Applying the College Completion Agenda to Practice E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B CC Single Issue Community Colleges
• Sprache: Englisch

Seitenzahl: 209

Veröffentlichungsjahr: 2014

Beschreibung

This volume profiles some of the innovative reforms communitycollege practitioners are engaged in, focusing on supportingstudents through to graduation. While much has been written at thefederal and state levels about the need to improve studentcompletion rates, this volume translates that imperative intoaction at the campus level. It presents the practitiners' voicesand experiences in: * Changing academic content * Pedagogy * Student support services * And other critical components of community colleges. Each chapter focuses on either a particular campus-based reform oron a cross-cutting approach or set of issues relevant for mostcampuses. The volume highlights opportunities, describes challengesand how they were overcome, and provides guidance that can be usedby other postsecondary practitioners involved inlarge-scale--campus, multi-campus, orsystem-level--reforms that aim to increase studentsuccess. This is the 167th volume of this Jossey-Bass quarterly reportseries. Essential to the professional libraries of presidents, vicepresidents, deans, and other leaders in today's open-doorinstitutions, New Directions for Community Colleges providesexpert guidance in meeting the challenges of their distinctive andexpanding educational mission.

Leseprobe

New Directions for Community Colleges

Arthur M. Cohen EDITOR-IN-CHIEF

Caroline Q. Durdella Nathan R. Durdella ASSOCIATE EDITORS

Applying the College Completion Agenda to Practice

Katherine L. Hughes

Andrea Venezia

EDITORS

Number 167 • Fall 2014

Jossey-Bass

San Francisco

APPLYING THE COLLEGE COMPLETION AGENDA TO PRACTICE Katherine L. Hughes, Andrea Venezia (eds.) New Directions for Community Colleges, no. 167

Arthur M. Cohen, Editor-in-Chief Caroline Q. Durdella, Nathan R. Durdella, Associate Editors

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NEW DIRECTIONS FOR COMMUNITY COLLEGES (ISSN 0194-3081, electronic ISSN 1536-0733) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery St., Ste. 1200, San Francisco, CA 94104. POSTMASTER: Send address changes to New Directions for Community Colleges, Jossey-Bass, One Montgomery St., Ste. 1200, San Francisco, CA 94104.

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EDITORIAL CORRESPONDENCE should be sent to the Editor-in-Chief, Arthur M. Cohen, at 1749 Mandeville Lane, Los Angeles, CA 90049. All manuscripts receive anonymous reviews by external referees.

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Contents

Editors' Notes

Reference

1: Redesigning Arithmetic for Student Success: Supporting Faculty to Teach in New Ways

Research Context: Addressing the Challenges of Students Referred to Developmental Arithmetic

Research Design

A Closer Look at the

Concepts

Curriculum

Reform Implementation: Moving From Pilot to Scale

Connecting

Concepts

Faculty for In-Depth and Innovative Professional Development

Supporting Pedagogical Change: Lessons Learned From

Concepts

Sustaining Change: Improving the Outcomes for Students in Arithmetic and Beyond

References

2: Steps and Missteps: Redesigning, Piloting, and Scaling a Developmental Writing Program

Data Made Us Do It

Settling on a Model

Why ALP?

First Steps, First Missteps

Early Successes, Early Warts

Teaching to Learn, Learning to Teach

Scaling Up Is Hard to Do

Lessons Learned

Conclusion

References

3: The California Acceleration Project: Reforming Developmental Education to Increase Student Completion of College-Level Math and English

Clarity About a Shared Problem

Results From Accelerated Models

The Need to Rethink Placement

Policy Challenges to Transforming Math Remediation

Design Principles and Collaborative Faculty Development Networks

From Successful Pilots to System-Level Change?

References

4: Strategies for Integrating Student Supports and Academics

Why Integrate Support Services and Instruction?

Strategies

Implementation

Recommendations

Conclusion

References

5: Providing Transparent Information to Empower Students’ Decision Making and Develop Institutional Capacity

History and Context

What Is APS?

Performance of the APS

The Technology

Conclusion

Reference

6: Strengthening Program Pathways Through Transformative Change

Setting Big Changes in Motion

Strengthening Program Pathways

Building Better On-Ramps to Programs of Study

Strengthening Supports Along the Pathway

Ensuring Version 2.0 Is Better Than Version 1.0

Conclusion: Keys to Making Big Changes

Reference

7: State-Level Reforms That Support College-Level Program Changes in North Carolina

The North Carolina Community College System

CBD Planning Year 2011–2012

Changes in Policy and Practice

Preparing for Scale

Conclusion

References

8: What We've Learned About Supporting Faculty, Administrator, and Staff Engagement

Lessons Learned

From Ideas to Action

References

9: Putting the Pieces Together: Lessons Learned for Future Reforms

Use Data to Make the Case for Change, and for Formative Purposes and Course Corrections

Support From Leaders and Engagement of Faculty and Staff Is Key

Provide Consistent, Clear, Transparent, and Structured Information for Students

Break Down Institutional Siloes

Professional Development Is Critically Important

Concluding Thoughts

Advert

Index

End User License Agreement

List of Tables

Chapter 7

Table 7.1

List of Illustrations

Chapter 5

Figure 5.1 Academic Progress Narrative

Figure 5.2 Example Academic Plan

Figure 5.3 Post-APS Implementation Data: Hawaii Community College Total Completions

Chapter 7

Figure 7.1 Loss and Momentum Framework

Guide

Cover

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Editors' Notes

Significant pressure is on community colleges—and all higher education institutions—to increase student completion rates. As the ability to track students’ progress through college has improved, the inability to effectively support many—and in some cases most—students through to graduation has become of national concern. Multistate initiatives such as Achieving the Dream, Completion by Design, the Developmental Education Initiative, and Complete College America, along with math reform efforts such as Statway, Quantway, and the New Mathways, have emerged and built upon one another in driving change grounded in evidence. Pressure from the Obama administration, philanthropic foundations, industry representatives, state policymakers, and others has spurred a sharp focus on the kinds of supports, incentives, and programmatic changes necessary to help a larger proportion of students succeed. This all comes after years of budget-cutting at the federal, state, and local levels, along with ongoing demographic changes that, when combined, are forcing postsecondary education systems and institutions to do more with less for an often increasingly underprepared entering student body.