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BUILDING MIAMI DADE COLLEGE'S
STUDENT PATHWAY:
A 3-TIERED ADVISING MODEL
OHIO A SSOCIATION OF C OMMUNITY C OLLEGES (OACC)
5 TH A NNUAL FALL S YMPOSIUM , S PRINGFIELD , OH, N OVEMBER 14 , 2014
JOAQUIN G. MARTINEZ
ASSOCIATE PROVOST
MIAMI DADE COLLEGE, MIAMI, FL
STUDENT ACHIEVEMENT
INITIATIVES
The goal of the Student Achievement Initiatives (SAI) is to
substantially increase student success and completion
while maintaining access and quality.
FOCUSING ON
THE BIG PICTURE
After a year-long data review and planning process, MDC developed a 2-year implementation plan focused on creative
integrated academic and student services solutions to ensure the success of students starting at MDC in any
one of our three entry points: college-ready, developmental education, and English for Academic Purposes (EAP).
Barriers to Student Success
and Completion
• Unstructured curriculum pathways at all levels
• Too many academic choices and curricular options
• Inconsistent or misaligned academic support
• Unclear or inconsistent communication of information
• Inadequate technological infrastructure to effectively guide
and monitor student progress
Implementation Strategies
• Create a structured intake process.
• Develop and utilize structured curriculum pathways with
sequential coursework and focused course choices.
• Increase forward momentum, especially in developmental
education and English for Academic Purposes (EAP).
• Increase transition assistance from developmental education
and EAP into college-level programs of study and from there
into transfer and/or career outcomes.
• Integrate academic and student support programs aligned with
learning outcomes.
• Increase student engagement through participation in
communities of interest.
ACCOMPLISHMENTS
Today is about telling the story of the progress we’ve made to
date and sharing plans for our future direction.
RESPONSES TO BARRIERS--IMPLEMENTING
7
Curriculum Pathway Redesign
Academic Advising (PCA,
Sr. Advisors, C&M)
Communities of Interest
First Year Experience
(FYE) Course
Registration Deadline
Mandatory Orientations
Boot Camps
Developmental Education Redesign
Multiple Measures Pilot
New Technology Platforms
EAP+
Lesson: Too many students fail to graduate due to inadequate advising, mentoring,
coaching, tutoring, and feedback. Too many at-risk students fall through the cracks and
fail to receive the timely support that they need to succeed—often because faculty and
advisers do not recognize potential problems until it’s too late.
Hig
h S
chool →
Orienta
tion
Pre-College Advisement
Orienta
tion →
25%
Student Services Advisement
25%
Benchm
ark
→ G
raduation
Academic Coaching & Mentoring
Shifting our focus: New approaches to matriculation research
9
The MDC Student Pathway
Integrated academic and student services support
from high school through graduation/transfer
Focus to date: curriculum pathways and new advising models
Starting off Right
Becoming Engaged
Persisting and
ProgressingCompleting
10
3-Tiered
Advising Model
Supports
Student Pathway
Admissions through
Orientation
Orientation through 25% Benchmark
25% Benchmark through
Graduation
1
2
3
PRE-COLLEGE ADVISING
The first stage of the model provides pre-enrollment
advising for students still in high school, through the
admissions process, and up to mandatory orientation.
12
Tier 1: Admission to Shark Start Orientation
Prepares students for a strong start at MDC
What: On-site advising at 46 high schools with financial
aid information; monthly activities and career workshops;
personal connections; and documentation/event
reminders
Who: Pre-College Advisors, Recruiters, New Student
Centers
Early Results
• Over 60% of Miami Dade County Public High Schools
have an assigned Pre-College Advisor
• Increased applications and conversion to enrollment
FAFSA & Registration Marathons
College ToursMentoring &
Tutoring
Faculty & Staff Professional
Development
Financial Literacy Workshops
College Clubs
Student & Parent Workshops
(Cognitive &
Non Cognitive)
Curriculum Alignment
Summer-Bridge Programs
Test Prep Courses (Boot Camps)
!HACER! Website
14
Tier 2: Shark Start Orientation to 25% Completion Benchmark
Becoming engaged: academic/career plan aligned with interests and
goals
Early Results
• ~ 900 Shark Start Orientations for almost
30,000 students
• More than 90% of new students have
assigned advisor and completed IEP
• Students with assigned advisors have higher
retention rates and reach benchmarks faster
What: Mandatory Shark Start orientation, engagement activities, non-
cognitive and career assessments, one-on-one advising, career assessments,
and Individual Educational Plan (IEP) completion
Who: Student Services Senior Advisors
15
MDC’s Wildly Important
Goal (WIG)
Increase student
completion rates
Lead Indicator 1 Number of FTIC-DE
applicants
Lead Indicator 2
Number of FTIC-DE
students attending Shark
Start Orientation
Lag Indicator Number of students
registered for courses
16FTIC-DE Scoreboard
Dates Percentage point
difference since
2012-1
Registration Deadline
8/25/2014 8/26/2013 08/27/2012
Term 2014-1 2013-1 2012-1
# Applied 18.6% 17,504 16,561 14,759
# Registered 9.9% 9,384 8,991 8,531
Credits Registered 13.4% 118,076 111,978 104,130
# Attended
Orientation/
Registered
24.9% 8,267 7,819 6,617
17
18
Tier 3: 25% Benchmark to Graduation
Persisting and progressing: more specific academic and career advice
linked to program of study
What: completion of IEP monitoring, academic progress
reviews, service learning and internship opportunities,
transfer and career planning, mentorship.
Who: Academic Coach/Mentor (faculty, department
advisors, discipline chairs)
Early Results:
• ~10,000 students successfully reached the 25%
benchmark and have transitioned to coach/mentors
• College-wide, ~280 coach/mentors
• Students achieve benchmarks faster and stay in solid
academic standing
At each stage, the student has
a primary point of contact at MDC.
Seamless transitions
from one stage/advisor
to the other.
Supported by processes
and technology for
information sharing and
communication.
First transition (2012-3) Second Transition (2013-2) Current Transition (2014-1)
DIRECT
ENTRY
TERM
Number to be
assigned
Number
actually
assigned
Number
unassigned
Number to be
assigned
Number
actually
assigned
Number
unassigned
CURRENTLY TO
BE ASSIGNED
(previously
unassigned
spillover
component)*
DE20121 2682 2476 206 1890 1809 81 557 (96)
DE20122 8 7 1 223 209 14 121 (8)
DE20131 1042 988 54 3445 (32)
DE20132 1 1 0 163 (0)
DE20141 247 (0)
TOTAL 2690 2483 207 3156 3007 149 4533 (136)
TRANSITIONS TO COACHES / MENTORS: A closer look.
CURRICULUM PATHWAYS
Lesson: Cafeteria-style curriculum, with unlimited options,
does not serve many non-traditional students well. Time is
generally the enemy of graduation, and wasted credit hours
contribute significantly to low graduation rates.
Curriculum Pathways: Key to Student Success
• Students who enter a program of study early and follow
structured course sequences:
• Master and reinforce competencies in meaningful order
• Persist at greater levels, for longer times
• Reach completion benchmarks sooner
• Take fewer excess credits
• Undergraduate Pathways Planning Group (UPP)
• To date, faculty teams developed/refined 43 curriculum
pathways and more than 50 program sheets (mostly AS).
• Cover majority of students at MDC
22
Curriculum Pathways and UPP
• 4 Original Pathways:
• Biology
• Business
• Criminal Justice
• Psychology
• 43 + through UPP collaboration.
Developmental Education Redesign
English for Academic Purposes EAP +
UPP Process for Academic Year 2014-5
Lay the foundation in the fall: UPP team will
• Research best practices
• Identify “essential elements” and “gaps”
• Collaborate with Student Services, SAI teams, especially COI team,
academic leadership
Build the model in the spring: UPP and discipline leadership will engage
disciplines
• Discussion, debate and consensus-building
Consolidation the recommendations by end of spring term
• Clear Priorities
• Implementation plan
24
25
Next Steps
Focus this year on next generation of innovation and
improvement
• Integrating curriculum pathways with 3-tiered advising
• Building comprehensive career assessment and support
• Sustaining coaching & mentoring
• Developing new models of academic support
• Implementing Communities of Interest
• Expanding teaching & learning, both inside the classroom
and beyond
Integrated Academic and
Student Support Services
Learning Outcomes
3 Tier Advisement
QEP
SAI
SAI Framework
Student Pathway
(across)/
Organizational
Pathway (down)
Starting off Right Getting Engaged Persisting and
Progressing
Completing
Build model and
action plan (new or
developing
strategies)
Implement, prove
concept and build
momentum (strong,
promising)
Double-down to
sustain with evidence
(well established and
effective)
Weaved into the
fabric of the
institution (mature)
DEVELOPMENTAL
EDUCATION REDESIGN
SB1720 INTRODUCED SIGNIFICANT CHANGES TO THE WAY
FLORIDA COLLEGES CAN OFFER DEVELOPMENTAL
EDUCATION.
Acceptable Modalities for Developmental
Education• Modularized instruction that is customized and targeted
to address specific skills gaps.
• Compressed (or accelerated) course structures that
accelerate student progression from developmental
instruction to college-level coursework.
• Contextualized developmental instruction that is related
to meta-majors.
• Co-requisite developmental instruction or tutoring that
supplements credit instruction while a student is
concurrently enrolled in a credit-bearing course.
30
Exempt Students and the “Opt-in” Option
• entered 9th grade in a Florida public school in the 2003-2004 school year, or any year thereafter,
• and earned a Florida standard high school diploma
• or a student who is serving as an active duty member of any branch of the United States Armed Services
Exempt students is any student who:
• take the common placement test and
• enroll in developmental education instruction in a Florida College System institution.
Exempt students shall not be required to:
• Exempt students may opt to be assessed and to enroll in developmental education instruction, and the college shall provide such assessment and instruction upon the student’s request.
“Opt-in” option:
31
MULTIPLE MEASURES
PILOT
The pilot aims to test the effectiveness of implementing a
strategy to support non-college level students when
they attempt college level classes.
.
Multiple Measures Pilot
• 400 students identified at Kendall, North and Wolfson
• Students placed directly into gateway courses (ENC1101, MAT1033 or MAC1105)
Student participants
• Students are required to complete a minimum of 1 hour in the lab per week
• Supplemental lab instruction is customized to address students’ skills gaps
Supplemental instruction
• Student success rates
• Average lab hours completed per student per course
• Average cost of supplemental instruction per course
Data to be collected
WHAT’S NEXT?We’ve accomplished a great deal, but there’s still work
to do!
META MAJORS
The State Board of Education approved a series of meta-majors and academic pathways and identified their corresponding gateway courses.
Meta-majors are academic pathways established for the purposes of advising Florida College System associate degree seeking students of the gateway courses that are aligned with their intended academic and career goals.
COMMUNITIES OF INTEREST
A Community of Interest represents a clustering of students
who demonstrate a common interest and have similar
academic and/or career goals.
Professional Development
• March 7, 2014
Kendall Campus
• Strengthening Our Roots: Enhancing Quality, Opportunity and Success
• Track 1: Opportunity and Success
• Track 2: Supporting Student Plans and Progress
• Track 3: Challenging and Empowering Students
• Track 4: A Culture of Inquiry and Evidence
• Track 5: Educational Excellence
• Track 6: Quality Enhancement Plan
EVALUATION AND ANALYSIS
“Educational trajectories need to be “process analyzed” to determine why students flounder and drop out. It is essential to use fine-grained analytics to identify the pinch points and barriers to graduation and address these head on.”
DOUBLING DOWN ON
IMPLEMENTATION
Lesson: Efficiency and scale are not inevitably at odds
with instructional quality.
For more information:
• Contact:
Joaquin G. Martinez
Associate Provost, SAI
(305) 237-7191
