Rob Johnstone | NCII Founder and PresidentApril 28, 2016 | 0
So it’s been a little while. Hope you’ve had a good start to 2016, and amazingly, we are nearing the end of another academic year, my 13th working in and around the community college sector. I’ve shared my optimism before about how the system and its colleges continue to evolve their innovative approaches into scaled structures and systems that significantly improve student completion outcomes, and I’m much more optimistic today than I was back then. I’m always heartened around graduation...
Susan Barbitta | Director, GTCC Student Success Learning Institute/Multiple Measures Research StudyMarch 23, 2016 | 0
The DREAM 2016 conference, Achieving the Dream's Annual Institute on Student Success, offered a daylong pre-institute Guided Pathways workshop, “Implementing Integrated Pathways: What, When, Why and How – Advice from the Trenches”.
Nine community colleges in three states have worked under the Completion by Design (CBD) umbrella to transform the way they deliver academic and support services to increase student success, retention and completion. They simultaneously created integrated...
Michael Collins | Associate Vice President, Postsecondary State Policy - Jobs For The FutureFebruary 17, 2016 | 0
On January 26 and 27, 2016, Jobs for the Future hosted our winter state policy meeting in San Diego, where we convened an incredibly talented, diverse, and committed group of state-, system-, and institutional-level leaders to support their efforts to develop policy conditions that allow community colleges to implement new strategies to dramatically increase student completion. Members of JFF’s Postsecondary State Policy Network have met semi-annually for the past decade to learn and apply...
Jill Wohlford | CBD Management PartnerFebruary 4, 2016 | 0New CBD Toolkit coming soon!
We are excited to announce that a new CBD publication, “Building Guided Pathways: Practical Lessons from Completion by Design Colleges” will be released at the Achieving the Dream conference in Atlanta (and online here) on February 23rd.
Over the past four years, CBD colleges have aligned policies, programs and practices to create Guided Pathways that support students to be more successful. This is a bold, innovative and aggressive approach to student...
David L. Bodary | Sinclair Community College ProfessorJanuary 21, 2016 | 0
"As been confirmed throughout our CBD journey, the faculty role in improving completion is central to the work of creating a coherent pathway for students into and through their program of study. While student services personnel are vitally important to moving the needle on credential completion, students see and hear from faculty on a weekly, if not daily, basis, making faculty the first point of contact when challenges arise. Dr. David Bodary wrote the article below for...
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.