Rob Johnstone | NCII Founder and PresidentJanuary 7, 2016 | 0
Happy New Year! For the first time in 5 years, I actually had 3+ weeks at home in California over the holidays and decided to celebrate it by getting strep throat. Good times indeed! Hope your holidays were less compromised and that you are renewed with energy to get back at it in the new year. I certainly am and am writing to you from my normal exit row aisle at 36,000 feet on my first trip of the year to Wytheville Community College in Virginia; followed in January with trips to New York...
Kathleen Cleary | Managing Project Director, Completion by DesignDecember 15, 2015 | 0
Sinclair Community College is a large, urban institution serving about 25,000 credit-seeking students at any one time. The college manifests a palpable “can-do” attitude that enables employees to tackle tough challenges and learn as we go. When Completion by Design was launched in 2011, Sinclair focused on four major areas: creating clearer and more focused academic pathways; accelerating students to degree through better placement and more effective developmental education; integrating...
Kay McClenney | Senior Advisor to the President & CEO, American Association of Community CollegesDecember 2, 2015 | 0
Implementing guided academic and career pathways at scale – for all students – is the shared commitment of 30 colleges selected, through a highly competitive national process, to participate in the Pathways Project led by the American Association of Community Colleges (AACC).
Partners in the Pathways Project, led by the American Association of Community Colleges, are Achieving the Dream, Inc., the Aspen Institute, the Center for Community College Student Engagement, the Community...
Rob Johnstone | NCII Founder and PresidentNovember 17, 2015 | 0
So this month I’m going to pop back to one of my “second homes” of the last five years, the state of North Carolina. Wayyyy back in this blog post series, we referred to some of the statewide policy reforms in North Carolina that affected all 58 community colleges there and also the work of the 5 original CBD colleges as well. As a quick reminder, in the past couple of years, North Carolina:Revisited their existing comprehensive articulation agreement (CAA) and established a new, more...
Rob Johnstone | NCII Founder and PresidentOctober 13, 2015 | 0
Greetings, my friends –
So I’ve been saying for couple of months that I was going to write about the great work Marcia Ballinger, Jonathan Dryden, Stephanie Sutton, and others at Lorain County CC have been doing to create stepwise pathways for students so they don’t lose any momentum if they change their minds after one or two semesters. And, I’m finally going to get to this overdue exploration and appreciation of their work! LCCC has done great guided pathways redesign work on...
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.