“Education makes a difference. Our work is an act of liberation.” Yesterday at Achieving the Dream’s Annual Institute of Student Success—DREAM—in Atlanta, MDC President David Dodson spoke about the power of a postsecondary credential to improve upward economic mobility. Sharing some of the data about the “stickiness” in the lower income quintiles and the importance of educational attainment that we’ve discussed here on the blog, he asked the community college practitioners “What is your leadership role in the mobility ecosystem as you work with those stuck at the bottom?” Three MDC staff members were at the conference this week and saw examples of colleges that are leading the way in supporting community college students’ educational success:
From Shun Robertson
If you’ve spent any time in the community college space, you’ve heard of these student success initiatives and several more. These are national initiatives, but there also are ones at other levels: regional (like RGV Focus in the Rio Grande Valley of Texas), statewide (like Virginia’s Developmental Education Redesign), and institutional (like Valencia’s Learning in Community, LinC). Most community colleges participate in overlapping initiatives along the education-to-career pipeline, focusing on topics such as college readiness, developmental education, retention, transfer, or connection to employment.
When Columbus State Community College in Columbus, Ohio, decided to map the initiatives they are engaged in, they counted 52(!) student success initiatives. Some initiatives are embedded in course design, some require student self-selection (tutoring, supplemental instruction), and others target specific populations (TRIO). The initiatives were not aligned, each having their own goals and anticipated outcomes. Columbus State created an initiative assessment strategy last year, starting by collecting student-level data on initiative participation. Among their findings, they found that 96 percent of degree-seeking students participated in one or more initiatives. When considering success in coursework (C or better), the success rate for students who participated in only one initiative was 62 percent, compared to 71 percent for those who participated in five or more initiatives. The team plans to do a cluster analysis to figure out which initiatives working together have the highest impact on retention and graduation. The big takeaway from Columbus State’s effort: success interventions, when added together, make an impact on overall success rates.
From Jenna Bryant
Navigating educational pathways can be difficult, especially for first-generation college students. Students transitioning from community colleges to four-year universities—through structured transfer programs or continuing on their own after degree completion—can often feel like just another number, lost in the masses of other students on campus. Historically black colleges and universities (HBCUs), which are smaller than most predominantly white institutions (PWIs), allow for smaller class sizes and provide all the social groups, extracurricular activities, and sports teams as larger PWIs, but with lower tuition.
At a DREAM session on Wednesday, current and former leaders of community colleges and HBCUs led the audience through a spirited discussion on the benefits of institutional partnerships, including a concrete outreach strategy for HBCUs to enroll community college transfer students. The panelists stressed the importance of going beyond basic articulation agreements by creating spaces on community college campuses for students to learn about four-year institutions, especially HBCUs. Bluegrass Community and Technical College (BCTC) designates office space on campus for Kentucky State University (KSU) advisors to meet with potential students to discuss the next step in their education plan. Bluegrass and KSU hold joint activities on the community college campus that involve faculty, advisors, and recruiters to help students think through the challenges they might face as they move on to a bachelor’s degree. This intentional partnership fosters a relationship between the students and KSU, making a careful handoff between the community college and KSU, easing the transition of the student to the new campus culture. More importantly, creating intentional pathways for students to advance along the postsecondary ladder of success takes institutions out of their silos and into a partnership where the students’ successful navigation of the educational system becomes the focal point.
From Abby Parcell
DREAM 2016 also featured the premier of “No Greater Odds,” a documentary that introduces five community college students at the College of Southern Nevada. The stories show the diversity of community college students, following individuals through early college, from a four-year university to the community college and back, and the journey back to college after a decade or more out of school. The production also displays the diversity of community college student skills, with student cinematographers, editors, and musicians. You can watch a trailer and learn about arranging a screening in your community here.