Data Team Presentation July 2008 Faculty and Staff Focus Group Data Data Team Presentation July 2008 Faculty and Staff Focus Group Data Faculty and Staff Faculty and Staff Focus Group Data Focus Group Data Persistence: First Persistence: First Semester Semester to to Second Semester Second Semester
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Data Team Presentation July 2008 Faculty and Staff Focus Group Data Faculty and Staff Focus Group Data Persistence: First Semester to Second Semester.
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Data Team Presentation July 2008 Faculty and Staff Focus Group DataData Team Presentation July 2008 Faculty and Staff Focus Group Data
Faculty and StaffFaculty and Staff Focus Group Data Focus Group Data
Persistence: First Semester Persistence: First Semester
to to
Second SemesterSecond Semester
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Review: Four Review: Four ComponentsComponents1.1. What’s Wrong? What’s Wrong? (quantitative data)(quantitative data)
1.1. 25% of TCC’s first-time freshmen were not 25% of TCC’s first-time freshmen were not retained to the second semester. retained to the second semester.
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Faculty and Staff Faculty and Staff Focus GroupsFocus Groups
22 focus groups offered per campus* focus groups offered per campus* 77 total groups conducted total groups conducted 6464 total participants total participants
• 25 faculty 25 faculty and and 39 staff39 staff First groups on each campus were mixed First groups on each campus were mixed
groups of faculty and staff volunteers. groups of faculty and staff volunteers. The second focus groups on each The second focus groups on each campus contained only faculty. campus contained only faculty.
**One campus filled one focus group; the second group on that campus was not One campus filled one focus group; the second group on that campus was not attended.attended.
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
GroupingsGroupings
Data Team classified Data Team classified barriers/challenges into subgroups barriers/challenges into subgroups (categories) and groups (larger (categories) and groups (larger categories) to provide the best overall categories) to provide the best overall understanding of the data.understanding of the data.
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
General FindingsGeneral Findings
Faculty/staff data results differ from the student data Faculty/staff data results differ from the student data results. Students and faculty/staff voiced different results. Students and faculty/staff voiced different viewpoints and concerns, as might be expected.viewpoints and concerns, as might be expected.
Wide variety of barriers identified on all four campuses. Wide variety of barriers identified on all four campuses.
Some barriers/challenges seemed related to each other.Some barriers/challenges seemed related to each other.
No single barrier was mentioned in every focus group No single barrier was mentioned in every focus group on all four campuses.on all four campuses.
Barriers specific to individual campuses did not occur Barriers specific to individual campuses did not occur frequently overall; College-wide barriers were identified frequently overall; College-wide barriers were identified far more frequently overall.far more frequently overall.
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Specific FindingsSpecific Findings
76%76% of all barriers fell into one of of all barriers fell into one of three major groups:three major groups:
– Policies and Administrative Practice (37)Policies and Administrative Practice (37)
Groupings: Barriers/Challenges Groupings: Barriers/Challenges from Faculty and Staff Working from Faculty and Staff Working with First-Semester Students with First-Semester Students
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Policies and Administrativ
e Practices(37)
Instruction(includes Academic
Under-preparation)
(27)
Student Attitudes/Motivatio
n (15)
Resources (11)
3 of 4 campuses
Textbooks(6)
Barriers cited on all four campuses
FACULTY AND STAFF FACULTY AND STAFF BARRIERS AND BARRIERS AND CHALLENGES CHALLENGES
by sub-group and frequencyby sub-group and frequency
Data Team Presentation July 2008 Faculty and Staff Data Team Presentation July 2008 Faculty and Staff Focus Group DataFocus Group Data
Student Attitudes/Motivatio
n (15)
Faculty view of class expectations differs from student Faculty view of class expectations differs from student view of class expectationsview of class expectations
Faculty value system different from student value Faculty value system different from student value systemsystem
Faculty feel unable to get students to understand the Faculty feel unable to get students to understand the consequences of students’ actionsconsequences of students’ actions
Faculty viewed as the adversary by studentsFaculty viewed as the adversary by students Lacking strategy to get students to commit time Lacking strategy to get students to commit time
needed for class assignments/testsneeded for class assignments/tests Students’ passive learning stylesStudents’ passive learning styles Students’ not accepting ownership of their problemsStudents’ not accepting ownership of their problems
Academic Under-preparation 13/27Academic Under-preparation 13/27 Spending too much time teaching prerequisite/basic skillsSpending too much time teaching prerequisite/basic skills Lacking effective methodologies to support developmental Lacking effective methodologies to support developmental
studentsstudents Not enough resources to bring students to college levelNot enough resources to bring students to college level Students lack academic success skills Students lack academic success skills Difficulty maintaining course integrity while working with Difficulty maintaining course integrity while working with
under-prepared students (student placement issue)under-prepared students (student placement issue) Early identification of students needing remediation or Early identification of students needing remediation or
disability accommodationdisability accommodation Not always able to meet students’ needs/basic skills needsNot always able to meet students’ needs/basic skills needs
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Instruction(27)
Policies and Administrative Practices
(37)
General policy-related issues 15/37
•Inconsistent/incorrect information listed in catalogs, schedules, degree audits, online systems and programs
•Inconsistent enforcement of prerequisites
•Lack of empowerment within the discipline to make decisions, lack of shared governance
Other Classroom Teaching Issues 7/27Other Classroom Teaching Issues 7/27 Not being able to address course content on multiple Not being able to address course content on multiple
levels (related to academic under-preparation)levels (related to academic under-preparation) Adapting class expectations for students who miss Adapting class expectations for students who miss
class with personal problemsclass with personal problems How to maintain class integrity with students’ How to maintain class integrity with students’
overbooked schedulesoverbooked schedules Faculty doesn’t have a good understanding of some Faculty doesn’t have a good understanding of some
learning disabilitieslearning disabilities Grade inflation pressure from studentsGrade inflation pressure from students
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Instruction(27)
Dealing with irate students regarding Dealing with irate students regarding textbook fundingtextbook funding
Not having enough textbooks for studentsNot having enough textbooks for students
Students who can’t afford and/or obtain class Students who can’t afford and/or obtain class textbooks and materials—impact on class textbooks and materials—impact on class integrity and agenda (may be related to integrity and agenda (may be related to financial aid to some degree)financial aid to some degree)
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Textbooks(6)
Policies and Administrativ
e Practices(37)
Part-time instruction 4
•Relying too much on part-time faculty with insufficient time for training and quality control of part-time faculty
Financial AidFinancial AidData Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group
DataData
Comparing Faculty and Staff Data Comparing Faculty and Staff Data
with with
Student DataStudent Data
Data Team Presentation July 2008 Faculty and Staff Data Team Presentation July 2008 Faculty and Staff Focus Group DataFocus Group Data
The Four ComponentsThe Four ComponentsWhat’s
Wrong?(Quantitative
Data)
GOALS
Persistence(Year 2-4)
Dev. Reading (Year 3-4)
Dev. Math(Year 4)
Why?(Qualitative Data)
Student DataAdjusting to collegeAdjusting to college
Balancing school and life Balancing school and life
Textbook issues Textbook issues
Tulsa Achieves Tulsa Achieves
Communication issues Communication issues with instructors with instructors
• How do we revise current interventions to directly addresscommon barriers?
• What newinterventions canbe implemented toaddress commonbarriers?
• What policy changes need to be made to address common barriers?
Assess Impact
Formative:• To what extent did interventions(or policy changes)effectively addresscommon barriers?
Summative:• To what extent did interventionsincrease persistence?
Data Team Presentation July 2008 Faculty and Staff Focus Group Data Team Presentation July 2008 Faculty and Staff Focus Group DataData
Next StepsNext Steps
TCC’s goal is to achieve a 3% increase TCC’s goal is to achieve a 3% increase in student persistence.in student persistence.
Based on the data, barriers are Based on the data, barriers are selected for intervention and selected for intervention and improvement to reach increased improvement to reach increased persistence.persistence.
Intervention and assessment Intervention and assessment strategies are modified or developed strategies are modified or developed for selected barriers.for selected barriers.