Mary Wells | Associate Professor, Psychology Department Sinclair Community CollegeAugust 5, 2016 | 0We are still gathering key materials from this Teaching and Learning convening to share with you and will post in the near future.
In late June, in Raleigh, North Carolina approximately one hundred community college faculty (and some administrators too) convened to talk about how to improve teaching and learning on our campuses. The faculty who attended the conference teach at the CBD colleges—a group of nine community colleges from Ohio, North...
Completion by Design | transforming students' experienceJuly 11, 2016 | 0
The Completion by Design (CBD) initiative shared best practices and gave an overview of the Building Guided Pathways toolkit on a June 22, 2016 Jobs for the Future webinar.
Jill Wohlford, Completion by Design consultant, discussed priorities that emerged from the pathways strategies developed by the community college cadres in Florida, North Carolina, and Ohio.
CBD provides a framework for...
Completion by Design | transforming students' experienceJune 23, 2016 | 0
We wanted to share a few exciting things happening in the CBD world.
“Revamping Community Colleges to Improve Graduation Rates”
This New York Times article reflects on some of the changes community colleges across the country (including CBD colleges) are making in hopes of ensuring that more students graduate. When small changes failed to stem drop-out rates, community colleges began to revamp into structured environments, combining fewer courses with far more...
Lada Gibson-Shreve | Provost & Chief Academic Officer, Stark State CollegeJune 10, 2016 | 0
Stark State College is in North Canton, Ohio, home of the Pro Football Hall of Fame, and enrolls approximately 12,000 credit students. The average age for students is 29, most are female, and most attend part-time. Almost half are first-generation college students. For the Fall 2015 new admission cohort, 57.3% placed into one or more developmental education courses.
Imagine meeting the demographics described above, testing into all developmental education courses, and being told...
Susan Mayer | Senior Partner, Student Achievement Initiatives, Miami Dade CollegeMay 18, 2016 | 0
Recently and to my utter amazement, my 94 year old mother asked me what a bot is. As I tried to explain it to her, I realized that I couldn't define bot simply or clearly, even though I knew what it was. When I looked for help on Google, the definitions that popped up first were complex, technical and confusing. So, like many of us, I texted my own daughters to translate!
How many times has something similar happened to you?
This happened to Ed Bowling (Managing Partner of...
Implementation: Practical Lessons
An instructional program for adults that includes courses designed to improve basic skills in reading, writing, and arithmetic.
An award earned for satisfactory completion of at least 2, but usually less than 4 years of full-time equivalent college work. CBD colleges report completions of Associate in Arts (A.A.), Associate in Science (A.S.), and Associate in Applied Science (A.A.S.) degrees, and analysis can be conducted separately.
Students who attempt at least 9 college-level semester credits (usually equivalent to 3 courses) in a given program area in a given time period, whether or not they successfully complete them.
An award earned for satisfactory completion of 4 years of full-time equivalent college-level work. In some cases, students may complete their 4 years of college-level work in 3 years.
A formal award certifying the satisfactory completion of a postsecondary education program. CBD collects completions of less-than-1-year, and 1- to 2-year certificates, and analysis can be conducted separately.
A cohort is a group of people studied during a period of time. The individuals in the group have at least one statistical factor—such as when they started college—in common. Tracking a cohort makes it possible to compare progress and outcomes of different groups of students (i.e., groups defined by race, age or other demographic characteristics) and to determine if there are gaps in achievement among groups of interest. CBD cohorts include students who attempted at least one course during their first term in the following areas:
- College (certificate or degree) credit
- College remedial or developmental
- Adult basic skills (ESL, ABE, or ASE/GED)
- Non-credit vocational (includes courses that could potentially lead to an occupational certificate or certification, but does not include personal interest courses)
A five year initiative designed to help low-income young adults progress through community college more quickly and with a greater chance of success. The initiative’s goal is to substantially increase the completion and graduation rates for large number of students while holding down college costs and maintaining the quality of programs and services.
The integrated set of policies, practices, programs, and processes intentionally designed to maximize student completion across the loss-momentum framework.
Students who successfully complete (with a grade of C or better) at least 9 college-level semester credits (usually equivalent to 3 courses) in a program area, in a given time period.
A program that allows students to enroll in college courses while still enrolled in high school.
The first or lowest-level college-level course students take in a subject such as mathematics, reading, or writing. (See Gateway courses.)
A student who enrolls for the first time in college during the academic year with no previous college level experience or credential.
CBD considers a student enrolled full-time if he or she attempts 12 or more semester or quarter credits in a given term.
The first or lowest-level college-level course students take in a subject such as mathematics, reading, or writing. (See Entry-level courses.)
A set of metrics designed to measure students’ progress at each point of the institutions’ connection with the student—connection, entry, progress, and completion. KPIs are used to monitor institutional performance and the effects of improvement strategies to track student progression through academic milestones.
Points in a student’s academics where he/she losses academic momentum, or falls off his/her educational pathway.
The guiding framework for Completion by Design, which is comprised of four stages that capture the student experience: 1) Connection (interest to application), 2) Entry (enrollment to completion of gateway courses), 3) Progress (steady progress toward completing program requirements), and 4) Completion (completion of program of value for further education and employment).
Measurable educational achievements that include both conventional terminal completions, such as earning a credential or transferring to a baccalaureate program, and intermediate outcomes, such as completing developmental education or adult basic skills requirements.
Measurable educational attainments, such as completing a college-level math course, that are empirically correlated with the completion of a milestone.
Students who did not attempt at least 9 college-level credits (usually the equivalent of three courses) in any program area in a given period of time.
Students who attempt to enter a concentration but do not successfully pass at least 9 semester credits (usually the equivalent of three courses) in a given time period.
A program of study consisting of one or more courses, designed to prepare students for employment in a specific field.
CBD considers a student enrolled part-time if he or she attempts less than 12 semester or quarter credits in a given term.
A tool that uses college data to pinpoint the dynamics of student loss and momentum from connection through completion.
A set of courses and related activities that lead to an attainment of educational objectives such as a certificate or an associate’s degree, sometimes referred to as “major” or “program code”.
A set of metrics designed to measure highest educational outcomes achieved over a specific period of time. Usually computed for cohorts of students, especially those with no prior college experience for comparative purposes.
The route a student takes to connect with, enter, progress through, and complete his/her program of study.
A student who stops studying at the home institution and enrolls at another institution.