ILEA Equity Plan | Elgin Community College (ECC)

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To assess the first pilot group of MAP students from Spring 2019, a comparison group was created with students who fell just outside the credit boundaries. These two groups were similar in gender, race/ethnicity, age, and academic success. Retention rates and advising appointments were higher among the MAP group than the comparison group. Table 11. Map Pilot Retention Results MAP Group Comparison Group Spring 2019 students enrolled in Fall 2019 80% 67% Latinx students 84% 71% Black/African American 70% 38% As Table 11 displays, the MAP students enrolled in Fall 2019 at a rate of 80% compared to 67% for the comparison group. This retention rate increase can be seen within minority student groups as well. Latinx students enrolled 13 percentage points higher and Black/African- American students saw a 32 percentage point increase. As part of the ILEA Equity Plan, mandatory advising will be continued. The strategy is connected to other institutional efforts and supports ECC’s strategies in our 2018-2022 Strategic Plan. See Table 9 for specific strategies that are aligned. The Success Indicators used to demonstrate this strategy is having an impact are: • Student completion of course and programs • Student progression through their pathway • Transfer to subsequent educational • Student engagement and satisfaction with college programs and services • Student mastery of learning outcomes • Enrollment of identified target populations • Degree of fit between students’ goals, skills, and experiences and college programs and services • Readiness of incoming students • Preparedness of graduates for transfer and/or employment ILEA EQUITY PLAN STRATEGY 2: OER – OPEN EDUCATIONAL RESOURCES Open Educational Resources (“OER”) are high quality educational content/materials that are free to students. OER is a growing movement in higher education. It is broadly defined as “the open provision of educational resources, enabled by information and communication technologies, for consultation, use, and adaptation by a community of users for noncommercial purposes” (UNESCO, 2002, p. 24). At ECC, OER will “encompass free, online learning content, software tools, and accumulated digital curricula that are not restricted by copyright license and available to retain, reuse, revise, remix, and redistribute” (Hilton, Fischer, Wiley, & Williams, 2016). By removing the cost of these materials access to higher education will improve, costs will be reduced, student performance will be improved and more students will complete in less time and with less debt. 33 ILEA Equity Plan Institutional Strategies
We believe this strategy will improve equal access to higher education, improve affordability and decrease debt. Article 26 of the United Nations’ Universal Declaration of Human Rights has language embedded within it concerning the importance of equal access to higher education. In our own country, state, and school district, people do not have equal access to higher education. Higher education is structured in a way that mostly serves to reinforce social inequality. Of course this issue is broader than just textbooks, but textbooks and school supplies are an area of costs that do impact affordability and therefore accessibility, and the cost of which is something that we can work to decrease or remove. The cost of textbooks has risen 3-4 times the rate of inflation since 1980, according to the Bureau of Labor Statistics http://www.bls.gov/cpi/. At ECC, we estimate it costs students $3,000 in textbooks and materials to complete an associate’s degree. We estimate that our typical student completes their degree with just over $3,062 of federal debt. By moving to OER we could make higher education more accessible and decrease student debt. Research supports a positive impact on Federal Pell Grant recipient student performance. In a study of 21,822 students, “OER improve[d] end-of-course grades and decrease[d] DFW (D, F, and Withdrawal letter grades) rates for all students. They also improve[d] course grades at greater rates and decrease[d] DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education.” (Colvard, Watson & Park, 2018). The study results also demonstrated a narrowing in the gap in academic performance between white and non-white student groups following OER adoption. To successfully implement OER, faculty are provided support from librarians, the copyright officer, and instructional technology/distance learning coordinators. A stipend will likely be determined to financially support the development efforts of those research and implement OER material for their coursework. This strategy was first proposed in the Fall 2019. A committee has been formed to design and implement a pilot program and faculty members will be solicited to join that pilot. The OER strategy is connected to other institutional efforts and supports ECC’s strategies in our 2018-2022 Strategic Plan. See Table 9 for specific strategies that are aligned. The Success Indicators used to demonstrate this strategy is having an impact are: • Student completion of course and programs • Student progression through coursework • Transfer to subsequent educational • Student engagement and satisfaction with college programs and services • Student mastery of learning outcomes • Enrollment of identified target populations ILEA EQUITY PLAN STRATEGY 3: MENTORING Mentoring programs, in general, offer a structured forum for students to build relationships; openly discuss concerns and issues; be connected to valuable resources; make meaningful 34 ILEA Equity Plan Institutional Strategies
Page 1 and 2: Illinois Equity in Attainment Elgin
Page 3 and 4: Executive Summary Introduction In t
Page 5 and 6: Table of Contents Executive Summary
Page 7 and 8: iv
Page 9 and 10: 1A: ILEA Overview 1: Introduction D
Page 11 and 12: 509, which is served by ECC, covers
Page 13 and 14: and representative community, the C
Page 15 and 16: 2A: Overview 2. Current State At th
Page 17 and 18: Figure 6. Graduation Rates by Pell
Page 19 and 20: to be addressed. In other areas, su
Page 21 and 22: Table 5. African-American Connectio
Page 23 and 24: • College Literacy (LTC-099). LTC
Page 25 and 26: 3A. Goal Table 7. 2018-2022 Strateg
Page 27 and 28: student group’s current performan
Page 29 and 30: 4. Institutional Strategies Elgin C
Page 31: Table 9. ILEA Strategy Alignment to
Page 36 and 37: connections so they are engaged and
Page 38 and 39: (mentors) and scholars (mentees). S
Page 40 and 41: Figure 9. 3 Year Graduations Rates
Page 42 and 43: the variables in the composite scor
Page 44 and 45: The Holistic Case Management Model
Page 46 and 47: 5. Evaluation Plan At ECC, when it
Page 48 and 49: 7. Timeline Much of 2019 has been s
Page 50 and 51: 8. Glossary Cohort - A way of group
Page 52 and 53: 9. Appendix Continued From 3C. Inte
Page 54 and 55: Reporting Year Cohort African- Amer

ILEA Equity Plan | Elgin Community College (ECC)

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