Institution
Odessa College
Academic Level
Issue Area(s)
Key Personnel
Odessa College
201 W. University Blvd
Odessa, TX 79764
United States

Design for Completion (D4C) is a system-wide redesign of educational pathways, a reinventing of institutional roles, and a re-imagining of the vision of Odessa College. Two main interlocking initiatives under D4C are the Drop Rate Improvement Program and AVID. The first initiative, introduced in 2011, focuses on keeping Hispanic students in the classroom through four faculty commitments that target student-faculty connection. The second initiative, introduced campus-wide in 2012, provides a series of high-engagement teaching strategies to develop skills in writing, inquiry, collaboration, organization, and reading. Associate dean positions were converted to utilize Drop Rate Improvement Program initiative data and design AVID-infused professional development to improve instruction. The Teaching and Learning division was created in 2015 in an effort to standardize these approaches and facilitate communication between key stakeholders. 

Goal/Mission

The mission of D4C is to improve the college-going, college-completion culture of students in their region. Their goals are to increase in-class retention, graduation and success rates (defined as earning a grade of A, B, or C). 

Outcome

·       In-class retention rates have increased from an average of 88% before the Drop Rate Improvement Program (13,908 unduplicated students) to an average of 93% in the four years post implementation (13,943 unduplicated).

·       Hispanic in-class retention rates during the same period increased from an average of 83% to an average of 93%, similar to white students who have averaged 93%.

·       Success rates have increased from an average of 71% in the three years before full AVID implementation (13,885 students), to an average of 76% in the three years post introduction (14,215 students).

·       Over the first three years of AVID, Hispanic student success rates have increased from an average of 68% to 78% in fall 2015, comparing favorably with white students’ average of 80%.

·       In face-to-face classes that maximize student-instructor interactions in fall 2015, Hispanic males had a 79% success rate and white males had an 80% success rate.

 

·       In 2014-2015, the number of Hispanic graduates (473) increased 184% over 2010-2011 and increased 139% for white students (326). 

Program Focus
Faculty Training, Institutional Change