Transformative Approach to Gateway Course Success:
Transformative Approach to Gateway Course Success: Mercy College “Aim2Graduate” Initiative and Foundations of Excellence Self-Study 2014 Annual Gateway Course Experience Conference March 23-25 Indianapolis, IN
NATIONAL ISSUE
Growth'in'the'share'of'jobs'requiring'postsecondary'educa7on'' from'1973–2008'
From 28% - 59% 59%
28%
1973
2008
Sources:'Lumina'Goal'2025'partnership;'The'Georgetown'University'Center'on'Educa7on'and'the'Workforce.''Help%Wanted:%Projec1ons%of%Jobs%and%Educa1on%Requirements%Through%2018'
2'
ABOUT MERCY COLLEGE Founded in 1960, Mercy College is a private, not-for-profit, 4-year institution in the metropolitan New York area. Mercy offers over 90 undergraduate and graduate programs to more than 11,000 students across 4 campuses and online.
Mercy’s Investment in Access: * One of the largest non-profit private colleges in the U.S. serving greater than 50% low income (Pell grant) students.
* Federally-designated Hispanic Serving Institution
Mercy’s Investment in Affordability: * One of the lowest tuition rates of any non-profit private college in the U.S. ($16,996)
Mercy’s Investment in Outcomes: * Student success and retention initiatives over a five year period indicate
3 steady improvement particularly for traditionally at-risk, low income students.
MERCY COLLEGE STUDENTS 2011 Undergraduate Ethnicity Asian or Pacific Islander
31% 2%
40%
Black, NonHispanic Hispanic Other/Not Specified
21% 6%
White, NonHispanic
Family'Income' 19%' 51%' 4
30%'
Es7mated'Family' Contribu7on'(EFC)'greater' than'10000' Es7mate'Family' Contribu7on'(EFC)' 1000S10000' Es7mate'Family' Contribu7on'(EFC)'less'than' 1000'
INSTITUTION-WIDE COLLABORATION
at Mercy College
RAISES BAR OF EXCELLENCE
! Promotes'a'cohesive,'integrated'ins5tu5on7wide'approach'
towards'firstSyear'student'success' ! Next'step'in'enhancing'student'success'and'engagement'at'Mercy' College' ! Inten5onal'and'reflec5ve'in'addressing'student'learning'and' persistence' ! Provides'a'structured'and'evidence7based'approach'to'firstSyear' student'success' ! Provides'strategic'data'to'support'firstSyear'student'success' ! While'separate,'supports'and'aligns'with'Middle'States'Working' Groups'
FOUNDATIONS OF EXCELLENCE (FoE) DIMENSIONS Philosophy Improvement
Roles and Purpose
Organization
Using a self study of the first year to support STUDENT SUCCESS
Global
Learning
Faculty
All Students
Transitions
FOUNDATIONS OF EXCELLENCE (FoE) DIMENSIONS Mapped'to'Middle'States'Standards'
Philosophy MSCHE 1
Improvement ALL
Roles and Purpose MSCHE 1 and 2
Organization MSCHE 3, 4, 5
Using a self study of the first year to support institutional effectiveness And Middle States Self Study
Diversity MSCHE 8, 9, 11, 12
Learning MCHES 10, 11, 12
Faculty MSCHE 10, 11, 12 All Students MSCHE 8 and 9
Transitions MSCHE 8 and 9
KEY COMPONENTS
* Foundational Dimensions® * Performance Indicators * Faculty Staff & Student Surveys * Current Practices Inventory (CPI) * Guidance & Feedback
Foundation of Excellence Structure • Liaisons • Steering
Committee Members
• Dimension
Team Leaders
• Dimension
Team Members
• Others
(Web Administrator, IR Officer, etc.)
FOUNDATIONS OF EXCELLENCE - TIMELINE July'25726,'2012:'FoE'KickSoff'mee7ng'in'Asheville,'NC' ' August7September'2012:'Build'commi]ee'structure' ' September'–October'2012:'Introduce'to'Mercy'College'community' ' October'2012:''Faculty'Survey' ' December,'2012'–'January'2013:'New'Student'Survey' ' February,'2013:'Comple7on'of''All'Dimension'Reports' ' March'–'May'2013:'Dimension'and'Steering'Commi]ee'draas'Final'Report'and' Implementa7on'Plan' ' June'13'–'14,'2013:'Founda7ons'of'Excellence'Summit'Mee7ng'in'Asheville,'NC'
From Failure to Success: AIM2G Initiative Helps Students Master Gatekeeper Courses
The “Gatekeeper” Courses • What is a “gatekeeper” course? • What are the gatekeeper courses at your school? • What are the (approximate) D-F-FW rates for these courses at your school? • What strategies are your schools implementing to decrease the D-F-FW rates?
2
3 0'
Gatekeeper'Courses'(AY'12713)' FRSM101(SP13)'
125'
SOCL101'
297'
PSYN101'
300'
MATH116'
MATH115'
MATH105'
264'
ENGL112'
ENGL111'
150'
ENGL110'
80'
ENGL109'
100'
CHEM160'
BIOL160'
250'
ARTT107'
Number'of'Students'who'Received'Grades'of'D'F'FW' 350'
291'
266'
233' 206'
200'
171'
154' 125'
74' 57'
50'
Based on statistics collected for the Foundations of Excellence study, Mercy College students fail to receive a C- or better in Gatekeeper math and English courses at alarming rates: • For math, the failure/withdrawal rates were
approximately 35% in the three gatekeeper math courses during Academic Year 2012. • For English, failure/withdrawal rates were somewhat
lower, i.e., “only” 28%, in Mercy’s four required English courses during that period.
4
Impact of D-F-FWs in English • 83 students who failed one of the English Gatekeeper
courses during spring 2012 were no longer Mercy College students in the fall 2012 • Most dramatically, 50% of students who failed the final
English course (ENG 112) were not retained.
5
Students who fail English and/or Math Gatekeeper Courses Drop Out at high rates because they: • Get discouraged/demoralized • Cannot meet requirements to get into the programs of their choice • Get (too) deeply in debt as financial aid is finite and contingent upon making sufficient progress. • Lose time and life gets in the way
6
This presentation describes the “Aim to Graduate” (AIM2G) initiative spearheaded by The Center for Academic Excellence (aka the Learning Centers) to decrease D-F-FW rates…
7
The Initial “Challenge” Six weeks before the fall 2012 semester ended, the Provost asked, could CAE: • Design an initiative to break the cycle of students taking and retaking “gatekeeper” English and math courses? • Implement such an initiative immediately, during this intersession? • Help students master these courses without watering down standards?
8
Why CAE? CAE had the experience to help students who had failed in the past succeed in the future • More than 50% of the students who attend bi-weekly
tutoring sessions, diligently, throughout a semester (rather than retake an English course they had failed twice), pass their English finals • Precisely 50% of students who had failed a pre-college
algebra course twice, passed the final and the course after attending an intensive review taught by CAE during the summer of 2012
9
The Response CAE: “YES, if…” • The Provo’s Office provides the resources to offer the four English and three math Gatekeeper courses FREE to students • The academic departments, English and mathematics, collaborate on the development of standards for selecting students who are eligible to participate • The students’ mentors and advisors actively recruit the eligible students and counsel them on their responsibilities for their own success
10
11
The Premise If students were offered a two-week immersion course free of charge during Intersession (such that their Fs would turning into a Cs if they passed), the majority of students would: ! Give up vacation time for this opportunity ! Stick with the program… ! Pass the rigorous Exit Exams/finals they had previously failed
12
The Contract
13
The Format of FREE Winter AIM2G Courses • Students who failed a Gatekeeper math or English courses could enroll in one AIM2G course with the recommendation of their instructor and mentor • January 7-17 (2013), Monday-Thursday, 9-12 or 1-4. Final Exam, January 18, Friday. • AIM2G intensives equivalent to semester 15 week courses • Per section: minimum 6 students; maximum 12-15 students. • Tutoring to supplement in-class experience: o English: one-on-one tutoring appointments available (up to a maximum of 4 tutoring sessions per student per English Catch Up course) o Math: small group tutoring provided, 6 hours/day 14
Percent Passed (%)
Winter AIM2G Passing Rates
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
85%
86%
N = 111
N = 43
English
Math
Winter '12-13' AIM2G Courses
! 86 % of students who completed the Math courses had their D or F grade upgraded to a C ! 85% of students who completed the English courses had their D or F grade upgraded to a C
15
Based on Results of Winter AIM2G Pilot Initiative Funded for Summer 2013
• Original Gatekeeper courses " English " Math • Additional Gatekeeper courses " Intro to Psych " Freshman Seminar (aka Critical Inquiry)
17
Summer AIM2G Passing Rates 100%
Persent Passed (%)
90%
85%
90% 80%
80% 65%
70% 60% 50% 40%
N = 72
N = 30
N = 20
N = 10
30% 20% 10% 0% English
Math
Psychology
Critical Inquiry
Summer '13-14' AIM2G Courses
! 90 % of students who completed the Math courses had their D or F grade upgraded to a C ! 85 % of students who completed the English courses had their D or F grade upgraded to a C ! 80 % of students who completed the Critical Inquiry courses had their D or F grade upgraded to a C ! 65 % of students who completed the Psychology courses had their D or F grade upgraded to a C 16
Persistence Rates for Winter ’12- ’13 AIM2G Students Did not persist FA13'
Persisted FA13'
Total eligible students'
Persistence Rate'
Did not enroll and/or did not complete'
69'
97'
166'
58%'
Failed AIM2G Math or English'
4'
12'
16'
75%'
Passed AIM2G Math or English'
14'
74'
88'
84%'
Total eligible students'
87'
183'
270'
68%'
Eligible students who'
90%
75%
Persistence Rate (%)
80% 70% 60%
58%
N = 88
50% 40% 30%
84%
N = 16 N = 166
20% 10% 0% Did not enroll and/or did not complete
Failed AIM2G Math or Passed AIM2G Math or English English
Winter ' 12-13' AIM2G Students
19
Persistence Rates for Summer ’13 AIM2G Students Did not persist FA13'
Persisted FA13'
Total eligible students'
Persistence Rate'
Did not enroll and/or did not complete'
26'
115'
141'
82%'
Failed AIM2G Math or English'
5'
15'
20'
75%'
Passed AIM2G Math or English'
6'
101'
107'
94%'
Total eligible students'
37'
231'
268'
Eligible students who'
100%
Persistence rate (%)
90% 80%
94% 82%
75%
70% 60% 50% 40% 30%
N= 107
N= 141 N = 20
20% 10% 0% Did not enroll and/or Failed AIM2G Math or Passed AIM2G Math or did not complete English English Summer '13-14' AIM2G students
20
Plans for Academic Year ’13 – ’14 Upward and onward • Winter: English and Math Gatekeeper courses • Summer: English, Math, Intro to Psych, Freshman Seminar + 2 Additional Gatekeeper Courses TBD
21
Shhh, dirty little secret…the AIM2G initiative is wildly cost effective
7
Masele Kibassa
Dr. Lorraine Whitman
Associate Director for Math and Science, Center for Academic Excellence
Executive Director, Center for Academic Excellence
(914) 674-7427 [email protected]
(914) 674-7230 [email protected]
Andy Person Executive Director, Institutional Effectiveness (914) 330-1450 [email protected]
22
NATIONAL ISSUE
Growth'in'the'share'of'jobs'requiring'postsecondary'educa7on'' from'1973–2008'
From 28% - 59% 59%
28%
1973
2008
Sources:'Lumina'Goal'2025'partnership;'The'Georgetown'University'Center'on'Educa7on'and'the'Workforce.''Help%Wanted:%Projec1ons%of%Jobs%and%Educa1on%Requirements%Through%2018'
2'
ABOUT MERCY COLLEGE Founded in 1960, Mercy College is a private, not-for-profit, 4-year institution in the metropolitan New York area. Mercy offers over 90 undergraduate and graduate programs to more than 11,000 students across 4 campuses and online.
Mercy’s Investment in Access: * One of the largest non-profit private colleges in the U.S. serving greater than 50% low income (Pell grant) students.
* Federally-designated Hispanic Serving Institution
Mercy’s Investment in Affordability: * One of the lowest tuition rates of any non-profit private college in the U.S. ($16,996)
Mercy’s Investment in Outcomes: * Student success and retention initiatives over a five year period indicate
3 steady improvement particularly for traditionally at-risk, low income students.
MERCY COLLEGE STUDENTS 2011 Undergraduate Ethnicity Asian or Pacific Islander
31% 2%
40%
Black, NonHispanic Hispanic Other/Not Specified
21% 6%
White, NonHispanic
Family'Income' 19%' 51%' 4
30%'
Es7mated'Family' Contribu7on'(EFC)'greater' than'10000' Es7mate'Family' Contribu7on'(EFC)' 1000S10000' Es7mate'Family' Contribu7on'(EFC)'less'than' 1000'
INSTITUTION-WIDE COLLABORATION
at Mercy College
RAISES BAR OF EXCELLENCE
! Promotes'a'cohesive,'integrated'ins5tu5on7wide'approach'
towards'firstSyear'student'success' ! Next'step'in'enhancing'student'success'and'engagement'at'Mercy' College' ! Inten5onal'and'reflec5ve'in'addressing'student'learning'and' persistence' ! Provides'a'structured'and'evidence7based'approach'to'firstSyear' student'success' ! Provides'strategic'data'to'support'firstSyear'student'success' ! While'separate,'supports'and'aligns'with'Middle'States'Working' Groups'
FOUNDATIONS OF EXCELLENCE (FoE) DIMENSIONS Philosophy Improvement
Roles and Purpose
Organization
Using a self study of the first year to support STUDENT SUCCESS
Global
Learning
Faculty
All Students
Transitions
FOUNDATIONS OF EXCELLENCE (FoE) DIMENSIONS Mapped'to'Middle'States'Standards'
Philosophy MSCHE 1
Improvement ALL
Roles and Purpose MSCHE 1 and 2
Organization MSCHE 3, 4, 5
Using a self study of the first year to support institutional effectiveness And Middle States Self Study
Diversity MSCHE 8, 9, 11, 12
Learning MCHES 10, 11, 12
Faculty MSCHE 10, 11, 12 All Students MSCHE 8 and 9
Transitions MSCHE 8 and 9
KEY COMPONENTS
* Foundational Dimensions® * Performance Indicators * Faculty Staff & Student Surveys * Current Practices Inventory (CPI) * Guidance & Feedback
Foundation of Excellence Structure • Liaisons • Steering
Committee Members
• Dimension
Team Leaders
• Dimension
Team Members
• Others
(Web Administrator, IR Officer, etc.)
FOUNDATIONS OF EXCELLENCE - TIMELINE July'25726,'2012:'FoE'KickSoff'mee7ng'in'Asheville,'NC' ' August7September'2012:'Build'commi]ee'structure' ' September'–October'2012:'Introduce'to'Mercy'College'community' ' October'2012:''Faculty'Survey' ' December,'2012'–'January'2013:'New'Student'Survey' ' February,'2013:'Comple7on'of''All'Dimension'Reports' ' March'–'May'2013:'Dimension'and'Steering'Commi]ee'draas'Final'Report'and' Implementa7on'Plan' ' June'13'–'14,'2013:'Founda7ons'of'Excellence'Summit'Mee7ng'in'Asheville,'NC'
From Failure to Success: AIM2G Initiative Helps Students Master Gatekeeper Courses
The “Gatekeeper” Courses • What is a “gatekeeper” course? • What are the gatekeeper courses at your school? • What are the (approximate) D-F-FW rates for these courses at your school? • What strategies are your schools implementing to decrease the D-F-FW rates?
2
3 0'
Gatekeeper'Courses'(AY'12713)' FRSM101(SP13)'
125'
SOCL101'
297'
PSYN101'
300'
MATH116'
MATH115'
MATH105'
264'
ENGL112'
ENGL111'
150'
ENGL110'
80'
ENGL109'
100'
CHEM160'
BIOL160'
250'
ARTT107'
Number'of'Students'who'Received'Grades'of'D'F'FW' 350'
291'
266'
233' 206'
200'
171'
154' 125'
74' 57'
50'
Based on statistics collected for the Foundations of Excellence study, Mercy College students fail to receive a C- or better in Gatekeeper math and English courses at alarming rates: • For math, the failure/withdrawal rates were
approximately 35% in the three gatekeeper math courses during Academic Year 2012. • For English, failure/withdrawal rates were somewhat
lower, i.e., “only” 28%, in Mercy’s four required English courses during that period.
4
Impact of D-F-FWs in English • 83 students who failed one of the English Gatekeeper
courses during spring 2012 were no longer Mercy College students in the fall 2012 • Most dramatically, 50% of students who failed the final
English course (ENG 112) were not retained.
5
Students who fail English and/or Math Gatekeeper Courses Drop Out at high rates because they: • Get discouraged/demoralized • Cannot meet requirements to get into the programs of their choice • Get (too) deeply in debt as financial aid is finite and contingent upon making sufficient progress. • Lose time and life gets in the way
6
This presentation describes the “Aim to Graduate” (AIM2G) initiative spearheaded by The Center for Academic Excellence (aka the Learning Centers) to decrease D-F-FW rates…
7
The Initial “Challenge” Six weeks before the fall 2012 semester ended, the Provost asked, could CAE: • Design an initiative to break the cycle of students taking and retaking “gatekeeper” English and math courses? • Implement such an initiative immediately, during this intersession? • Help students master these courses without watering down standards?
8
Why CAE? CAE had the experience to help students who had failed in the past succeed in the future • More than 50% of the students who attend bi-weekly
tutoring sessions, diligently, throughout a semester (rather than retake an English course they had failed twice), pass their English finals • Precisely 50% of students who had failed a pre-college
algebra course twice, passed the final and the course after attending an intensive review taught by CAE during the summer of 2012
9
The Response CAE: “YES, if…” • The Provo’s Office provides the resources to offer the four English and three math Gatekeeper courses FREE to students • The academic departments, English and mathematics, collaborate on the development of standards for selecting students who are eligible to participate • The students’ mentors and advisors actively recruit the eligible students and counsel them on their responsibilities for their own success
10
11
The Premise If students were offered a two-week immersion course free of charge during Intersession (such that their Fs would turning into a Cs if they passed), the majority of students would: ! Give up vacation time for this opportunity ! Stick with the program… ! Pass the rigorous Exit Exams/finals they had previously failed
12
The Contract
13
The Format of FREE Winter AIM2G Courses • Students who failed a Gatekeeper math or English courses could enroll in one AIM2G course with the recommendation of their instructor and mentor • January 7-17 (2013), Monday-Thursday, 9-12 or 1-4. Final Exam, January 18, Friday. • AIM2G intensives equivalent to semester 15 week courses • Per section: minimum 6 students; maximum 12-15 students. • Tutoring to supplement in-class experience: o English: one-on-one tutoring appointments available (up to a maximum of 4 tutoring sessions per student per English Catch Up course) o Math: small group tutoring provided, 6 hours/day 14
Percent Passed (%)
Winter AIM2G Passing Rates
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
85%
86%
N = 111
N = 43
English
Math
Winter '12-13' AIM2G Courses
! 86 % of students who completed the Math courses had their D or F grade upgraded to a C ! 85% of students who completed the English courses had their D or F grade upgraded to a C
15
Based on Results of Winter AIM2G Pilot Initiative Funded for Summer 2013
• Original Gatekeeper courses " English " Math • Additional Gatekeeper courses " Intro to Psych " Freshman Seminar (aka Critical Inquiry)
17
Summer AIM2G Passing Rates 100%
Persent Passed (%)
90%
85%
90% 80%
80% 65%
70% 60% 50% 40%
N = 72
N = 30
N = 20
N = 10
30% 20% 10% 0% English
Math
Psychology
Critical Inquiry
Summer '13-14' AIM2G Courses
! 90 % of students who completed the Math courses had their D or F grade upgraded to a C ! 85 % of students who completed the English courses had their D or F grade upgraded to a C ! 80 % of students who completed the Critical Inquiry courses had their D or F grade upgraded to a C ! 65 % of students who completed the Psychology courses had their D or F grade upgraded to a C 16
Persistence Rates for Winter ’12- ’13 AIM2G Students Did not persist FA13'
Persisted FA13'
Total eligible students'
Persistence Rate'
Did not enroll and/or did not complete'
69'
97'
166'
58%'
Failed AIM2G Math or English'
4'
12'
16'
75%'
Passed AIM2G Math or English'
14'
74'
88'
84%'
Total eligible students'
87'
183'
270'
68%'
Eligible students who'
90%
75%
Persistence Rate (%)
80% 70% 60%
58%
N = 88
50% 40% 30%
84%
N = 16 N = 166
20% 10% 0% Did not enroll and/or did not complete
Failed AIM2G Math or Passed AIM2G Math or English English
Winter ' 12-13' AIM2G Students
19
Persistence Rates for Summer ’13 AIM2G Students Did not persist FA13'
Persisted FA13'
Total eligible students'
Persistence Rate'
Did not enroll and/or did not complete'
26'
115'
141'
82%'
Failed AIM2G Math or English'
5'
15'
20'
75%'
Passed AIM2G Math or English'
6'
101'
107'
94%'
Total eligible students'
37'
231'
268'
Eligible students who'
100%
Persistence rate (%)
90% 80%
94% 82%
75%
70% 60% 50% 40% 30%
N= 107
N= 141 N = 20
20% 10% 0% Did not enroll and/or Failed AIM2G Math or Passed AIM2G Math or did not complete English English Summer '13-14' AIM2G students
20
Plans for Academic Year ’13 – ’14 Upward and onward • Winter: English and Math Gatekeeper courses • Summer: English, Math, Intro to Psych, Freshman Seminar + 2 Additional Gatekeeper Courses TBD
21
Shhh, dirty little secret…the AIM2G initiative is wildly cost effective
7
Masele Kibassa
Dr. Lorraine Whitman
Associate Director for Math and Science, Center for Academic Excellence
Executive Director, Center for Academic Excellence
(914) 674-7427 [email protected]
(914) 674-7230 [email protected]
Andy Person Executive Director, Institutional Effectiveness (914) 330-1450 [email protected]
22
