13:23:01 Live captions provided by Rev.com. For 99% accurate post-meeting transcripts and captions, visit Rev.com.

13:59:54 So I might just start with a few housekeeping things.
13:59:57 Well, folks are arriving. Welcome all.
14:00:03 And like I say, continue to communicate in the chat,
14:00:05 tell us where you're from. Share feedback as well as questions.
14:00:07 And the chat area that's where interaction will happen today.
14:00:10 If you have questions, you'd like to be sure that the presenters see.
14:00:15 We'd invite you to use the Q and a area at the bottom of your zoom
14:00:17 screen. And.
14:00:32 And that will help us keep track of the,
14:00:34 of the questions of what we hope will be a very active chat area where
14:00:38 you're all sharing.
14:00:39 What you're up to the session will be archived and all of you who have
14:00:42 registered. So you will receive a link to the archive automatically.
14:00:45 And that will include the slide deck as well as the recording.
14:00:47 And if you'd like to follow along on Twitter today, we're at hashtag.
14:00:50 Interrupt PD and my colleague.
14:00:52 Jill some rock is in the room. If you have any technical difficulties,
14:00:55 you can reach out to her here or via email.
14:00:57 In that link that you see on this screen.
14:00:58 Looks like the pace of entry is somewhat slowly.
14:01:01 So I think with that,
14:01:02 Well, we'll get going.
14:01:03 Welcome everyone.
14:01:05 This is the webinar that lots of you have been very interested in
14:01:08 hearing.
14:01:09 Hearing.
14:01:10 About.
14:01:13 We've got today with us, Dr. Ross Knight,
14:01:15 who is the district director of developmental education at the
14:01:17 Maricopa community college system.
14:01:19 Along with Linda Bridwell from Scottsdale community colleges,
14:01:21 testing and assessment department.
14:01:23 And we're looking forward to hearing about.
14:01:26 Dr. Knight's research and how that's impacted some of the practices.
14:01:29 At Maricopa.
14:01:31 Just a quick word about us through.
14:01:41 If you want to go to the next slide?
14:01:42 I think most of the folks here probably know who Ann rock is,
14:01:44 but we are a membership community. We work with colleges with.
14:01:55 Secondary institutions.
14:01:56 And with adult education programs across the country,
14:01:58 working to refine our tools and our,
14:02:00 and our curriculums for the maximum student success impact.
14:02:03 And we, we do that with members like.
14:02:05 Maricopa community college.
14:02:06 And we also like to highlight the work that our members are doing as
14:02:10 thought leaders in our community of practice. So.
14:02:12 With that, I'm going to kick it over to Ross today.
14:02:29 Thank you so much, Terry.
14:02:30 And I like to say thank you to in Rafa this opportunity to share not
14:02:33 only my research,
14:02:34 but also the work that we're doing in the miracle of community
14:02:36 colleges. Welcome everyone.
14:02:37 It's always nice to know what who's in our audience and what your role
14:02:41 is.
14:02:42 So we have a question here for you to put into your answer into the
14:02:45 chat. What is your role at your institution?
14:02:47 I just want to know kind of who's here and who's in our audience in.
14:02:49 And how do you support students and others at your institution?
14:02:52 Director of learning centers.
14:02:53 Math faculty, academic advisors.
14:02:55 Student support services, foundation programs.
14:02:58 The instructors.
14:02:59 Got them all over.
14:03:01 Very good, nice variety of people here.
14:03:02 So we look forward to engaging with you and as we go through.
14:03:05 At this webinar today.
14:03:06 So as Terry said, this.
14:03:10 This first part is really based on my doctoral research.
14:03:12 I was very interested in kind of this.
14:03:16 You see from this diagram's intersection of nontraditional students of
14:03:19 color, online learning and developmental education.
14:03:22 Based on my years as an instructor,
14:03:24 teaching reading courses and the community college.
14:03:32 Actually beginning my educational career in Sierra Leone, west Africa,
14:03:36 with students who had not finished their secondary education for
14:03:39 various reasons.
14:03:43 And seeing those students being able to progress and become productive
14:03:46 members of their society,
14:03:48 we're really looking at what is it that brings these three together.
14:03:51 Knowing that no non-traditional students.
14:03:53 Many times are coming back.
14:03:59 To to school.
14:04:00 They have a lot of experience with a lot of things to bring back to
14:04:03 us, but they also have some challenges as they come back with work and
14:04:06 family and other obligations.
14:04:08 Online learning typically is where they choose to engage in education
14:04:11 because of the convenience and ability to.
14:04:14 Be flexible.
14:04:15 In their work.
14:04:16 And then knowing that too many of them come into developmental
14:04:18 education, when they come back to us.
14:04:20 At our colleges as many.
14:04:21 50 To 60%.
14:04:22 Students in developmental education are in that non traditional.
14:04:25 Area.
14:04:26 But as I was looking at.
14:04:27 Research and data and literature.
14:04:30 I really focused a lot on the students who were not successful.
14:04:33 About 60% of students, if they are not successful.
14:04:43 You know, when they come through online developmental education.
14:04:45 So I really wanted to look at what about that 40%, you know,
14:04:48 what happens with that 40% of students who are successful?
14:04:51 How, how, how have they been successful?
14:04:53 How they move from developmental education courses.
14:04:55 Into college level courses onto degreed or transfer.
14:04:58 So as I looked at.
14:05:01 Th the literature out there to fit is not a lot out there on this
14:05:04 group that focuses on the students who've been successful.
14:05:08 Non-traditional students again are many times the largest number of
14:05:10 students in developmental education courses.
14:05:12 That can be as many as 50.
14:05:14 50% Of the population, many times,
14:05:16 if they talk about online education,
14:05:18 I say,
14:05:19 this is not the best option for students who are in developmental
14:05:22 education courses.
14:05:33 But many times the literature focuses on deficits in the students or
14:05:36 things that the students aren't doing versus the institution and how
14:05:39 we can help students and incidence of color. Again,
14:05:42 a large portion of that non-traditional student population.
14:05:45 I really not addressed specifically in the literature.
14:05:46 Most of the literature just focuses on non-traditional students as a
14:05:49 whole.
14:05:50 It doesn't look at that specific demographic.
14:05:52 Ross Gordon in his research refers to them as.
14:05:54 Sometimes the forgotten population in colleges.
14:05:56 Though we know they make up.
14:05:57 A considerable amount of students in our, on our colleges now.
14:06:07 Because we talk about non-traditional students,
14:06:09 I'd like for you to place in the chat,
14:06:10 what is a characteristic of a non-traditional student?
14:06:13 So when you hear that term, what is it that you think of?
14:06:15 As far as I'm non.
14:06:16 Non traditional student.
14:06:18 Older age, older students.
14:06:23 African-American male working adults, adult learners.
14:06:27 Break between high school and college adult responsibilities.
14:06:31 Changing careers, single moms, veterans.
14:06:34 Our time.
14:06:38 Little college experience older, online.
14:06:43 Full-time parents,
14:06:44 someone who returns back to college after their first attempt.
14:07:03 Great, thank you for those characteristics.
14:07:05 And I think one of the things that I realized, you know,
14:07:07 we kind of have this term non-traditional,
14:07:09 but many of the things that you all mentioned in many of the
14:07:11 characteristics that you see in the research really describe all the
14:07:13 students that we have. So I think we're.
14:07:15 That we call them.
14:07:17 Non-traditional I believe that they really are becoming our
14:07:19 traditional student population.
14:07:21 I know as we look at our students in Maricopa,
14:07:23 We have probably about 40 to 50% of our students that may fall into
14:07:25 what we call non traditional.
14:07:27 Students. So as we think about the students that we're serving.
14:07:29 Thinking about all the.
14:07:30 The [unknown].
14:07:32 They bring.
14:07:33 Maybe we need to kind of maybe change this, this no.
14:07:35 Name of nontraditional and really think about them as being just our
14:07:39 students and the student populations that we serve. So.
14:07:52 So I hope you keep that in mind. As I talk about my research,
14:07:56 because though it was focused on non-traditional students of color.
14:07:58 I think some of the findings and the experiences of the students are
14:08:02 really experiences that all of our students have,
14:08:04 regardless of how old they are, regardless of.
14:08:06 Maybe their employment status or their family status.
14:08:08 So just something to think about as we move through today.
14:08:11 So I had three research questions.
14:08:12 As I delved into these experiences of these students.
14:08:25 Really looking at the instructional needs of nontraditional students
14:08:27 of color, as they enroll in online developmental courses,
14:08:30 what is it that they need it to help them move through?
14:08:32 How does online developmental education address and be affected needs
14:08:35 of nontraditional students? How are we supporting that social,
14:08:38 emotional learning for students?
14:08:39 And how did those components of developmental education contribute to
14:08:43 students?
14:08:44 Moving on through to credit bearing.
14:08:46 College level courses,
14:08:47 especially for this population and non-traditional students of color.
14:08:50 So I was really looking at.
14:08:52 Instructional needs kind of that affective piece.
14:08:54 And then how do we help students make that transition?
14:08:56 What are we doing in those courses to help move them forward?
14:08:58 There were two conceptual frameworks that guided my research.
14:09:02 One adult learning theory developed by Malcolm Knowles.
14:09:05 Docile called andragogy.
14:09:06 But really he talked about five assumptions.
14:09:13 About adult.
14:09:14 And I call them assumptions because I don't know if about always been
14:09:17 into these,
14:09:18 but these were the assumptions that he made about adults and one that
14:09:21 adults like to direct their own learning. They like to.
14:09:23 I'm going to be in control and run. The show is they look at.
14:09:26 What courses they're going to take and what they're going to do if
14:09:28 they engage with us.
14:09:29 That they bring a lot of previous experiences to relate to that new
14:09:32 learning.
14:09:34 Yeah, we talk a lot about prior learning assessment, you know,
14:09:36 how can we use those experiences that students have had?
14:09:38 With their new learning.
14:09:39 But I don't need relevancy.
14:09:40 They need to know kind of what's in it for me.
14:09:42 How am I going to use this out is going to help me.
14:09:51 They are re problem focused. So when you come to us,
14:09:54 they really looking at how do I move through to get this degree,
14:09:57 to get this certificate, move into this job.
14:09:59 They're really looking at how they solve.
14:10:01 A problem or a challenge.
14:10:02 And that they are many times are intrinsically motivated to learn that
14:10:05 they have a goal.
14:10:06 And when they come to our institutions,
14:10:08 That's really what's guiding them.
14:10:09 There are those academic goals that are guiding them.
14:10:10 The second conceptual framework.
14:10:12 Around equity mindedness.
14:10:13 So this was developed by Dr. Stella Binson mine.
14:10:15 It was formerly at university of Southern California.
14:10:19 And it's really based on five principles that institutions and
14:10:23 practitioners.
14:10:24 And body as they work with students.
14:10:33 So the first one, there is this idea of being raised conscious,
14:10:35 but it's really raised conscious in a positive way and realizing and
14:10:37 understanding that students from different racial and ethnic
14:10:40 backgrounds.
14:10:41 Have different needs and that we need to be able to provide what
14:10:44 students need and not have kind of a one-five.
14:10:47 Because we know that that, that doesn't work for students.
14:10:48 We know that they all come with different needs, different challenges,
14:10:51 different experience, different strings.
14:10:52 So, how do we build on that in.
14:10:54 Institutions.
14:10:55 That we are institutionally focused on supporting students.
14:10:58 That it's not just in affairs or.
14:10:59 The bears are just faculty or just advisors or counselors.
14:11:05 But as an institution that we all have a part to play in the
14:11:09 success of our students.
14:11:11 And that would really need to look at our practices, our policies,
14:11:15 our processes, and think about.
14:11:16 Are we creating barriers for students?
14:11:18 And the way that our institutions are run in the way.
14:11:24 Excuse me,
14:11:25 that when we move students from admissions to enrollment or to
14:11:28 financial aid,
14:11:34 Three,
14:11:35 that it's evidence-based that we're looking at that data that we're,
14:11:38 dis-aggregating our data for the students that we have to identify.
14:11:42 Who's not being served.
14:11:43 Did we don't stop and take a look at that data.
14:11:45 We're not going to change it.
14:11:52 So really looking at your data,
14:11:53 your institution to determine where are the needs,
14:11:56 who are the students in the populations that are not making those
14:11:59 things that maybe are not moving forward as you want them to.
14:12:03 That if you're aware.
14:12:05 Of systemic racism in our society and other areas, employment,
14:12:08 housing, education, how has that impacted our students?
14:12:11 Knowing that we have issues in other areas of.
14:12:14 Our society that have impacted the ability of many students of color
14:12:17 to be fixed festival.
14:12:18 And that lastly you're action oriented or equity advancing that once
14:12:21 you realize that there are gaps that you do something about it.
14:12:43 Because it's one thing to talk about.
14:12:44 It's one thing to look at the data,
14:12:45 but then what are we going to do to change that?
14:12:47 So you say that we are about equity and diversity and inclusion.
14:12:50 How are we acting on that?
14:12:51 How are we moving the needle for all of our students?
14:12:54 Not just certain populations,
14:12:55 but how are we making sure that all of our populations of students are
14:12:58 making the types of advances are able to reach the goals and
14:13:01 milestones.
14:13:03 That we have for everyone.
14:13:04 I mean, I.
14:13:05 Stop here and ask a question.
14:13:07 Which principle of equity mindedness resonates with you.
14:13:10 So here are those principles that evidence-base,
14:13:12 that we're looking at data that we're race conscious,
14:13:14 that we're aware of differences in our students.
14:13:24 That were institutionally focused on that everyone in our institution
14:13:27 has a responsibility that we're aware of some systemic issues and that
14:13:31 we're at equity advancing.
14:13:32 We get to actually do something about what we see when we're not
14:13:36 seeing that all of our students are making progress or are.
14:13:39 Being.
14:13:40 Are having success.
14:13:41 It seems to be.
14:13:43 All over. Everybody has a lot of different opinions on that.
14:13:46 Great. So hopefully you will.
14:13:55 Kind of take some of those,
14:13:56 that information and die and take that back to your institution.
14:13:58 Maybe have some conversations around what does this work look like?
14:14:01 At our institution.
14:14:02 USC has a.
14:14:03 Dr. Sewed, Vincent Farmer center around equity.
14:14:08 Has some really great tools that you use to take a look at these
14:14:11 principles at your institution.
14:14:18 And talk about bringing groups together to talk about what does this
14:14:21 mean for us in our students? What our policies look like?
14:14:24 What does our curriculum look like? What are our practices look like?
14:14:26 Who are the students that we need to spend some time focusing on and
14:14:29 take a look at what's happening for those students?
14:14:32 So my research.
14:14:40 I did student interviews.
14:14:41 That was really the big piece of it was talking to students about
14:14:44 their experience. That was another piece in the literature that was,
14:14:47 was not very.
14:14:48 Present was the voice of students, you know, who we need time.
14:14:51 Do you have research? And we look at data. We look at percentages,
14:14:54 we look at scores.
14:15:02 Sometimes we don't talk to the students.
14:15:03 So I really wanted to hear from the student's perspective,
14:15:05 what was their experience as they move from developmental education
14:15:08 courses into college level courses?
14:15:15 How faculty focus group with faculty that teaching college level and
14:15:19 developmental education courses,
14:15:20 as well as looked at the curriculum that students were doing in our
14:15:24 English reading and math courses.
14:15:25 To see what was in those online courses that was helping into 40 men
14:15:29 as they moved into college level courses.
14:15:31 So now they did staff the findings.
14:15:37 What, what came about all this research information?
14:15:40 So my finding by developed into fixed themes,
14:15:43 I share each of those themes along with the themes.
14:15:45 I I'll share a quote.
14:15:46 From a student.
14:15:47 So I'll leave the quotes up on the screen for you to read.
14:15:49 As I talk about.
14:15:50 The findings from the research.
14:15:52 So one of the findings,
14:15:53 and I think this was really key for all the students was important.
14:15:56 The court systems.
14:15:57 And the students talked about having family support, extended family.
14:16:00 Friends.
14:16:02 And then institutional support. They talked about it. Advisors,
14:16:05 faculty members, counselors.
14:16:06 The cashier.
14:16:12 They really talked about, you know, how important it was for them,
14:16:15 especially coming back into college,
14:16:17 coming back into an academic study.
14:16:19 Having those, having people around them to support them,
14:16:22 to help them understand the process of college.
14:16:31 Especially talked about their advisors and being able to choose
14:16:34 classes,
14:16:35 but then they also talked about there's that support system and just
14:16:37 helping them to feel like, yes, I belong in college.
14:16:40 This is the right place for me. This is,
14:16:42 I may not have been in school for 15 or 20 years.
14:16:45 But I need to be here.
14:16:46 I've made the right decision in coming back as soon as also talked
14:16:49 about even those on the college campus.
14:16:51 Regardless of their role.
14:16:52 Having the opportunity to talk to them about things outside of
14:16:54 college.
14:16:55 The court here talks about a student.
14:16:57 Talking to her advisor about and getting advice from her advisor about
14:17:00 kind of life issues.
14:17:16 So the advisor,
14:17:18 wasn't just kind of this person to talk to when I needed to know what
14:17:21 classes to take or choose between two courses or kind of understand
14:17:24 what my educational plan was.
14:17:26 But just when there were times when I just needed to talk to someone
14:17:28 about a life decision I was making, having that support system.
14:17:31 With someone who could help me to think through that problem to think
14:17:34 through the solution.
14:17:36 So that for students.
14:17:43 Having those just different layers of support is really important for
14:17:46 them to be successful, not just as they started,
14:17:48 but even as they moved through their coursework and being able to come
14:17:51 back to that advisor or going back to that faculty member who maybe
14:17:54 they had in the first semester now it was the third semester.
14:17:57 Being able to go back and have conversations with that faculty member
14:17:59 as we were moving forward.
14:18:00 Oh, you do have a couple of questions.
14:18:02 What.
14:18:03 It's basically kind of go through talking about the support is super
14:18:07 helpful, but not everyone has that.
14:18:08 So, how do you help those who don't.
14:18:10 And basically.
14:18:12 Wanting more information, how those in the trenches can do those,
14:18:15 do that kind of thing.
14:18:16 But for these students and that's what it was. Some of them
14:18:18 had family support.
14:18:32 But some of them didn't. So it was the advisor that they leaned on.
14:18:34 That that was any times that the court system,
14:18:37 I think many times it's just asking to do didn't know, how can I help,
14:18:39 you know, what can you do? What, what can we do to help? Cause if,
14:18:41 again, if that talk about the bag, I think we all know this.
14:18:43 But students spend times don't seek help.
14:18:45 They won't reach out to us for help even sometimes when they're
14:18:47 drowning.
14:18:48 So how can we be proactive and ask students now,
14:18:52 what do you need? How can I help you and make it.
14:18:54 I guess in a way where they don't feel like we're getting in their
14:18:57 business.
14:18:58 But were there.
14:18:59 We're there because we genuinely want to help them.
14:19:01 We want them to be successful.
14:19:02 And I think for most of the students,
14:19:03 They realize that. Cause I said, you know,
14:19:05 I wasn't going to reach out and ask someone for help.
14:19:06 But if someone asked me if I needed help,
14:19:08 Yes, then I would tell them, well, this is what I need,
14:19:10 but am I going to, am I going to take the first step to do that now?
14:19:15 I'm not going to do that.
14:19:16 So I think just sometimes just asking that question to students,
14:19:19 you know, how can I help you now? What do you need?
14:19:23 And those are you're in the trenches even more important because you
14:19:26 know, you see those students who are struggling, you see.
14:19:28 You know what happens when you know, they don't.
14:19:38 I have some of those support systems.
14:19:39 When you see those students who many times may not make it through
14:19:41 that first semester,
14:19:43 because they don't have sometimes what we call social capital.
14:19:45 They don't have resources or people that.
14:19:48 You know, maybe have been to college that can help them understand,
14:19:50 you know, from our alphabet soup of labels and terms and processes.
14:19:54 Do I think.
14:19:55 Sometimes acting.
14:19:56 You know,
14:19:57 How can I help you? What do you need?
14:19:58 I think those are a long way and maybe sometimes much longer than,
14:20:01 than we know, or that we think.
14:20:02 And just one more.
14:20:03 Roz is that.
14:20:08 Talking about how can we address general discomfort when talking about
14:20:11 race among faculty and staff.
14:20:13 How can we bring about that recognition acknowledgement of the six.
14:20:15 Yes.
14:20:16 The systemic nature of racism.
14:20:18 It's impact.
14:20:19 On intersectionality.
14:20:22 I think when you start looking at maybe your data.
14:20:25 And start there and looking at the student.
14:20:27 And not make it.
14:20:30 I mean, not people be definitive.
14:20:32 About you.
14:20:33 They're really filter thing on.
14:20:36 And what the goal is, our goal is to help students be successful.
14:20:39 So let's take a look at our students. What do we see?
14:20:42 What do we see happening with our students?
14:20:51 I think that's something that you can't deny that you can't move away
14:20:55 from that when you're looking at your data and you see that you only
14:20:57 have 30%.
14:20:58 Your black students that are.
14:21:04 Receiving degree,
14:21:05 but you had 80% of your white students that are receiving degrees
14:21:08 that, that, that back to the problem.
14:21:10 And you have to be really willing to pay back the problem.
14:21:12 And that, how do we know that we want 80% of all of our students?
14:21:15 To be successful. How are we filling this gap?
14:21:18 What's what's happening that we have this population of not being
14:21:20 successful.
14:21:21 And make that the focus.
14:21:22 Cause it's really about students.
14:21:23 It's about how do we move students forward?
14:21:25 So that has to be our focus in moving students to where they need to
14:21:28 be.
14:21:30 Okay.
14:21:31 All right.
14:21:32 Second finding.
14:21:35 Well, the idea around preparation for the online environment.
14:21:38 And this is with.
14:21:40 With my, because my study was specific to online students.
14:21:44 It was a big piece for me, that students,
14:21:45 but I think this whole idea around preparation.
14:21:52 It for all of our students, regardless if they're online,
14:21:53 they're hybrid.
14:21:54 They're face-to-face how are we preparing students for the academic
14:21:57 expectations?
14:21:58 In our institutions.
14:22:00 So students.
14:22:02 Around online, they deleted it.
14:22:03 When you talked about being able to have faith.
14:22:05 And time.
14:22:06 To do their online work.
14:22:08 Which I think even happens with.
14:22:09 In face-to-face classes when you have homework.
14:22:15 You coming home, do you have a space where you can do your homework?
14:22:17 Do you have a time set aside? Like really being prepared?
14:22:20 To be a student that was something that allowed the students talked
14:22:23 about because they had not been in school.
14:22:28 For many years.
14:22:29 So really being coming into this environment and being successful and
14:22:32 really understanding.
14:22:36 What it meant to be successful.
14:22:38 So several of the students talked about no going to orientation.
14:22:41 You know, they did the orientation before classes started.
14:22:43 And then when they got into their course, did they like.
14:22:44 Oh,
14:22:45 I forgot some of those things that they talked about an orientation.
14:22:47 I didn't remember.
14:22:54 You know where those resources were or how to connect to those people.
14:22:56 So really it really would have been nice to kind of have that,
14:22:58 you know, within my course have them in that information again,
14:23:00 in my course about how do I.
14:23:02 Reach the writing center. How do I engage with a tutor?
14:23:04 So thinking about all the things that we know students need to be at
14:23:07 least to be successful in the onset.
14:23:13 How do we prepare students for that?
14:23:14 How do we make sure that they know how to reach those resources,
14:23:17 that they understand how to use our learning management system?
14:23:24 Maybe a student have talked about that, you know,
14:23:25 the technology piece and coming back and engaging with technology and
14:23:28 understanding how to upload a document or how to respond.
14:23:37 To a discussion board.
14:23:39 And so then I think that maybe we take for granted that students may
14:23:41 know, but how do we make sure and ensure that they are going to be
14:23:44 successful because they are prepared for those expectations.
14:23:49 They also talked about kind of changing from one course to another and
14:23:52 having one faculty member with a set of expectations and then moving
14:23:56 to another faculty member whose expectations may have been different.
14:23:58 They'll be able to adjust.
14:24:10 As they moved along, you know, in their coursework.
14:24:12 So really thinking about how are we preparing our students or the
14:24:15 academic environment, whether it's online, whether it's hybrid,
14:24:17 whether it's face-to-face,
14:24:18 how are we doing those things that are going to help students
14:24:21 understand what it means to be successful in the course that they're.
14:24:24 The next theme was around understanding non-traditional students.
14:24:27 So you all.
14:24:28 Kind of talked about some of those characteristics working full time.
14:24:31 You know, being a single parent or a parent.
14:24:32 And the students really talked about, you know,
14:24:41 How important it was to have faculty that understood that they had
14:24:45 other things that were, you know,
14:24:46 buying for their time and not that education was less important,
14:24:50 but sometimes those things would take priority their children or
14:24:53 work.
14:24:54 In their work schedules.
14:24:55 So having faculty members who understood that and were willing to be
14:24:58 flexible, not saying they didn't have to turn in an assignment,
14:25:01 you know, but saying, okay,
14:25:02 I can, I can give you an extension.
14:25:03 You know, I can work.
14:25:05 Around your schedule.
14:25:06 To help you be successful.
14:25:11 I need you to,
14:25:12 to complete the assignment so that you have the opportunity to do that
14:25:15 work. I have the opportunity to assess your ability,
14:25:17 but I'm willing to be flexible because I know there are other things
14:25:20 that are happening in your life.
14:25:21 So I can help you.
14:25:23 To work around that and still be successful in my course.
14:25:25 And that was something a lot of students talked about was, you know,
14:25:27 many times.
14:25:28 You know, trying to balance.
14:25:30 You know,
14:25:31 their work schedule with the core schedule and having time to do
14:25:34 homework, having time to submit assignments.
14:25:39 But how helpful it was to have faculty members that would be willing
14:25:42 to adjust the time. Okay. Well we do at five o'clock.
14:25:45 You can turn it in at eight o'clock.
14:25:46 Or it's it's.
14:25:47 It's totally deuce Saturday.
14:25:48 I can give you an additional day on Monday too, you know?
14:25:50 Two days to get back in.
14:25:51 So just really understanding.
14:25:53 Who they are, what they come with in house.
14:25:55 Sometimes that that may be challenging.
14:26:01 But there's still, we still want to do their work.
14:26:04 They still want to be able to be successful.
14:26:06 How, how can we help them and work with them to do that?
14:26:16 The next thing was around colorblindness in the online environment
14:26:18 where students talked about.
14:26:19 Sometimes they didn't feel like their instructors knew who they were.
14:26:30 They may not have known that they were African-American student or
14:26:34 that they were Hispanic student,
14:26:35 or they were a single mom or that they may have been the first,
14:26:39 you know, in college, but really thinking about how do we.
14:26:42 Engage students.
14:26:43 How do we make sure they understand that they belong here and that we
14:26:47 don't kind of see just, there's just one group of people.
14:26:49 A student in our horses,
14:26:50 but there are many different types of students.
14:26:52 And how do we show that through our curriculum?
14:26:54 Do we have images that represent.
14:26:56 Lots of different students, ethnicity age.
14:26:58 Socioeconomic status.
14:26:59 That we don't.
14:27:01 Dismissed or forget.
14:27:10 That we do have a diversity of students or that we offer.
14:27:13 We acknowledge that and we recognize that and make sure students
14:27:16 understand that we recognize that.
14:27:18 Because that then helps to create.
14:27:19 That sense of belonging? Yes.
14:27:26 I'm along here.
14:27:27 I see images that look like me reading about people who look like near
14:27:30 and may come from my background.
14:27:32 So how do we make sure that we are engaging all students in taking
14:27:35 into account?
14:27:36 You know, who's in our classrooms. Who, who are we serving?
14:27:39 Next day, your student is a human being.
14:27:41 How many students talked about kind of the connection.
14:27:43 With them, not just a student.
14:27:45 But as a person.
14:27:46 So once you didn't talk about.
14:27:51 I'm having a death in the family.
14:27:52 And of course she'd gotten behind on a few assignments in the class.
14:27:58 And for the instructor reach out to her,
14:27:59 but the email from the instructor was acting how she was doing it.
14:28:02 Wasn't about the latest assignments.
14:28:03 And the missing bird. It was just checking on her,
14:28:06 knowing that she had had.
14:28:07 You know,
14:28:08 Lost.
14:28:09 In her family.
14:28:19 And checking in on her as a person to see that she was okay.
14:28:21 And she's like that,
14:28:23 that just really let me know that they see me as a person,
14:28:26 not just as a student or a name on the roster,
14:28:28 but there's a person here.
14:28:30 You know, we all have lost things happen to us.
14:28:36 But reaching out to me really showed me that yes,
14:28:38 this person understands that. Yes, I'm a person here as well.
14:28:41 I'm not just a student, but I'm a person.
14:28:43 So having those opportunities to reach out to students.
14:28:46 Just to check in and Fe how are you doing?
14:28:48 And my back to that help speaking, do you need help?
14:28:50 How can I help you?
14:28:51 Living up being to make that connection to them beyond their role as a
14:28:55 student.
14:28:56 But to them as a person and how important.
14:28:58 That that personal connection is.
14:29:00 Two students.
14:29:07 And lastly, I am confident now.
14:29:09 So this was a quote from a student limited to students talked about,
14:29:12 you know, though they started in developmental.
14:29:14 Education courses that.
14:29:29 For them,
14:29:30 those courses really help them to build some of those skills to
14:29:33 refresh,
14:29:34 refresh some of those areas that they hadn't been engaged with.
14:29:37 They hadn't done some of that math in many, many years.
14:29:39 So coming and being able to just kind of refresh those skills and know
14:29:42 that they now have the skills that they need.
14:29:44 It not just to be successful in that course.
14:29:46 But to move forward as they needed to other courses.
14:29:48 As they looked at what their goals were,
14:29:50 where they want it to be in education and just feeling like they had
14:29:54 that confidence maybe that they didn't have in the beginning as they
14:29:56 were coming back to school after 20 years, they w appearance.
14:29:59 Their lives were different maybe from that first time around.
14:30:01 But feeling like, yes, this is where I was. Here's where I need to be.
14:30:04 This is where I should be.
14:30:05 This is where I know that I'm going to be successful and I can
14:30:08 continue to move forward.
14:30:09 And be a college student. I can complete college and get a degree.
14:30:12 I can transfer onto an institution. Continue.
14:30:15 My academic goals.
14:30:17 So what surprised you.
14:30:20 About the findings from this research in late.
14:30:22 These students.
14:30:24 Experience with.
14:30:28 People are looking at that. There is a question.
14:30:35 And that's referencing Maslow's hierarchy of needs.
14:30:38 Can you please address creating a holistic model?
14:30:40 That meets underrepresented populations needs.
14:30:45 How do we create true wraparound services to address the
14:30:48 underrepresented populations needs?
14:30:54 But I think a lot of institutions are doing that now,
14:30:56 as we talk about basic basic needs, you know,
14:30:58 food insecurity for our students.
14:30:59 Now through the pandemic, as we talk about kind of a mental health.
14:31:03 So I think it's really about looking at all those pieces of our
14:31:05 students. What are their academic needs?
14:31:12 You know, what do they need to be successful,
14:31:14 but then what do they need as far as food insecurity or basic needs is
14:31:17 transportation. An issue for students is.
14:31:19 Technology and issue.
14:31:20 You know, as we thought in the pandemic,
14:31:22 we still have a digital divide in our country.
14:31:26 So, how are we meeting that need?
14:31:28 I know many of our colleges provided laptops for students,
14:31:30 helped them get wifi access.
14:31:32 I think it really is about.
14:31:46 Looking holistically at students.
14:31:47 What are the things that they need and how do we provide those
14:31:49 services? How do we partner with others to provide that?
14:31:52 And we have several partnerships within our district with local
14:31:54 organizations that helped us to provide food to students during the
14:31:57 pandemic drive through.
14:31:59 You know, food drive, provide technology, access to students,
14:32:02 supporting students with mental health.
14:32:04 Issues it's really, you know,
14:32:05 It's really looking at the whole student and determining what is,
14:32:08 what is it that students need again? It's that question?
14:32:11 You know, we provide those things.
14:32:12 I know we have the basic needs website.
14:32:15 And our district where we have lots of resources,
14:32:17 but there's a lot of information there. You.
14:32:18 So how do we also provide students maybe with a person.
14:32:25 Sometimes that that can help them through that.
14:32:27 As we talk to students, how do we, you know, move them to a person?
14:32:30 So there's someone that they can talk to, to help them support.
14:32:32 Those needs.
14:32:34 Right.
14:32:40 So I, I think it's,
14:32:41 it's really about the institution looking at your students. I don't,
14:32:44 I don't think it's, again, it's not a one size fits all.
14:32:45 I think every institution needs to look at the population they're
14:32:48 serving. Who are those students?
14:32:49 And then what are those needs?
14:32:50 Do your students have basic needs issues?
14:32:52 If, so, how are you fulfilling that?
14:32:53 How did that happen in the classroom?
14:32:55 I know many of our syllabis.
14:32:56 Include a link to our basic.
14:32:58 Needs website, or they include information about resources.
14:33:08 So,
14:33:09 how do you have those conversations on your campus about how do we get
14:33:12 that information to students?
14:33:13 How do we support that for our students and how do we create an
14:33:16 environment in a.
14:33:17 Faith-based for students even to say.
14:33:19 I have this need, as you said,
14:33:21 we know our students don't ask for help.
14:33:22 So, how do we create.
14:33:24 A space where.
14:33:26 They feel they can do that.
14:33:27 Or we create a space where that is open and available to them and they
14:33:30 can take advantage of it when they're ready.
14:33:34 So based on those findings, I created.
14:33:46 The academic momentum for non-traditional students of color model.
14:33:49 And though it talks about non-traditional students of color.
14:33:50 I think this is a model that could apply to any students.
14:33:54 I should look at the model at the top.
14:33:55 Is that the same support system?
14:33:57 So thinking about how do we support students?
14:34:02 All the way through their path when they start with us to when they
14:34:06 leave us, how do we provide that support along the way?
14:34:19 But, and built on a foundation around adult learning theory and
14:34:22 equity-minded practices. What do we know about adults? How they learn,
14:34:25 how they want to learn.
14:34:26 And then what do we know about being equity minded?
14:34:28 How do we support students that have been underserved historically in
14:34:31 our populations?
14:34:32 So the model really starts with, again, that student support system,
14:34:35 thinking of.
14:34:36 The student's own support systems and family and friends,
14:34:39 extended family,
14:34:40 but then are the support systems that we provide on our campuses.
14:34:43 You know, do advising, counselors, whatever.
14:34:45 Basic needs support.
14:34:46 You know, how do we make sure students know where those services are,
14:34:49 how to access those services.
14:34:50 Who's that person that is going to help and dive them and lead them.
14:34:55 Through to preparation.
14:34:56 So then how do we prepare students to be successful in an academic
14:35:00 environment? Whether it's an online course.
14:35:02 Hybrid course, face to face.
14:35:15 What are we doing to prepare them academically?
14:35:17 What are we doing to prepare them, maybe around that social,
14:35:19 emotional learning,
14:35:20 are we providing a first year experience course that helps them
14:35:23 understand how to look at their career and profession and look at what
14:35:26 we offer in our colleges. That's going to help them to move forward.
14:35:30 Onto that institutional care and acknowledgment. How do we,
14:35:33 as institutions show students that we care about them.
14:35:35 We acknowledge who they are, their differences, their abilities,
14:35:38 their strengths, their talents, their challenges,
14:35:40 and how we're here to support them.
14:35:42 How to faculty show that chair.
14:35:48 You know, how do we show students that? Yes, you're a student,
14:35:49 but you're also a human being. And I care about both,
14:35:52 both of those aspects.
14:35:53 I care about how you do as a student in my classroom,
14:35:55 but I also care about you as a person and how do I help and
14:35:58 support you?
14:36:00 Beyond being a student, how do I connect you?
14:36:02 Maybe outside of my classroom, two things that you need.
14:36:04 How do we build that, that confidence, you know,
14:36:06 as students are moving through,
14:36:07 Providing those things that build that confidence,
14:36:09 that then lead students to completing whatever those.
14:36:12 Academic.
14:36:13 Goals are, but helping students kind of move through.
14:36:16 Our courses moved through our programs.
14:36:18 To be able to reach the goals that they have.
14:36:28 All right.
14:36:30 So now we'll move to kind of supporting students in Maricopa.
14:36:33 So what have I learned really from my.
14:36:36 Research that had helped in the work that we do in America.
14:36:39 Opportunity colleges.
14:36:40 I will turn it over.
14:36:41 To Linda.
14:36:42 And kind of take this out.
14:36:51 So part of what we've done in America of colleges is worked on what we
14:36:54 call multiple measures.
14:36:56 And our multiple measures might be a little different than the
14:36:58 traditional measures.
14:37:01 We have multiple individual measures.
14:37:03 We don't really combine them for one course placement,
14:37:06 but a student could use their high school GPA.
14:37:09 For placement in English and they might have an act score that places
14:37:12 them in a certain level of math.
14:37:20 And so we use those multiple measures to place them into courses.
14:37:24 This allows us to view the students a little more holistically because
14:37:28 we can see what they've done in high school.
14:37:30 What they've done on in all these different areas.
14:37:32 And so we found that that has helped us to get a better snapshot of
14:37:35 the students.
14:37:37 Okay.
14:37:38 And I'll add to that too. Thank you, Linda.
14:37:39 Just add a little bit of that.
14:37:40 Prior to COVID.
14:37:41 We really focused on high school GPA.
14:37:44 Act S a T G D,
14:37:46 and Accuplacer as are multiple measures.
14:37:56 For a placement once COVID hit,
14:37:58 or as soon as didn't have access to Accuplacer,
14:38:00 some of them didn't have access to be able to get their high school
14:38:02 GPA and get their transcripts as, as.
14:38:04 The high schools were closing.
14:38:05 So we were able to bring in ed ready.
14:38:15 As an, as an online kind of 24 7 available measure for our
14:38:19 students.
14:38:20 So it provided access to our students who did not have some of those
14:38:23 other measures or didn't have access to be able to present those edit
14:38:26 measures for placement.
14:38:27 Right.
14:38:28 And so as Ross was saying that we looked at this and I'm going to
14:38:32 start right now with major confessions and Ross always laughs.
14:38:35 When I say this.
14:38:36 I was not a fan of the move to ed. Ready?
14:38:39 What happened was that.
14:38:43 As Ross said, we were looking at ed ready.
14:38:45 Some of us were already using ed ready as preparation materials for
14:38:48 placement testing.
14:38:49 Some of our labs were using it to assist students as they prepare for
14:38:52 placement.
14:38:56 But it was not something we were, we were all viewing,
14:38:59 listen to it that way. Some were seeing the possibilities,
14:39:02 but not all of us saw the complete possibilities of.
14:39:04 That ready.
14:39:05 And so then as we went to the.
14:39:07 We left for two weeks.
14:39:08 For COVID.
14:39:10 Which turned into almost two years.
14:39:18 But it meant that we needed to have another way of working with the
14:39:21 students. And so what's really been great with ed ready,
14:39:24 and I am now just totally.
14:39:26 I really love this program is that it does provide a basic diagnostic
14:39:30 for the students who, when they come.
14:39:32 To task.
14:39:33 It provides that diagnostic of where they are. Right then.
14:39:45 So there's that snapshot that we used to get.
14:39:47 When we were looking at other, we'll call them one and done tasks,
14:39:50 they can do a test and a retest. And that's that,
14:39:52 that's where you are and that's where you'll stay.
14:39:54 And that's what you're doing. And.
14:39:57 He would place as opposed to ed ready,
14:39:59 where it gave an initial diagnostic,
14:40:01 but also provided study paths to allow the students to be able to work
14:40:05 on the areas that they still had some needs.
14:40:07 We've had.
14:40:08 A student that asked us what's for the magic button.
14:40:11 That allowed them to know what questions they got wrong.
14:40:14 So they'd know what to study and what to do.
14:40:15 And while there isn't a magic button that does that for them,
14:40:18 that is kind of what the.
14:40:19 The study plan is.
14:40:20 They're not going to have you study those areas that you've already
14:40:22 proved, but proficient in.
14:40:29 It's going to instead guide you to the areas that you need,
14:40:31 additional work and additional learning.
14:40:33 And so it gives the students that opportunity to increase their
14:40:36 skills.
14:40:37 And to.
14:40:38 To be able to accomplish what they need to do in order to be
14:40:42 successful in class courses.
14:40:48 It's so much more than just working on getting to a higher placement.
14:40:51 It's truly building the skills that the students need to be
14:40:54 successful.
14:40:55 Okay.
14:40:56 Next one.
14:40:57 And so we have our ed ready support team and it's generally
14:41:01 speaking. It's college.
14:41:02 Testing center.
14:41:13 Personnel that were there to help.
14:41:15 And what we're doing is a multifunctional idea.
14:41:18 We've done a lot of work with our advisors and faculty to
14:41:22 explain what ed ready really is.
14:41:25 That it is more than just a placement test,
14:41:28 that it really does help the student.
14:41:29 And so what we've been working on a lot is changing mindsets.
14:41:32 Everybody is already for their placement tasks that are one and done.
14:41:35 You go in is done.
14:41:36 Get it taken care of out of the way.
14:41:38 Instead.
14:41:39 Ed ready becomes this panoramic view of a student.
14:41:42 And it allows us to say,
14:41:44 And create conversations that say, how did you feel about this?
14:41:48 What did you feel about what you're doing and.
14:41:52 And really have those good conversations with students.
14:41:54 It's.
14:42:03 It's two pronged, at my opinion, in the way,
14:42:05 it can either help a student to move up into another area and place at
14:42:09 a different level.
14:42:10 Or it may reaffirm to the student that this is where your skill level
14:42:14 is, and this is a great place for you to start.
14:42:16 And so the combination of these study plans and conversations with.
14:42:20 Advisers.
14:42:23 And testing people and faculty members can really let the
14:42:27 students build good.
14:42:28 About where they're starting and what they're doing.
14:42:40 We've always made the comment to students that the point of our
14:42:43 placement wasn't to tell them whether they were good or bad or
14:42:47 whatever, it was an idea of putting them someplace where they could be
14:42:50 successful.
14:42:52 No one wants to be bored through the whole semester with not being
14:42:55 able to really learn,
14:42:57 but also no one wants to spend their entire semester feeling so
14:43:00 overwhelmed and ill-equipped.
14:43:02 That they can't be successful.
14:43:03 And so this along with the conversations can help us.
14:43:07 It also allows students like me when I returned to college,
14:43:11 it allows them to get an idea of where they are.
14:43:13 And perhaps just refresh those old memories that are there for them.
14:43:19 It also can help some students that to learn additional things
14:43:23 about.
14:43:24 About a subject and be able to learn and grow.
14:43:29 But what we can do is we talk to these students and having these
14:43:31 meaningful conversations is explain why.
14:43:34 This is.
14:43:37 I have a little hard time expressing this,
14:43:39 but this is so much more than just a placement task.
14:43:42 And that we're not just doing it to box you someplace.
14:43:45 We're doing it to see what you can do.
14:43:46 This test.
14:43:49 Excuse me, this learning assessment also allows students to show their
14:43:53 determination.
14:43:59 And their grit and what they're going to do and bring with them into
14:44:01 their courses,
14:44:03 which as we all know is a lot large part of students' success.
14:44:09 He is happy learning those, those skills.
14:44:11 The other one is it can also allow a student to feel competent.
14:44:14 It can build up that, that concerns that they have.
14:44:16 Which is the other thing that they need to be able to do.
14:44:18 In order to be successful.
14:44:20 Because of the quick.
14:44:21 Change over to ed. Ready?
14:44:30 As testing folks, we help to make sure the scores get in the system.
14:44:32 We had, we helped to explain to students what they needed.
14:44:35 And in our office, we've actually been contacting students to say,
14:44:44 Hey, here's where you are. It's a great placement.
14:44:47 Have you thought about looking at the study plans to see if you can,
14:44:50 can gain some new skills?
14:44:51 Either to be successful in your class or to see if you can place
14:44:55 higher.
14:44:56 I love Libby's comment that it reinforces self efficacy for the
14:44:59 students that it truly does give them that.
14:45:01 That they need to do.
14:45:03 We do have some great resources for our students.
14:45:07 We have a district at ready page.
14:45:13 That has information about the ed ready exam.
14:45:16 Excuse me.
14:45:17 Old dog new tricks.
14:45:22 I've been giving tests for 30 years now.
14:45:25 I'm encouraging students to work on their learning assessments and to
14:45:27 learn.
14:45:28 Two.
14:45:33 A totally different mindset of Birmingham and what we're explaining to
14:45:37 students, but on our ed ready page,
14:45:38 it explains about this diagnostic and it helps them.
14:45:41 We also have an UN.
14:45:42 Video that I would encourage you to go ahead and take a peek at it.
14:45:46 It.
14:45:47 Explains about [unknown].
14:45:50 It takes out any mystery that the students have about the ed ready
14:45:53 diagnostic.
14:45:54 It's.
14:45:55 The assessment.
14:46:08 It helps them to be able to be prepared to be successful in this.
14:46:11 And then we as faculty and advisors and
14:46:15 testing folks and everyone throughout the college has a mission to
14:46:19 help the students to be successful in this.
14:46:21 And we've had a few experiences, you know,
14:46:23 we talk about kind of training and retraining our minds on how we're
14:46:26 doing it. Of students. Who've been very successful in ed. Ready.
14:46:29 Who have actually turned from being in some lower scores.
14:46:33 This is a student, a specific student.
14:46:35 You can see here that when she's.
14:46:36 Started.
14:46:38 They,
14:46:39 there was a 26 in English that then she worked on.
14:46:43 And raised it to an 80.
14:46:44 The same thing through her math and her reading,
14:46:46 that she worked hard on those things she chose instead of.
14:46:56 Going right into the preparatory classes that semester.
14:46:59 She instead worked on the preparatory,
14:47:01 the learning plans and ad ready and actually was able to place into
14:47:05 college level classes.
14:47:06 This shows again,
14:47:07 the snapshot of the student more than where she places at the moment.
14:47:11 But that she had that.
14:47:12 That willingness and that determination to work at it.
14:47:14 This is a student.
14:47:16 We all want to have in our colleges.
14:47:17 And we all want to have rubbing shoulders with other students in our
14:47:20 colleges.
14:47:21 That can encourage those around them.
14:47:29 And help them to be successful. And this,
14:47:31 the interesting thing with this is the way it got brought to our
14:47:35 attention was that any advisor said.
14:47:37 Look at this, this is a mistake.
14:47:39 The student doesn't belong in these classes.
14:47:41 And there's something wrong with your program.
14:47:43 And Roz explained to the advisor.
14:47:52 This is the program. This is the best case scenario.
14:47:55 This is the way students can be really successful. And I'm sorry,
14:47:58 I realized I'm probably talking really loud,
14:48:00 but to get really excited about this.
14:48:01 Because this old dog new tricks thing.
14:48:04 It's a whole different mindset and it's very exciting to me to be able
14:48:08 to see.
14:48:09 This work with students.
14:48:11 Now we we've mentioned earlier that not all students have computers.
14:48:14 Or access to the internet.
14:48:16 This.
14:48:18 This of course can be taken by the student anywhere they have internet
14:48:21 access.
14:48:30 And we understand not everybody has that available to them in their
14:48:32 homes.
14:48:33 And so we have areas in our libraries that have access
14:48:37 to internet.
14:48:38 And our school has checked out.
14:48:40 Has the number.
14:48:41 Love laptop computers that they've checked on to see.
14:48:43 It's also in our center.
14:48:46 If students want to come and they say, I don't have anything else.
14:48:48 I don't have anywhere to do this.
14:48:49 We say.
14:48:50 Yeah, come on in to our center and do it in our placements.
14:48:53 In our testing lab.
14:48:54 Come test with us.
14:49:00 And the students will do it.
14:49:02 It's not as many because a lot of students like to be able to do this
14:49:05 in their homes. And I can understand that.
14:49:08 But the ones that come in,
14:49:09 they will do it a lot of times the same way you would anticipate any
14:49:12 student would do in their homes.
14:49:13 You might test for 45 minutes. You've got so and say, I need a break.
14:49:16 I.
14:49:21 I need to stop and, and, and not test for a while.
14:49:23 And they might come back in a few hours.
14:49:25 They might come back in a few days.
14:49:26 And that's fine. It's an ongoing process for them.
14:49:29 That they're working on.
14:49:30 We love to see them come back.
14:49:33 And love to see them continue on. So it's been very exciting for us.
14:49:37 To be able to offer this.
14:49:41 And to be able to help students just progress in.
14:49:44 It isn't a new way.
14:49:47 It's a new way of looking at it a new way for them to be able to be
14:49:49 successful. And it.
14:50:04 There's some wonderful things that came to us because of the pandemic.
14:50:07 And one of them was this program being adopted in America,
14:50:10 COPAS. I think it's been so wonderful.
14:50:12 And it's also enabled us to have a new level of closeness with our
14:50:16 students.
14:50:17 We can talk to the more we have.
14:50:19 Great conversations based around this.
14:50:21 And so it's really helped our students to be successful.
14:50:23 We feel really good about it.
14:50:24 That's great.
14:50:25 So, how are we doing so.
14:50:29 One of the things that we realized in preparing students and helping
14:50:32 them to move and be successful.
14:50:38 Was how many students were replacing into our developmental education
14:50:41 courses. And we set a goal of decreasing.
14:50:44 Especially for our students of color, the map.
14:50:53 The population of students that we're placing into developmental
14:50:56 courses. So here just shows some of our data.
14:50:58 This is from an article that I recently wrote for the league of
14:51:01 innovation, but really looking at.
14:51:03 That placement piece, knowing that historically look at the research,
14:51:06 students of color are a large portion of the population in
14:51:09 developmental education courses. So.
14:51:13 How can we change that trend?
14:51:15 Because we can't get students to be successful in college level
14:51:18 courses.
14:51:19 If we're not providing a way for them to place into college level
14:51:22 courses.
14:51:23 So our data is showing that we are making some headway in
14:51:26 changing that.
14:51:34 Story for our students,
14:51:35 especially for our students of color in decreasing the amount of
14:51:38 students of color that are placing into developmental courses
14:51:41 and being able to move into college level courses.
14:51:45 There was a question that was asked about ad radio subscription.
14:51:48 I think that may have been answered and there was another question
14:51:50 around the data and access for students.
14:51:53 Is that, that is really now what we're looking at.
14:51:55 So we we've been able to change our
14:51:59 placement.
14:52:00 Percentages we have about 84% of our students across our district that
14:52:03 are placing into college level courses. That's great.
14:52:21 We're glad to see that we know that's an important piece,
14:52:23 especially around equity and success for students.
14:52:25 But that second question is, so what happens for those students?
14:52:28 So our next step is to work with our institutional effectiveness to
14:52:31 track the data on course completion.
14:52:33 So as students are using ed ready to placed into those courses and
14:52:36 they're placing into college level courses,
14:52:37 What does that course completion look like? What is their successive?
14:52:40 Course taking look like.
14:52:41 Because it's not enough just to place students into college level
14:52:43 courses.
14:52:44 We have to look at that piece around six tests that equity is about
14:52:48 access and fix that.
14:52:49 So that's really our next dive into the data to see what is happening
14:52:52 for our students as they use ed ready and their completion of
14:52:56 courses.
14:52:57 We're also looking at proactive outreach to students.
14:52:59 I have to give a shout out to our institutional effectiveness
14:53:01 department in the Maricopa community colleges, colleges act.
14:53:04 To be able to.
14:53:05 Look at their students.
14:53:06 They're specific students in our ed ready system. Our current.
14:53:17 System kind of just has everybody in there.
14:53:19 There isn't a way to differentiate between students at their colleges.
14:53:23 So our institutional effectiveness department was able to take the
14:53:25 information that we have and create dashboards for our colleges to be
14:53:28 able to look.
14:53:30 Specifically at their students.
14:53:32 How their students are doing in ed ready, where they've started,
14:53:34 where they've ended, how, how many attempts did they make, you know,
14:53:37 to improve their score?
14:53:38 So they can begin to think about proactive outreach to students.
14:53:42 Not just looking at, are they getting to that college level?
14:53:44 Math course?
14:53:45 But how are we helping them to get to the courses on their pathway?
14:53:52 So one of our colleges actually is reaching out to students that were
14:53:54 in the stem pathway to make sure that those students were in the math
14:53:57 courses that are part of the stem pathway,
14:53:59 so they could get kind of that successful start.
14:54:02 Right into their pathway, know how important that is and that.
14:54:04 We've talked about guided pathways,
14:54:05 how important it is for students to take those pathway courses early
14:54:09 on.
14:54:10 So having the opportunity to use that,
14:54:12 ready to help with those proactive outreach.
14:54:24 To students has Linda talked about reaching out to students to say,
14:54:26 Hey, here's where you are. Here's where you placed,
14:54:28 but you need about 10 more, 10 more points to be into this course.
14:54:31 And this will put you right into that class, that's in your pathway.
14:54:34 So how can we do that?
14:54:35 Proactive outreach and have that data to supporting.
14:54:37 We've also been talking to our high school partners.
14:54:43 About college readiness and college preparation.
14:54:46 So we have a couple of high schools that are really looking at how
14:54:48 they can support some of their students,
14:54:50 specifically some of their students of color populations that either
14:54:53 are already short of credits for high school graduation students that.
14:54:57 You know, are interested in dual enrollment,
14:54:58 but may not have the academic courses that they need for dual
14:55:01 enrollment. How can ed ready?
14:55:02 Help us help high school students with credit recovery,
14:55:05 with college preparation, with the ability to take.
14:55:08 College courses while they're still in high school.
14:55:10 And how do we help to provide that for all of our students?
14:55:12 As we look at the equity in dual enrollment,
14:55:14 as that has become a national conversation about.
14:55:17 You know, dual enrollment,
14:55:18 we know how wonderful it is and how helpful it is to student success.
14:55:24 But who is in dual enrollment.
14:55:25 And is that something that's being accessed by all of our students or
14:55:28 just a few? So we're really excited about where we're going next.
14:55:33 With ed ready? It has,
14:55:34 like Linda said helped us really to support students. I think,
14:55:37 in that preparation and having those skills and building that self.
14:55:40 Efficacy. We talked about building grit for students, but.
14:55:56 As you saw from that student,
14:55:57 she spent five months getting to where she needed to be.
14:56:00 She wanted to go into the nursing program,
14:56:02 which is very competitive in our district,
14:56:03 requires a lot of the students.
14:56:04 So she needed to be able to start right away in college level courses
14:56:07 so that she would be able to go into the nursing program and had
14:56:09 ready, really helped her to do that.
14:56:11 So it's been a great piece for us,
14:56:12 for our students and we hope to continue.
14:56:14 To really make it a part of what we do and supporting our students
14:56:17 expect.
14:56:18 To integrate most of the questions throughout,
14:56:20 I think we stayed caught up. So thank you all for that.
14:56:22 And I'm sure folks will probably have questions.
14:56:24 That's a followup to you. Are you willing to hear from folks?
14:56:27 Yes.
14:56:29 The next one. Yes. Please reach out. There's.
14:56:32 Our information, please reach out with your questions.
14:56:34 Please take a look at the America ed ready video of a plat of Attica.
14:56:37 Collaboration with our marketing department in Maricopa to create that
14:56:40 for students, for staff.
14:56:44 So definitely please take a look at those.
14:56:46 Please reach out to myself or Linda were happy to answer questions.
14:56:49 About it ready about supportive students?
14:56:52 And ready has really been a very important part of what we do for our
14:56:55 students now.
14:56:59 Again, we're looking at ways to expand our use within our district.
14:57:01 How do we expand with our high school partners that have been very
14:57:03 exciting?
14:57:04 For me.
14:57:05 Especially to talk about how do we prepare more students,
14:57:07 especially students of color.
14:57:19 Around college going,
14:57:20 how do we have those conversations to fade of those students?
14:57:22 You are college material,
14:57:23 you belong in college and how can we help you come and be a part of
14:57:26 our communities? So thank you so much. Thank you, Terry. And rock.
14:57:29 For this opportunity.
14:57:30 Let's say it gives us an opportunity to say to students,
14:57:33 we believe in you.
14:57:34 Absolutely.
14:57:35 Oh, it's so much for sharing your incredible work.
14:57:37 And we look forward to following up on how things are going as.
14:57:38 The next stage of the research evolves as well. So.
14:57:41 Thanks everyone for joining us,
14:57:43 the activity in the chat was unprecedented.
14:57:44 And we'll try and find a way to share highlights from that back
14:57:46 because I think folks.
14:57:47 Like to make some additional connections from that material as well.
14:57:50 So everyone will receive a link to the recording.
14:57:52 And the slide deck.
14:57:54 And we hope this is just the start of a very important conversation.
14:57:57 Thanks everyone.
14:57:58 Take care.
14:57:59 Thank you everyone.
14:58:00 Thank you.
14:58:17 Thank you both so much.