) Enrolled in Columbia College courses – Fall 2017
2) Enrolled in a minimum of 6 units (exception K-12 students)
3) Is on a Non-Exempt student status
4) Completed 18 cumulative units or less
5) Achieved a term GPA of 2.0 or less
6) Achieved a term unit completion rate of 50% or less
7) Is not on Probation 2 Status
8) Is not on Dismissal Status
Initial Student Cohort Size= 267
45 students did not meet the above criteria and were removed from the original 312 student cohort. Reasons for removal and number of students in categories were:
Over 18 cumulative units = 13 students
Less than 6 minimum term units = 3 students
Term GPA above 2.0 &/or term unit completion above 50% = 2 students
All P (Passed) term notations (P/NP only course grading option) = 3 students
Not CC enrolled in Fall 2017= 1 student
Dismissal status only = 8 students
Probation 2 status only = 11 students
Probation 1 and Probation 2 status = 4 students
Data Collected Regarding Fall 2017 Cohort Students
Of the 267 students in the initial cohort, they were in the following three categories:
Probation 1 = 125
o Academic Probation 1 = 55
o Progress Probation 1 = 48
o Academic Probation 1 and Progress Probation 1= 44
Concurrent High School (K-12) = 14
All Other Students = 128
Student Retention: Enrolled at Columbia College in Spring 2018 (checked again 1/30/18, with 12 more students who added at least 6 units since the start of Spring 2018 term).
Of the 279 students, 151 students were enrolled within the Yosemite Community College District. This included 8 students who continued classes at Modesto Junior College, but not at Columbia College.
Of 128 students NOT enrolled at CC in Spring 18:
o 55 students on Probation 1
o 6 students were dual enrolled in high school
o 77 students were first time enrolled at CC
o 13 students were on Returning status
o 53 students were on Continuing status
Of the 151 students in the Fall 2017 Cohort ENROLLED in Spring 2018:
Persistence Rate Fall 2017 to Spring 2018 = 54.1%
Student Enrollment Status
o First Time College Students = 54
o First Time Transfer Students= 27
o Returning Students= 19
o Continuing Students= 44
o K-12 = 7
Academic Success Barriers
o First generation college students (neither parent completed associates or above) = 98
o Low-income students = 111
o English is not primary language = 47
o English 650 placement level = 49
o Completed 0 of 3 core matriculation services = 27
At-Risk Student Intervention Counseling Contacts
ARSI Counselor contacted and counseled 54 of the 151 Fall 2017 ARSI Cohort students
enrolled in Spring 2018 courses at CC. Contacts were primarily made by phone.
Additionally, 6 CalWORKs in the Fall 2017 ARSI Cohort were counseled by the CalWORKs
coordinator / counselor.
Total ARSI Counseling Contacts= 60 students
Counseling services included assisting students to identify issues that led to their
substandard performance in Fall 17, developing strategies for academic improvement, and
referring students to CC services for additional support.
ARSI counselor attempted contact and left messages for 100% of the 151 students
enrolled in Spring 18 CC courses. The first attempt was by phone. If student contact was
unsuccessful, a voice mail was delivered directing the student to return the call. There
were 12 students without operational phones / voice mailboxes. These students were sent
an email directing them to seek counseling services. One student’s phone address was the
Sierra Conservation Center. As it was in the prison system, the counselor was unable to
leave a phone or email message.
Counseling Contacts
All students were directed to schedule an appointment with a general or Special Programs
counselor. Probation 1 students were directed to request an appointment for a Probation
Contract unless this step had already been completed. Students without educational
plans were directed to request this service from the counselor.
The Special Programs (EOPS/CARE, DSPS, Foster Youth, TRiO, and Veterans) were provided
a list of their students who were in the Fall 2017 ARSI Cohort. Middle College students
were identified and the names were sent to the MC counselor.
Counseling notes on student contacts and attempted contacts were submitted through
SARS Notes, allowing all counselors access to student issues, needs, strategies, and
referrals. This provided an effective means of sharing ongoing counseling services /
progress-monitoring through the upcoming semester.
Director of Access, Retention, and Support Services sent a letter via student email to all
ARSI Fall 2017 Cohort students enrolled in Spring 2018 classes emphasizing the college’s
interest in supporting student success. Students were encouraged to make a contact with
a college counselor, enroll in a guidance class, and avail themselves of the campus student
support resources.
Student Ambassadors attempted to make phone contacts with ARSI Fall 2017 Cohort
students not currently enrolled in Spring 18. The purpose will be to encourage students to
return to college in an upcoming term, to prepare for that return, and to gather general
information regarding the reasons for not enrolling in Spring 2018.
Descriptive Report ARSI Fall 2017 Student Cohort
Student Challenges to College Success The following issues commonly present challenges to student success. Quantitative data was collected on the students in the ARSI Fall 2017 Student Cohort regarding these issues. See preceding section for data.
First generation college student (neither parent completed a college degree)
Low-income student
English is not the student’s primary language
Student’s placed at English 650 level on the Columbia College Assessment Test
Student did not complete the following Matriculation activities within the first semester:
o Columbia College Orientation
o Columbia College Assessment Test
o Abbreviated Educational Plan
First Time College Students The ARSI Cohort is designed to primarily identify first-time Columbia College students who had substandard academic outcomes (term GPA &/or unit completion) during their first semester. These students are especially vulnerable to experiencing challenges to their academic success. ARSI counseling sessions revealed the following issues:
High School to College Students
o Student expectations regarding college unit load and time dedicated to course preparation are
different than high school.
o Students are becoming adults, struggling to balance their sense of independence with
responsibilities and self-discipline.
o Students who are attending college and living away from home for the first time may experience a
sense of isolation, loneliness, and depression during their first semester. They are separated from
their families and friends for the first time.
o Students living in the dorms experience new challenges of living on their own and with others.
Examples: healthy eating / sleeping habits, distractions, and focus on studies.
o Students have not yet decided on a career goal or major. Consequently, they have yet to develop
a clear academic pathway. Without defined goals and blueprints for achieving those goals, the
students have difficulty with motivation and college focus.
All First Time Students
o Students do not have the foundational English composition, research and reading skill level for
their enrolled classes. They ignore the Recommended for Success advisories.
o Students delay in enrolling in foundational English class, most commonly English 151.
o Students had not taken Assessment Tests in Math and English.
o Students lacked skills in the use of many of the academic success strategies that are critical to
college success. The following were the most common strategies and college resources that
students were lacking / not accessing:
Insufficient Time Management Strategies
Balance time for college, employment, family, and other responsibilities.
Balance college course load: number of units / levels of course demand, times /
location that fit student needs.
Create a realistic schedule to complete all coursework activities within the
timeline as identified on the syllabus. Study time should allow for textbook
reading, review of class material and notes, research papers / projects, and exam
preparation and occur in a location conducive to concentration.
Attend classes consistently; meet class participation expectations.
Failure to Use College Resources CC Counseling Services
o Schedule and keep appointments with college counselors (General and
Special Programs) for career development, educational planning, and
assistance in academic improvement resources / strategies.
Special Programs Services
o Access DSPS, EOPS / CARE, Foster Youth, CalWORKs, TRiO, and Veterans
services if qualified.
Instructors:
o Communicate regularly with instructors regarding clarification of course
material and any issues of concern regarding assignments.
College Tutorial Services:
o Timely use of Academic Achievement Center, Math Resource Center
(Math Lab) and Supplemental Instruction (SI) / Embedded Tutors, and
study groups for academic support.
Guidance Courses / Student Success Workshops
o Enroll in a college guidance class or participate in student success
workshops targeted to student needs. Guide 100, Guide 18, and Guide 1
were the most common referrals.
College Assessment Testing Center
o Contact the Counseling Office to schedule English and Math Assessment
Testing if this step has not been completed upon enrolling in college
courses.
Instructional Technology Center
o Contact the Instructional Technology Center (ITC) when having technology
issues with online or hybrid courses.
Campus Health Services
o Use Health Services for personal wellness issues or questions relating to
physical and mental health concerns.
Library Services
o Take advantage of the campus library as a quiet, distraction- minimized
environment for individual and group study, assistance in carrying out
online research, and for books / materials resources.
Student Center
o Use of Student Center as a place to meet other student and participate in
college activities.
Additional Issues of Concern for All Students
The following were additional issues of concern that were barriers to student success:
Work and Family Needs
Many students identified that the responsibilities of working and / or parenting / caregiving were difficult to balance with the expectations of college in terms of time, energy, and focus.
Transportation
Student transportation issues included car break-downs, unreliable transportation sources such as friends and parents, and the lack of bus access or reluctance to take the bus because of the time factor. Transportation challenges caused students to be inconsistent in terms of class attendance.
Commuting Distance
Many students travel long distances to attend classes at Columbia College. This, of course, creates longer commute times to and from college, limiting the time the student can spend on college and other responsibilities. The cost of long commutes in terms of gas and car maintenance is a challenge for students on limited incomes. The course offerings at Columbia College’s off-campus sites are limited. Students in the Oakdale-Riverbank area must take a combination of classes at Oakdale along with the main campus limited days per week. They may also be taking courses concurrently at Modesto Junior College.
Physical Health Wellness
Students identified health issues as a factor in not achieving college success. The health situations were varied, but all resulted in attendance issues and difficulty in keeping up with coursework. For parenting students, family health concerns were an issue as well. Mental Health and Wellness The following are issues that came up in counseling ARSI students:
o Depression
o Isolation / Homesickness / Loneliness
o Lack of interest
o Difficulty focusing / distractions
o Family crises
o Domestic violence
o Deaths in the family / among friends
o Stresses of being a single parent
At-Risk Student Intervention Counseling In summary, ARSI counseling services assisted students in identifying academic status and their specific challenges. Then strategies for improvement and referrals to resources as mentioned above were offered to the students. All students were encouraged to use counseling assistance on an ongoing basis. Recommendations for Future ARSI Student Cohorts In addition to continuing to collect persistence data, it would be helpful to know how many ARSI students had received counseling assistance during the identified cohort term and during the following term in which they were enrolled.
