Beruflich Dokumente
Kultur Dokumente
Local Challenges
AtD Demands Institutional Change and Courageous Conversations with Stakeholders
Taking Ownership versus Flavor of the Month
Lessons Learned: 1. Administrative Leadership Imperative -Local, state and national policy changes
-GTCC and WCC integrated AtD into annual planning process a. Participants are cross section of campus b. Prioritized the unit objectives which drive budget c. Planning process requires a culture of evidence d. Planning units adopting AtD goals
Another Lesson Reinforced: Resources, Resources, Resources (Money Makes the World Go Round)
b. Faculty discussions related to Developmental Students - All faculty are involved with developmental - Faculty/staff professional development
Evaluate
Select/Modify
Interventions
Goals and Interventions
GOALS
Graduation Rate of 20% Overall fall-to-fall retention rate at or above 60%. Developmental Education retention rate 55%. Improvement in gateway course success of 4% and 4% for all gender/ethnic groups.
Culture of Evidence
Use what we have State data warehouse Annual surveys Performance Measures/Critical Success Factors Hand-tabulated departmental data Old Faces of the Future data Assessment Committee
Culture of Evidence
Get what we need
Administer TABE in Developmental CCSSE Cohort studies/analysis Intervention evaluations Colleague Safari and Query-Builder Build local data warehouse
Culture of Evidence
Leadership emphasis Measurable college-wide presidents initiatives (strategic goals) Learning Evidence Committee Make data widely available
Convocation, all personnel meetings Committees: LEC, SSAC, IEC, Academic Team, Learning Leadership Team, etc. Newsletter
They:
Felt Welcomed Thought staff were knowledgeable Understood the registration process Would encourage others to attend Wanted to Register at the Same Time
1784
Attended Orientation
896
Total
2680
ENG070
20
40
60
80
Student Engagement
All colleges identified the following: Students who are not connected to the college are less likely stay in school and to be successful.
Early Alert:
Durhams faculty members step in to assist at-risk students early. If they need back up, they submit an Early Alert referral: A student exhibiting life-skills problems is referred to Counseling and Student Development counselor (mentoring, financial assistance, bus pass, textbooks, child care assistance, health issues, etc.) A student exhibiting academic problems is referred to Campus Learning Center Early Alert tutor (math, reading, or English intensive tutoring)
Student Engagement
Transformed Advising from course approval to one of support and engagement of students. Will require College Success Course in ALL programs by Spring 2008.
Student Engagement
Improved Orientation Developed ACA 085 Improving Study Skills Developed Academic Success Planner Used as Text Book for Students Enhanced Tutorial Services Provided Pre-semester Placement Test Review Session in Math/English/Reading Provided PREP Post-Secondary Remediation and Early Preparation for recent high school graduates
Student Engagement
Revamped Orientation Developed Learning Communities Currently Renovating Student Welcome Center Conducted Professional Development for Instructors Instituted a Mentoring Program Revamped Developmental Curricula Marketed to GED Students
Student Engagement
Restructured Orientation Developed Male Minority Mentoring Program Centralized Developmental Studies In the process of Changing the Facilities to better accommodate Student Services programs (OneStop) Split the Testing Center from the Academic Skills Lab so they can provide more tutoring services Working with CCSSE Data to present to faculty