TIPPS #44: Student Feedback from Lane’s First Year Experience

The Guided Pathways Core Team is pleased to present TIPSS #44, which illustrates responses from a survey completed by students enrolled in Lane’s First Year Experience Course. Previously, TIPSS #43 showed that students enrolling in First Year Experience have better first-year outcomes than other new students. Both #43 and #44 are posted together so you can examine both of them.

TIPSS44 First Year Experience Student Survey
TIPSS43 First Year Experience Student Success Metrics

 

TIPSS #43 – Oregon Promise and Lane’s First Year Experience

The Guided Pathways Core Team is pleased to present TIPSS #43, which illustrates student outcomes for those who participate in Oregon Promise and/or Lane’s First Year Experience course.  The examination of the success data shows students who participate in either one or both of these programs have higher success rates than those students who do not. 

 Also be sure to look at the Guided Pathways Dashboards, which presents Lane’s early momentum metrics.  The dashboards are available to all staff at Lane.  To view the dashboards please visit https://www.lanecc.edu/ir/data-packages-and-reports and open the “Guided Pathways Metrics” tab to find the links to the dashboards.

 

Guided Pathways Faculty Profile: Kate Sullivan

Kate joined Lane’s English (now writing) department in Fall 2000. Growing up in a working-class home, she witnessed the power and opportunity of education when her mother attended college and obtained a college degree while Kate was in grade school. One of her mother’s first positions was as the job counselor at the local jail, where she focused her efforts not only on work placement for offenders but also on helping them earn their GEDs.
 
After coming to Lane, Kate had the opportunity to work with and learn from colleagues in a variety of capacities:  as a member of the composition committee, as a chair of the assessment team, as part of SAGA (Success and Goal Attainment Committee), and now as chair of the academic program review oversight committee (APROC)–all employee groups focused on examining data and building better systems to support students and help them be successful. Informed by this work, she was one of the first people at Lane to explore and suggest  Guided Pathways as a mechanism to create beneficial systems for students to explore and plan their journey, receive support during that journey, and create the life they want to live after the completion of their education. In lieu of a recent photo, Kate shared her favorite book on teaching, pictured left.

Guided Pathways Student Profile: Francesca Critelli

Francecsca is receiving her AAOT in June and will be transferring to the University of Oregon to pursue a Bachelor of Arts in Sociology.  Her goal is to go to Law School or work toward a Master’s degree.  After being unable to finish high school due to medical issues, she had to relearn basic life skills, such as walking.  Her family helped her find her way to Lane Community College, where she was able to complete her high school education through the GED and ABSE program, where the faculty and staff “believed in my success before I did.”  

She credits her success at LCC to a compassionate staff and faculty and intense support network provided to students so that they can succeed.  Francesca works as a tutor at Lane helping students in the same way student tutors helped her when she worked toward her GED. 

 “Having another student who could relate on my level was incredible.  I mostly wanted to give that back to the Lane community.”   Whatever she does she wants to help others.  “If you have access to education you should use it to build a longer table and not a taller fence,” says Francesca.  Let’s all celebrate Francesca’s success!  Best of luck in whatever you do, Francesca.

Annual DREAM Conference February 14th-17th 

The annual DREAM conference, hosted by Achieving the Dream, will be convening from February 14th-17th, 2022.  Like last year, the conference will be virtual.  Scholars, staff, administrators, faculty, and students from around the country will gather to discuss best practices and reforms to improve the student experience at the community college level.  

A group from Lane will be attending, composed of a large number of our First Year Math and Writing Team.  One of Lane’s Guided Pathways aspirations for the 21-22 academic year is for this team to redesign first year math and writing to enable students to experience success and close equity gaps.  Success in program level math and writing is a key early momentum indicator for student retention and success. 

https://www.achievingthedream.org/event/18008/dream-2022

 

TIPSS #42 Completing Gateway Courses during the Student’s First Year

The Guided Pathways Team is pleased to present TIPSS #42, which presents data about student completion of both first year math and writing, two key early momentum metrics (EMMs).  These and other EMMs are closely aligned with a student’s ability to persist and complete their course of study at Lane.
 
Also be sure to look at the Guided Pathways Dashboards, which present these and other EMMs.  The dashboards are available to all staff at Lane.  To view the dashboards please visit https://www.lanecc.edu/ir/data-packages-and-reports and open the “Guided Pathways Metrics” tab to find the links to the dashboards.
 

Guided Pathways Dashboards Now Available

The Guided Pathways Data Team, Institutional Research, and the Guided Pathways Core Team researched, designed, and produced a set of publicly available dashboards to illustrate Lane students’ progress in nine critical areas. These metrics, known as Early Momentum Metrics (EMMs), are closely aligned with a student’s ability to persist and complete their course of study at Lane. We are pleased to announce these dashboards are now available for viewing by all Lane employees.

These dashboards originated from the Guided Pathways Data Team, which was charged with discovering which leading and lagging indicators were critical for the college to understand where students are succeeding or struggling.  This team’s work, combined with research on EMMs from the Center for Community College Research at Columbia University in New York,  allowed a team from Institutional Research to collect and visualize these data points for Lane Community College. 

To view the dashboards please visit https://www.lanecc.edu/ir/data-packages-and-reports and open the “Guided Pathways Metrics” tab to find the links to the dashboards.

The many people who worked on these dashboards are excited to provide them to you for discussion with colleagues, reflection on Lane’s success in these areas, and ways to improve for the benefit of our students.  Next term, the Guided Pathways team will be presenting these dashboards to the college community.  Watch for the announcements coming soon!

From,

The Guided Pathways Data Team: Gina Szabady, Cathy Thomas, Ben Hill, Katy Fuller, Tricia Bolwby, Todd Matson

The Institutional Research Team: Cathy Thomas, Brandon Gibson, Ryan Ballew

The Guided Pathways Core Team: Jennifer Frei, Mindie Dieu, Edgar Rosas Alquicira, Mike Sims

TIPPS #40 and #41

Attached, these two editions of Timely Information Promoting Student Success (TIPSS) provide updates to the “leaky pipeline” for writing and math. In TIPSS #40 (writing) and #41 (math), prior editions TIPSS #24 and #25 are linked and can be found on the GP blog: https://blogs.lanecc.edu/guidedpathways/. The leaky pipeline illustrates how attrition due to non-attempts and failed attempts lead to gateway pass or no pass rates in writing and math two years after students entered the college. Three cohorts of students have now been reported on, at 3-year intervals.

TIPSS40 Re-Updating the Pipeline Writing (2)
TIPSS41 Re-Updating the Pipeline Math (1)

2021-2022 Guided Pathways Aspirations, Team Recruitment, and Faculty Posting

The Guided Pathways Team would like to share with you the following announcements and opportunities for involvement with Guided Pathways at Lane.  
 
In this message you will find:
1. Guided Pathways Academic Year 2021-2022 Aspirations
2. First Year Math and Writing Team recruitment 
3. Faculty Core Team posting 
 
Please see below for more information on each topic.
 
GP AY 2021-2022 Aspirations: This document describes the big-picture goals for this year. There are aspirations for Academic Plans, First Year Math and Writing, Foundational Seminar, Data, Retention, and Engagement. The work of project teams will be focused in these areas. 
 
First Year Math and Writing Team recruitment: We are seeking participants for this team. The team’s goal is to create systemic conditions that decrease equity gaps, and guide and support all students toward completion of both program-level math and writing within their first year. Please review the full team description here . To express interest, please fill out this form by noon on Friday, 10/22.
 
Faculty Core Team posting: The Guided Pathways Core Team seeks a current full-time or pat-time faculty member as a Core Team member. The Core Team is responsible for strategy, planning, and direction of GP work. The team facilitates college-wide implementation of Guided Pathways and gives charge to project teams, including clarification of outcomes and timelines for implementation. Please review the posting here and attached. To express interest, please submit letter of interest and resume/CV to Jennifer Frei by noon on Fri, 10/22
 
You may ask why are we seeking a Faculty Core Team member? It is with great gratitude that we say THANK YOU to Jenn Kepka for three years of dedication to launching and leading guided pathways work throughout the college. Jenn’s consistent focus on centering the student experience, equity, and connecting across areas of the college have been highly valued and appreciated. She’s now focusing on supporting students through tutoring. 
 
Finally, if you’ve made it this far, we’ll preview that more opportunities for involvement will be coming soon. Please watch for team recruitment related to additional aspirational areas, including Foundational Seminar and Holistic Student Supports.