Redesigning Concurrent Enrollment with Hybrid Courses
Saturday PM

Utah is engaged in designing and piloting courses that serve as concurrent AND/OR college courses, Technology Intensive Concurrent Enrollment (TISE). Secondary teachers and college instructors collaborated to produce six (so far) courses, each “designed as a hybrid course having a blend of different learning activities that take place in class and online.”  See background and selections of courses.

One problem cited was the poor performance of incoming college students in math. Many take their senior year “off” and take no math. This course option would give them high school credit while allowing them to get math “out of the way” for a degree which is not math intensive. The success in the math class should be greater than had the student taken it in the second year of college, say, without having had math classes for two years.

The classes look promising; high school staff teach the course in high school and college instructors the university courses, but it is the same course.

The last session of the day addressed change in faculty focus from a more traditional mindset toward a learning-centered mentality. Lots of great ideas and resources. The presenters from Dalton State were very knowledgeable and personable.  I am so thankful that I have been exposed to so many creative thinkers and doers!

Reference was made to the book “Leading Change” by Kotter.  Dalton State U has developed a method to change based on Kotter’s book.

1.  Establish a sense of urgency.

2.  Create a guiding coalition

3.  Develop vision and strategy.

4.  Communicate the change vision.

5.  Empower broad-based action.

6.  Generate short-term wins.

7.  Consolidate change and produce more change.

8.  Anchor new approaches in the culture.

Graduation stats have been commonly used to determine success (or lack of) with colleges and universities.  This newer method was offered by Ralph Rogers from Purdue-Calumet.  Including all students (FT, PT, transfers . . . ) use the following equation to collect and compare annual data.  # of graduates divided by FTE times 4 gives the degree attainment efficiency number for a baccalaureatte student.  Multiply by 2 for community colleges.  These #s give a much better picture of the institution’s success.

Student Success Does Not Arise by Chance
Saturday AM

The speaker made the point that student support should not be at the fringes or the periphery of the classroom experience, but embedded at the heart of classroom teaching and learning.  I think frequently in metaphors, so what came to mind is the student experience as a metropolis (here I am in San Antonio, far removed from the rural life I live in New Mexico).

I thought of this resort, removed and distant from the downtown section, where tourists and business visitors alike visit to soak up the “aura” of the city. If this hotel is student support, where students are offered the amenities (concierge service to navigate unfamiliar ground, nourishment, company, transportation, necessary commodities), then the classroom is there, on the horizon, disconnected. That is where the business occurs, the work happens, the hands get dirty, the smog accumulates.

Dr. Tinto addressed the necessity of embedding student support there, in the classroom (and here the metaphor weakens; some hotels ARE there, in the heart of the city). He suggested holding and communicating high and clear expectations for students and giving consistent assessment and feedback using both institutional and classroom benchmarks to catch students before (and while) they are faltering and falling away. Embed instructional support for students; integrate skill training in areas we know influence college success; connect with students at every level from the office staff to the professors in ways that build a safety net for them; involve students with other students, the content, and the instructors in ways that encourage resilience and tenacity. Build and monitor momentum. Do not leave success to chance.

It is not about what we teach, it is about what students learn and use.

Attaining student success requires faculty development first.  Faculty mentoring faculty can be a beneficial part of faculty development.  Higher ed. faculty is not taught to teach so those skills must be learned elsewhere.  A suggested question for interviewing potential faculty members is, “What role do you have in student success.”

Strategically Internationalizing Your Campus Using Trends and Data 10:45am session
Jim Crawley, director, University Recruitment and Advising, ELS Educational Services

Communication
Recruiters are trained on how to inform students on all types of programs
Strategic Plan: Which markets are right for us
TIMELY FOLLOW-UP IS ESSENTIAL   – CUSTOMER RELATIONSHIP MANAGEMENT
Engaging alumni in recruiting and admission process

Visit community colleges or collaborate with other community colleges or local areas that teach English Learners

Marketing and recruitment plan costs
                advertising
                Travel
                additional student services costs/programs        

With relatively no support on campus (admit 50 new international students) start a program is a recipe to crash and burn

Initiative to support what you are doing

Visas – admission letter to an academic program for conditional admission  – graduate level

Graduate Programs that can speak to your strengths and can give conditional admissions
                                Art
                                Nursing
                                Business
                             Education

Promote university

Classroom Experience – practice teaching in another county; opportunities for graduate students; practicums

                Education USA – Department of State – has funds to recruit international students to the US

Identify your competition – who are we competing against?

How many international students do you need to meet enrollment and revenue goals? How many can you handle?

Examine why you are doing this
                What services do you have to support students?
                Surveys for why they came to your school
                Why or why not are they satisfied
                How did you find out about us?

Dr. Hellenbrand presents

PORTAL – Simulated experience students must go through in order to enter university  (Northridge)

                Helps with cohorts, which majors will be impacted, advising issues

Any financial Aid problem gets elevated to VP status immediately so that it is resolved not later than the next day so that embassies or consulates do not become involved