STSC at TCCD: Implemen/ng a Student Success Course in a Mul/-­‐Campus District Dr. Magdalena de la Teja, Vice President for Student Development Services, NE Campus Linda Wright, Dean of Business and Social Sciences, NE Campus Dr. Angela PeHt, Professor of English and Chair, Academic Founda/ons Department , NE Campus STSC – Pathway to Success First-­‐Year Experience STSC 0111 –is a one hour noncredit student transi/on success course mandatory during the entering term for First-­‐Time-­‐in-­‐College (FTIC) students who are Texas Success Ini/a/ve (TSI) obligated. The course examines the factors that underlie learning, success, and personal development in higher educa/on. The STSC was selected as the Achieving the Dream (ATD) ini/a/ve to gain Leader College status. The History of STSC at TCCD
The Idea
The
logistics
Summer/
Fall 2010
Spring
2011
Summer/
Fall 2011
Spring
2012
Fall 2012
to
present
Faculty Observations of students lacking skills to ensure success
– VPs take action.
Faculty Summer Project (2009) – what would a student success
course look like at TCC? Committee made recommendations, it
was approved and moved into the Curriculum & Instruction
process.
A faculty summer committee designed the curriculum. The course
was launched fall 2010
NE Campus revised the curriculum and piloted a more
streamlined version of the course with great success.
Incorporated Advising component developed by Directors of Counseling into the STSC curriculum y summer committee recommends
improvements. Re approved including: Common course design and
Implemented STSC common course on all campuses across the
new advising protocol. The course is now required for all FTIC
district and common Advising component. Formed a District STSC
students TSI not met in 1 or more areas.
Curriculum Subcommittee.
A faculty summer committee recommends improvements.
Researching
effectiveness
to determine
modifications
to theand
Recommendations
approved
including: other
Common
course design
course.
new advising protocol. The course is now required for all FTIC
STSC at NE in Academic Founda>ons •  In 2012, STSC was placed under the developmental educa/on program – Academic Founda/ons Department • 
As a developmental course, iden/fied according to Accuplacer (and now TSI Assessment) scores, classes filled quickly • 
The NE campus representa/ves con/nued to work with the district to create standard course material • 
Faculty interest steadily grows each semester and year • 
STSC faculty are trained every semester • 
Now each of the 5 TCCD campuses has an STSC Coordinator to help with schedules, staffing, and training BROAD ENGAGEMENT Faculty, VPS of Academic Affairs and Student Services, Academic Advisors, Department Chairs, Deans, Directors of Advising and Counseling, Ins/tu/onal Research Office A\er one year of STSC implementa/on, ATD Core Team selected STSC as 1 of 5 major ATD ini/a/ves and ATD STSC Team formed Fall 2011 Periodic presenta/ons about progress made to ATD Core Team and other leadership Councils; Created SharePoint Site with Mee/ng Minutes and All Related Materials STSC Implementa>on Fall 2010 – STSC course implemented for all FTIC students with TSI obliga/ons in 2 or more areas (reading, wri/ng, math). Fall 2011 – STSC course implemented for all FTIC students with TSI obliga/ons in 1 or more areas (reading, wri/ng, math). Fall 2012 – STSC course implemented for all FTIC students. Fall 2013 – STSC course implemented for all FTIC students with TSI obliga/ons in 1 or more areas (reading, wri/ng, math). STSC MODEL Academic Model •  Common course curriculum – common textbook – major challenge •  District Faculty Curriculum Commi_ee Common Advising Component Taught by faculty in different disciplines, academic advisors/
counselors, administrators Creden>als required •  Master’s degree in any field or Bachelor’s degree with coursework and/or experience in developmental educa/on Course Goals and Learning Outcomes District Master Syllabus The student will demonstrate : • 
an increased understanding of self, individual goals, including learning styles, /me management, personality inventories and long-­‐range goal seHng • 
familiarity with campus resources such as advising, counseling, financial aid, tutoring centers, and library to foster student confidence and success in college • 
an understanding of a variety of personal, life, and study skills to promote success in college and in life STSC Faculty Training and Professional Development STSC instructors trained in common course design on each campus •  Instruc/onal materials and grade books shared by STSC faculty on each campus •  Focus groups of faculty used to gain agreement on common course design •  Advisors trained through Advising and Counseling Center on each campus What students gained from taking STSC…. Taking this course has •  helped me know how to manage my /me. •  made me realize that I wasn’t spending enough /me preparing and studying for class. •  taught me the importance of talking to instructor and asking ques/ons. •  taught me that I am responsible for my own success. What faculty gained from teaching STSC… Teaching this course has •  made me an even beXer listener. •  helped me understand how to set parameters for student responsibili/es and accountability. •  made me realize that it is our responsibility to find out what our students need in order to move forward in their educa/on. •  made me a beXer teacher. Culture of Evidence: Assessment •  The effec/veness of the STSC course is assessed on the following three measures: End of Course Student Surveys Successful Course Comple>ons (C or beXer) Reten>on Rates – Fall to Spring; Fall to Fall •  The Center for Community College Student Engagement considers a student success course a “promising prac/ce” because it is linked to greater student engagement as demonstrated through SENSE and CCSSE. ion Rates – Fall to Spring; Fall to Fall Percent of Students Required to Take STSC who took the Course During Entering Term Number Number of of FTIC Students Students Cohort Required who Year to Take Took STSC STSC 2010FL 2,564 1,584 61.8% Number of Students who Passed STSC 1,203 Percent of Students who Took STSC Percent of Students who Passed STSC out of those who Took STSC 75.9% 2011FL 5,279 2,469 46.8% 1,719 69.6% 2012FL 8,454 6,120 72.4% 4,844 79.2% 2013FL 4,533 4,103 90.5% 3,016 73.5% Compliance has drama/cally increased ASSESSMENT FRAMEWORK STSC Groups “Took, Passed”– FTIC students who entered with two or more TSI obligated areas and who passed STSC with a “C” or be_er during their entering term. “Took, Didn’t Pass”– FTIC students who entered with two or more TSI obligated areas and who took but did not pass STSC during their entering term. “Didn’t Take” – FTIC students who entered with two or more TSI obligated areas and who did not take STSC during their entering term. STSC Groups by Gender When females are compared to males, the percentage of students in the STSC “Took, Passed” group is higher for females. STSC Groups by Ethnicity FTIC Cohort
Total
Ethnicity
White
Black / African American
Hispanic Latino
Asian
American Indian / Alaska Native
International
Unknown / Not Reported
Native Hawaiian / Pacific Islander
Multiracial
Total
Took, Passed
Count Row N %
1,499
47.2%
1,528
40.9%
2,187
56.9%
332
53.5%
21
34.4%
34
53.1%
57
40.7%
18
52.9%
77
47.0%
5,753
48.6%
Group
Took, Didn't Pass
Count Row N %
542
17.1%
1,109
29.7%
581
15.1%
86
13.8%
13
21.3%
7
10.9%
40
28.6%
7
20.6%
47
28.7%
2,432
20.5%
Didn't Take
Count Row N %
1,132
35.7%
1,100
29.4%
1,073
27.9%
203
32.7%
27
44.3%
23
35.9%
43
30.7%
9
26.5%
40
24.4%
3,650
30.8%
Total
3,173
3,737
3,841
621
61
64
140
34
164
11,835
When the largest ethnic groups are compared, the percentage of students in the STSC “Took, Passed” group is higher for Hispanics and lower for Blacks. (Note: Pa_ern is consistent across terms) Success in Other Courses by STSC Group
Success rates are higher for the STSC “Took, Passed” group. Fall to Spring Reten/on by STSC Group
Fall to Spring Reten/on rates are higher for the STSC “Took, Passed” group. Fall to Fall Reten/on by STSC Group
Fall to Fall Reten/on rates are higher for the STSC “Took, Passed” group. STSC – Pathway to Success Summary of Findings Compliance with the STSC requirement has improved to 90.5%. The STSC success rate for the course itself is on average about 75%. Overall, students in the STSC “Took, Passed” group were more successful. This group had higher success rates in other courses, higher reten>on rates, and beXer comple>on of gateway courses A higher percentage of Hispanics and Females were in the STSC “Took Passed” Group than their comparison groups. ATD District Interven>on: STSC Course First Year Success Rates (grade of A, B, or C) in Developmental English Courses for Entering Students by STSC Status STSC -­‐0111 Status 2010FL Cohort Successful Comple/on Unsuccessful Comple/on Not Enrolled 2011FL Cohort Successful Comple/on Unsuccessful Comple/on Not Enrolled 2012FL Cohort Successful Comple/on Unsuccessful Comple/on Not Enrolled ENG-­‐0324 Enrolled % Success 424 80.0% 125 17.6% 168 52.4% 458 82.5% 245 23.3% 380 57.6% 555 83.1% 261 29.5% 173 44.5% ENG-­‐0325 Enrolled % Success 75 77.3% 18 11.1% 27 48.1% 87 80.5% 39 23.1% 54 61.1% 111 84.7% 38 26.3% 26 53.8% ATD District Interven>on: STSC Course First Year Success Rates (grade of A, B, or C) in Developmental Math Courses for Entering
Students by STSC Status
STSC-0111 Status
2010FL Cohort
Successful Completion
MATH-0302
Enrolled
% Success
MATH-0304
Enrolled
% Success
MATH-0350
Enrolled
% Success
357
49.3%
81
49.4%
48
54.2%
Unsuccessful Completion
Not Enrolled
2011FL Cohort
Successful Completion
90
172
6.7%
32.0%
20
47
0.0%
29.8%
13
37
15.4%
35.1%
405
58.8%
114
52.6%
58
56.9%
Unsuccessful Completion
Not Enrolled
2012FL Cohort
Successful Completion
201
284
12.4%
35.6%
46
89
6.5%
32.6%
17
78
23.5%
48.7%
470
60.4%
137
60.6%
108
73.1%
Unsuccessful Completion
Not Enrolled
195
134
14.9%
30.6%
36
30
19.4%
43.3%
26
20
26.9%
45.0%
ATD District Interven>on: STSC Course First Year Success Rates (grade of A, B, or C) in Developmental Reading Courses for Entering Students by STSC Status RDG-­‐0361 RDG-­‐0363 STSC-­‐0111 Status 2010FL Cohort Successful Comple/on Unsuccessful Comple/on Enrolled 617 167 % Success 79.9% 21.6% Enrolled 0 0 % Success N/A N/A Not Enrolled 2011FL Cohort Successful Comple/on Unsuccessful Comple/on 258 594 300 55.0% 87.5% 29.0% 3 7 3 100.0% 100.0% 66.7% Not Enrolled 2012FL Cohort Successful Comple/on Unsuccessful Comple/on 440 690 289 61.4% 88.6% 33.6% 2 14 0 0.0% 100.0% N/A Not Enrolled 199 54.3% 2 100.0% STSC – Pathway to Success What are the take aways from our data? The within-­‐term comparisons show that those who complete STSC successfully are more successful in developmental courses, regardless of subject area and for all years examined. The between-­‐term comparisons show that the numbers are improving each year over the previous year. We can’t say success in STSC causes success in developmental courses, but the results are encouraging. STSC FOCUS GROUPS: Share features of STSC that helped you. Time management
—don’t cram for exam. Class interac>on Money management Learn not to take classes that you don’t need Get assignments done (planning) Place school as priority Study Habits STSC Focus Groups: How can the STSC course be improved? should Students Informa/on important but needs to be shortened Curriculum/
presenta/ons need revision Should be credit on degree plan have the op/on to test out of the course Should not be mandatory Begin the class when other classes start—not in middle of semester. Decrease the amount of homework Con/nuous Process Improvement District Curriculum coordina>on essen>al for implementa>on of common course design Have selected students TSI obligated in 3 areas as district focus for reten>on Enhancing the understanding among faculty members of the benefits of STSC and skills applica>on in other courses Exploring learning communi>es linking STSC with other course(s) Strengthening students’ cri>cal thinking and metacogni>ve learning strategies skills that can be applied in other courses • 
• 
• 
• 
• 
• 
High Impact Design Principles Does the prac/ce help ensure that entering students get a strong start? Does the prac/ce integrate student support with coursework? Does the prac/ce set high expecta/ons and provide strong support? Does the prac/ce encourage learning in context? Is the prac/ce designed for scale? Does the prac/ce include strategically focused professional development? Center for Community College Student Engagement, 2012 Report CONTACT INFORMATION Dr. Angela PeHt, Chair, Academic Founda/ons [email protected] Dean Linda Wright, Business and Social Sciences [email protected] Dr. Magdalena de la Teja, Vice President for Student Development Services [email protected] QUESTIONS?