Paul Wickline_Final Project_10-27-13_PPT (2)

Paul Wickline
Dean, Student Success and Instructional Support
Southern California Community College

 To increase student success, colleges must
reduce “loss points” and improve “momentum
points” in moving students successfully from
enrollment to graduation or transfer.
 Toward that end, a complementary set of
offerings that touches large segments of the
student body is needed.
 According to Kuh, et al., “a dense web of
student success-oriented initiatives held
together by redundant early warning systems
and safety nets” is necessary to reach students
who are least prepared for success in the
community college environment must be served.
(Student Success in College, p. 269)

 Effective “early warning systems”
are cited by Hilary Pennington and Mark
Milliron of the Gates Foundation
(“Completion by Design Concept Paper”,
p.8), George Kuh and associates (p.127) , The
Center for Community College Student
Engagement – CCCSE (“Heart of Student
Success Executive Summary”, p.4) and many
others as essential to ensuring that students
know where they stand.

HISTORY of EARLY ALERT @ SCCC:
 SCCC previously used an “Early Alert System”
through MyCanyons web interface that is
currently inactive as it was deemed
unsuccessful.
 The previous model was ineffective for a variety
of reasons.
 The process was driven by faculty who needed to
make an effort to send notification that a student was
struggling to an “Early Alert Coordinator” who sent an
email or letter to students notifying them of their
situation and providing a list of resources they might
pursue to help improve their grade.
 Few faculty used this source as it was cumbersome
and rarely resulted in improved student success.

 We propose to revamp, retool and reinvigorate this process
to make use of improved technology, academic analytics,
and best practice models currently in use at Purdue
University (“Signals”), Rio Salado Community College in
Arizona, George Mason University, Fayetteville State
University, Winston-Salem State University and many
others.
 This proposal helps SCCC achieve Institutional Goal #1
(Support student achievement of academic goals,
enhanced employment opportunities, or transfer to four-
year colleges.) and is aligned with SCCC’s Strategic Area of
Emphasis: Engagement of students, employees, and the
community in a college environment that nurtures
personal growth, diversity, and academic success. This
project would continue SCCC’s long tradition of innovative
programs that have a positive impact on institutional
advancement and student success.

 “Feedback on academic performance greatly
affects student retention. Feedback identifies
areas of strength and weakness so students have
a greater likelihood of improving and ultimately
succeeding.” (CCCSE, p.4) As academic catch–up
is often cited as a “loss” point for students,
Pennington and Milliron argue that to improve
student success, “student attendance and
progress needs to be monitored in real time and
counselors and faculty need to be alerted and
accountable for following up to re-engage the
student and support his/her re-entry.” (p.8)

 This proposal helps SCCC achieve Institutional
Goal #1 (Support student achievement of
academic goals, enhanced employment
opportunities, or transfer to four-year colleges.)
and is aligned with SCCC’s Strategic Area of
Emphasis: Engagement of students, employees,
and the community in a college environment
that nurtures personal growth, diversity, and
academic success.
 This project would continue SCCC’s long
tradition of innovative programs that have a
positive impact on institutional advancement
and student success.

 Internal collaborators:
 Academic Affairs Assistant V.P. (help supervise project)
 Director of Admissions and Records
 Student Success and Support Program Director (formerly
Matriculation)
 Dean, Enrollment Services
 Tutoring/Learning Center (Director)
 V.P. of Institutional Effectiveness, Research, and
Technology
 Director, Institutional Research
 Web Development / System Administration
 Computer Support Services
 Blackboard Supervisor
 Chair, Counseling department (faculty)
 Others as needed (department chairs)

 Primary collaboration/project development would
take place with Dean, Student Success (project
leader), Student Success and Support Program
Director, Web Development/System Administration,
Computer Support Services, Director of Admissions
and Records (or designee), and Academic Advising
Office. These groups would be responsible for the
design of the system, including an Attendance
tracking system.
 “MyBeacon” will be tied directly into Blackboard
Course Management System and will require
collaboration and development with both Blackboard
(“Blackboard Analytics”) and our Systems Manager in
charge of Blackboard at SCCC.
 Faculty and department chairs across the campus
would be contacted to pilot test system.

 External collaborators:
 Rio Salado Community College (consultant)
 Blackboard
 Dr. John Campbell, developer of Purdue’s
SIGNALS program and former associate vice
president for information technology at Purdue
University. Currently the associate provost for
information technology and chief information
officer at West Virginia University.
 Dr. Campbell has agreed to meet with team via
Skype conference for five, 60 minute sessions.

 Southern California Community College
provides accessible, high-quality educational
and community enrichment opportunities for
the successful development of learners.
 To provide for the “successful development
of learners,” a system is needed to better
identify and support students at academic
risk and make sure they do not slip through
the cracks. “MyBeacon” is that system.

 The first of SCCC’s Strategic Area of Emphasis
is the “engagement of students, employees,
and the community in a college environment
that nurtures personal growth, diversity, and
academic success.”
 “MyBeacon” will be designed and
implemented to nurture personal,
educational growth and improve academic
success.

 The Signals Project at Purdue used a double-blind study involving
nearly 2000 students in 2006-2008 and found that “67% of
students receiving a yellow or red warning improved their effort
and their grade. For students who received a red light only, 78
percent improved their grade and effort during the mid-term
period.”
(https://news.uns.purdue.edu/x/2009b/091029McCartneySunGar
d.html)
 According to the Center for Community College Student
Engagement, only 28% of first-time, full-time associate degree-
seeking community college students graduate with a certificate
or an associate-degree within 3 years and completion rates are
significantly lower for minority, low-income and older students
(“The Heart of Student Success,” 2010), this project is intended
to be one strand of a very important web of student service
programs that can have a profound impact on improving student
success and persistence.

 A group of 3000 students in more than 85 GE courses,
including STEM fields (Science, Technology, Engineering,
Math) as well as English, Humanities, Social Sciences, and
Fine and Performing Arts will be selected for a pilot test.
Both quantitative and qualitative research will be
completed.
 The Institutional Research Office, under the direction of
the V.P. or Institutional Effectiveness, completes regular
research studies (“research briefs”) and will participate in
a development and implementation of a study to
determine effectiveness of “MyBeacon.” Faculty and
students participating in the pilot program will be
surveyed to determine attitudinal responses.
 After the pilot study has concluded, the project will be
rolled out to all faculty and students. SCCC will complete
an ongoing longitudinal study over the next 10 years to
determine effectiveness and make adjustments as needed.

 Development of “MyBeacon” will take place
in 2014-15 and will go online for pilot testing
in fall 2015. Research will be conducted in
summer 2016 and a research brief will be
prepared. Results will be shared in fall 2016
at the morning session of Opening Day.

 Fall 2014:
 Team “Beacon” is assembled.
 Vision provided
 Project outlined
 Resources discussed
 Needs addressed
 Plan outlined
 Schedule meetings with Dr. Campbell
 Bi-monthly meeting schedule developed
 Goals established for each meeting
 Notes:
 Blackboard will be contacted to discuss “analytics”
available through this system.
 Visitation scheduled with Rio Salado C.C. in Phoenix,
Arizona.

 Spring 2015:
 Continue development of “MyBeacon”
 Bi-monthly meetings continue
 “MyBeacon” tested by developers
 “MyBeacon” ready for testing by August 1
 Selection of courses for pilot testing

 Fall 2015:
 Pilot testing begins
 Monthly meetings by “MyBeacon” ad-hoc steering
committee
 Begin research -- surveys
 Spring 2016:
 Pilot testing continues
 Monthly meetings by “MyBeacon” ad-hoc steering
committee
 Continue research -- surveys

 Summer 2016:
 Continue/Finish research
 Convene “MyBeacon” ad-hoc steering committee
to discuss changes
 Prepare report for Opening Day
 Fall 2016:
 Present research findings
 Continue “MyBeacon”

Paul Wickline_Final Project_10-27-13_PPT (2)

Budget Item Computation Amount Requested Other Sources of Funding Total Budget
Personnel costs (including student
workers)
Adult hourly research assistants
needed
$/hour x #of hours =
(for each position)
2 adult hourly
research assistants
$20 @ 80 hours =
$1600
Academic Affairs Program
Review request
$1600 for 1 adult hourly
research assistant
$3200
Travel Costs
(destination and duration)
Personnel:
 Director of Admissions and
Records
 Student Success and Support
Program Director
 Web Development/Systems
Analyst
Identify specific costs:
Fuel, flight, lodging,
registration fees, etc.
3 people @
$300 roundtrip flights
($900)
3 hotel rooms for 2
nights (3 days) = $150
per night per room
($900)
Food = $200
$1,500
Travel to Phoenix
Arizona to meet with
Rio Salado Community
College administrators
and staff
$500
Basic Skills Initiative funding
$2000
Supplies/Materials Covered through existing
institutional budgets
Other (list) such as postage,
printing
$500 payment to Dr. John
Campbell for five 60 minute
consultative
teleconferences.
TOTAL $3100 $2600 $5700

 Paul Wickline, M.Ed
 Dean, Student Success and Instructional
Support
 Paul.wickline@canyons.edu
 661-362-3152

Paul Wickline_Final Project_10-27-13_PPT (2)

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