Achieving the Dream Implementation Proposal
2011
Name of College:
St. Louis Community College
Submission Date:
May 15, 2011
College Web site: www.stlcc.edu
College’s Achieving the Dream Web site (if applicable):
http://www.stlcc.edu/Faculty_and_Staff_Resources/Achieving_the_Dream/Index.html
Mailing Address: 300 S. Broadway, St. Louis, MO 63102
Street Address (if different from above):
Whom shall we contact regarding questions about this proposal?
Name and Title: Dr. Donna E. Dare, Vice Chancellor, Academic & Student Affairs
Telephone: 314-539-5364
E-mail: ddare@stlcc.edu
Address:
300 S. Broadway, St. Louis, MO 63102
Quantitative Data Analyzed:
STLCC reviewed quantitative data relevant to each of the five Achieving the Dream Goals. Our
investigation included disaggregating the data by race/ethnicity when appropriate. The team
focused on the differences between white and African-American student groups knowing that
other minorities at STLCC accounts for only about 8 percent of the new to college students
while approximately 44 percent of the new to college students are African-American.
Goal 1: We reviewed data on new developmental reading students who complete RDG:030
(highest level developmental reading course) or RDG:020 (next lower level developmental
reading course) with a C or better in their first fall term and went on to complete 24 or more
credit hours at STLCC of college-level work with a GPA of 2.0 or higher within two years.
Fall 2006 Fall 2007 Fall 2008
Fall 2008
Fall 2008
White
African American
28%
29%
31%
42%
19%
We reviewed the percentage of developmental students who completed ENG:030 (highest
level developmental writing course) in fall of one semester with a C or better and then
complete ENG:101 (first college level English course) with a C or better the following semester.
Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall 2009
Fall 2009
White
African American
66%
60%
64%
63%
75%
53%
We reviewed the percentage of students who complete MTH:140 (Intermediate Algebra) with a
C or better and then complete MTH:160 (College Algebra) with a C or better the following
semester.
Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall 2009
Fall 2009
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64%
54%
56%
58%
White
61%
African American
50%
Goal 2: We reviewed the percentages of students who complete ENG:101 with a C or better.
Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall 2009
Fall 2009
White
African American
62%
64%
62%
63%
70%
51%
We reviewed the percentages of students who complete MTH:160 (College Algebra) with a C or
better.
Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall 2009
Fall 2009
White
African American
49%
53%
51%
52%
56%
39%
Goal 3: We reviewed the performance of students overall and by ethnicity in the top 10 nondevelopmental education courses by enrollment. Analysis included number of seats, number of
grades A-F, number of grades C or better, grades C or better as percent of seats taken, grades C
or better as percent of grades A-F, number of withdrawals, and withdrawal rates (percentage).
The top 10 college-level courses by enrollment for FA09 were ENG:101, COM:101, PSY:100,
MTH:160, BIO:111, IDS:101, SOC:101, HST:101, ENG:102, and PE:130. The percentage of
African-American students who earned a C or better in these courses was lower than the
percentage of white students who earned a C or better. Fewer than 50 percent of AfricanAmerican students earned a C or better in PSY:100, BIO:111 and MTH:160.
Goal 4: We reviewed retention rates from fall to spring new to college cohorts.
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2009
Fall 2009
Fall to
Fall to
Fall to
Fall to
Fall to Spring
Fall to Spring
Spring
Spring
Spring
Spring
White
African American
73%
73%
73%
74%
78%
70%
We also reviewed retention rates from fall to fall new to college cohorts.
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2009
Fall to Fall Fall to Fall Fall to Fall Fall to Fall
Fall to Fall
White
52%
51%
52%
51%
59%
Fall 2009
Fall to Fall
African American
41%
Goal 5: We reviewed the graduation rates for college ready, first time, full-time degree seeking
students over three, four, and five years for the FA03, FA04, and FA05 cohorts.
Cumulative
Fall 2003
Fall 2004
Fall 2005
Fall 2005
Fall 2005
Graduation Rates
White
African-Am
3 Year
13.7%
18.0%
20.0%
24%
7%
4 Year
17.7%
24.9%
26.7%
30%
13%
5 Year
19.6%
27.3%
30.0%
34%
13%
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We also reviewed graduation rates for developmental, first time, full-time degree seeking
students over three, four, and five years for the FA03, FA04, and FA05 cohorts.
Cumulative
Fall 2003
Fall 2004
Fall 2005
Fall 2005
Fall 2005
Graduation Rates
White
African-Am
3 Year
7.4%
7.8%
10.0%
12%
5%
4 Year
12.2%
12.7%
14.3%
18%
8%
5 Year
13.9%
15.9%
18.0%
22%
10%
Additional data were requested and reviewed on an ad hoc basis; but these key data were
provided to the district and all campus teams. At both the district and campus levels, the
following questions were asked about the college’s performance on each the goals:
• WHY do you think our overall success rate for this goal is where it is? WHY do you think
there is such an achievement gap for students of color?
• What changes should be made if we want to have the greatest possible impact in
improving our performance on this goal?
• What policies, procedures, existing practices stand in the way of making these positive
impact changes?
Qualitative Data Analyzed:
As indicated above, data for each of the goals were presented to the district-wide Student
Success Team. The district-wide team members also shared the data in campus- and division/department-level discussions that occurred on each campus through the fall 2010 semester.
We captured the feedback from the discussion (see questions outlined above) of the college’s
performance on each of the goals. However, we also asked the campus-based teams, having
been informed by the data, to provide input on strategies they felt would have the greatest
impact on the greatest number of students without regard for a specific goal. Each of the
campuses provided notes from their discussions, and those data were qualitatively analyzed.
Two strategies did emerge in the original analysis as having the greatest positive effect as
well as inciting the most excitement from faculty and staff. These two are Mandatory
Orientation/FYE and Required Academic Plan. Although Mandatory Orientation/FYE and
Required Academic Plan were the most common, they still raised questions regarding potential
barriers and issues that would have to be addressed prior to implementation. A theme
emerged in the data analysis that some of the strategies could be housed within each other (for
example, the required academic plan could fit with changes in advising; the focus on first 3-6
weeks could fit with the mandatory orientation/FYE; professional development could fit with
changes in developmental courses and/or delivery).
The analysis was reviewed by the district-wide Student Success Team and all campus-based
team members (approximately 120 faculty and staff) in January 2011. The Student Success
Team members reviewed the qualitative results and concurred that the top priorities identified
through the analysis were:
• Changes in developmental courses and/or delivery
• Mandatory Orientation/FYE
• Required Academic Plan
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• Changes in Advising
• Required Tutoring/SI
• Changes in Advising
• Required Tutoring/SI
• Early Warning/Alert System and Focus on First 3-6 weeks
We also conducted several other strategies to obtain qualitative feedback in January
2011, including a survey of returning students and an envisioning exercise with the
Student Success Team. From qualitative analysis of the comments on the student survey
in response to question 5 (Please tell us what STLCC could do or offer to help you be
even MORE successful than you already are ) and of the envisioning exercise, the
following common responses emerged as potential strategies to pursue for
implementation:
• Mandatory orientation/college experience course/study skills or preparation
course/workshop
• Academic plan for students
• Changes in developmental courses (linking courses to revolve around similar topic,
changing course lengths, etc)
• Changes in advising/registration (more meetings with advisors, students are more active
in and knowledgeable of the registration process, faculty/staff mentors, quicker/faster
process)
• Changes in financial aid (students receive funds prior to the semester beginning or
students buy on credit and pay when financial aid payments are received)
• Required tutoring/SI for both developmental and 100-level courses
• Early warning/alert system and focus on first 3-6 weeks (focus on feedback and less on
grades during this time, focus on attendance in classes and how to be a student)
• Faculty, staff, and students feel connected and good about classes (part-time, full-time,
and developmental faculty training on various issues related to learning/teaching)
• Engage with K-12 school system (work with K-12 to align with post-secondary education)
Major Findings of Data Analysis:
Throughout the planning year, changes in developmental education emerged as top priority
for improving student success. Analysis also revealed three other primary strategies for
improving student success: a mandatory college success course, mandatory orientation, and
changes in advising. These four top strategies were vetted with the college faculty and staff
through a survey conducted in March 2011. With 730 respondents to the survey, 348 of whom
also took the time to comment on the college’s Achieving the Dream effort, the following
percentages of respondents indicated that the potential impact of each of the strategies listed
below is high:
65% - Re-envision developmental education to support learners in transitioning to college-level
courses
61% - Enhance college advising processes and practices
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58% - Develop and implement a common, mandatory orientation experience for new students
55% Develop and implement a mandatory student success course for new students
These four strategies were identified by the end of March as priorities for St. Louis Community
College’s Achieving the Dream initiative. Also during March, strategy teams for three of the four
strategies were identified to develop a draft work plan for the identified strategy.
In addition to these processes, many stakeholders including college leadership and all
strategy and student success team members met with our ATD coaches to refine our draft plans
and interventions developed by the strategy teams and to revise the draft work plan for the
next four years. Throughout these conversations, it was clear that much of the focus was on the
first part of an experience for first time in college students and that there was much concern
among faculty about how they could be engaged. Based on this additional input, we worked to
reshape all input into a comprehensive implementation plan outlined below.
Stakeholders Engaged in Priority-Setting:
Achieving the Dream Student Success Team
All four campus-based Achieving the Dream Teams (Team size ranged from 20-60 people each.)
Student focus groups on each campus
Students from African-American Male Initiative
Returning students
Non-returning students
College Leadership Team
Board of Trustees
ATD Coaches – Dr. Kay McClenney and Dr. Heather Wathington
Other Information Regarding the Decision Making Process:
The college has made every effort to engage stakeholders from all areas of the college
throughout the planning year. Over 150 people on the campuses have been regularly engaged
in campus-based activities in addition to approximately 50 additional people who are actively
and routinely engaged at the district level as well as 163 students who participated in focus
groups, surveys, and interviews. We are also continuing to engage senior level administrators at
the campus and district levels to ensure support for implementation of identified strategies.
Resulting Priority:
• Redefining the First Time in College (FTIC) experience
o College Registration Enrollment Workshop (CREW)
o New Student Orientation and Follow-Up (NSO-F)
o Student Success Course
• Re-envisioning developmental education
Intervention Information:
Intervention #1:
Priority:
• Redefining the First Time in College experience
Intervention Name:
CREW (College Registration and Enrollment Workshop)
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Direct or Indirect Student Intervention:
Direct
Start Date:
Fall 2011
Type of Intervention (choose all applicable):
Advising, First-Year Experience
*Specific Course Content Area (choose all applicable):
NA
*Target Student Group (choose all applicable):
• First-time students
*Estimate Number of Students Enrolled or Otherwise Benefiting:
7,500 FTIC students annually
*Do students have to satisfy certain criteria to take part in the intervention?
Yes, they must be FTIC students.
*Will special efforts be made to recruit students to take part in the intervention?
Yes
Description:
All FTIC students will be required to participate in an introductory registration and enrollment
group session titled CREW. Objectives of CREW include:
a. Introducing basic college terms (e.g., credit hours, degrees, programs of study options,
class schedules, etc.)
b. Introducing basic college costs (fees and textbooks) and payment obligations and options
(including One Card)
c. Building a first semester class schedule and registering for classes
d. Using College email and logging into Banner Self-Serve
e. Scheduling their participation in New Student Orientation (NS0)
f. Scheduling their advising appointment for the first semester (during weeks 5-10)
Way(s) the intervention will help close achievement gaps:
This priority of redefining the First Time in College experience is holistic in approach, is
actually constituted by a continuum of three distinct experiences we believe can foster student
engagement and student success, and is being proposed because we feel that the continuum of
pre-enrollment through first semester experiences combined have the greatest potential for
impact on the greatest number of students over a longer period of time, thereby enabling us to
make a significant impact on all the ATD goals.
FTIC students, especially those most traditionally at risk and those least familiar with college,
often have little to no knowledge of basic college information and operations. In a group
setting, we can provide basic information to students, assist them in registering for classes,
reduce waiting lines that intimidate and anger students – especially those most at risk, and
provide support with initial registration and enrollment processes. We can also use the group
time to schedule advising appointments for new students during their first semester in college
to ensure they have a one-on-one time with an advisor to discuss their career goals and
educational plans and other issues that would create barriers to their success.
Measurable Yearly Goals:
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• Increase the percent of student retention from semester to semester and fall to fall
Current: Fall 2009 cohort fall to fall retention rates for all FTIC students: 74%; for Black
students: 70%
Annual goals for 2012, 2013, 2014: Increase percentages for all student and African-American
students by 1 percent each year
• Increase the percentage of FTIC students who complete first semester courses with a C
or better
Current: Fall 2010 FTIC cohort; All students 57%, Black 48%, Multiracial 53%, American Indian
47% (Note: All other ethnicities are above 57% and/or very small numbers.)
Annual goals for 2012, 2013, 2014: Increase percentages for All ethnicities, Black, Multiracial,
and American Indian students by 1 percent each year.
*Achieving the Dream Student Progress and Success Measures That Will Be Directly Affected
by This Intervention (choose all applicable):
• Percent of students who re-enroll from one semester to the next (short-term)
• Percent of students who earn certificates and/or degrees (long-term)
Evaluation Plan Description:
The college will be utilizing a slight modification (Context, Input, Process, Outcome) of
Stufflebeam and Shinkfield’s CIPP (Context, Input, Process, Product) model because of its
capacity simultaneously to review and consider planning and objectives, structuring decisions
and available resources, implementation process decisions, and continuous improvement of
outcomes.
*Evaluation Results Comparison (choose all applicable):
• Baseline data
Plan to Scale Up:
By phasing in this intervention for all FTIC and targeted populations, we will be able to scale
up to implementing this intervention consistently for all FTIC students on all campuses by 2012
spring registration, which begins in late October 2011.
Sustainability/Institutionalization Plan:
Requiring a mandatory CREW session for all FTIC students is the first of three interventions
that are being redefined as the essential, mandatory experiences for all FTIC students. CREW
has been under development for several years on at least two of our four campuses. The goal
of including this intervention in our ATD implementation plan is to bring it to scale. With
previous efforts, we have learned a number of lessons and have been attempting over the
planning year to ensure that our efforts with students from the time they first “touch” the
college until they enroll for their first semester classes are more consistent from campus to
campus.
Communications Plan:
The Office of Enrollment Management is developing the communication with students who
have completed the application process. The initial communication with admitted students will
include a notification of admission and their college ID #, an enrollment checklist, and
notification of the required CREW sessions available. The initial communication will also include
additional information on how to study for the placement test and receive placement scores,
information on disability services, and information on accessing their college email account.
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Internal and/or External Resources Needed:
• Communications plan for FTIC students
• Banner-supported processes for identifying and communicating with students who are
admitted to the college
• Tracking and Scheduling Software for CREW and Academic Advising sessions
Institutional Policy Changes Needed:
• Placing a “hold” on newly admitted students to ensure participation in CREW
Anticipated Challenges:
• Requiring two pre-first semester in class activities (CREW and New Student Orientation)
for FTIC students
• Expanding Banner capacity to capture all pre-enrollment activities
• Ensuring consistent use of Banner for tracking all advising activities for FTIC and other
students
• Schedule demands for technology staff (TESS) to purchase and implement new tracking
and advising software
Additional Institution-Wide Decisions in Which the Resulting Evaluation Will Be Helpful:
Ongoing evaluation of input will enable the college to continue to develop electronic, online
and other resources that may lead to different delivery modes for CREW.
Intervention #2:
Priority:
• Redefining the First Time in College experience
Intervention Name:
New Student Orientation and Follow-Up (NSO-F)
Direct or Indirect Student Intervention:
Direct
Start Date:
Spring 2012
Type of Intervention (choose all applicable):
First-Year Experience
*Specific Course Content Area (choose all applicable):
NA
*Target Student Group (choose all applicable):
• First-time students
*Estimate Number of Students Enrolled or Otherwise Benefiting:
7,500 FTIC students annually
*Do students have to satisfy certain criteria to take part in the intervention?
Yes, they must be FTIC students.
*Will special efforts be made to recruit students to take part in the intervention?
Yes
Description:
The New Student Orientation (NSO) will consist of a mandatory 3-hour orientation experience
for all FTIC students. The purpose of NSO is to provide a consistent and systematic approach
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for providing all FTIC students with an overview of college resources and to enable them to
successfully survive the first semester of college. Targeted objectives of the NSO include:
• Knowledge of campus and campus resources
• Knowledge of Student Rights and Responsibilities and how to access FactFinder (the
STLCC student handbook)
• Understanding of course structure and how to find and use course resources (e.g.,
Blackboard, Banner Self-Service, learning resources, campus bookstore, etc.)
• Understanding of how to be a successful college student
• Knowledge of how to withdraw and change class schedules and related financial
obligations
• Knowledge of study skills and available resources
• Knowledge of academic calendar, semester structure, and deadlines
• Awareness of opportunities for engagement – clubs, student activities, etc.
The Follow-Up (NSO-F) component of this intervention will include consistently implemented
and faculty-designed strategies for classroom-based efforts to provide additional information
and support, particularly during the first four weeks of the first semester along with the
implementation of a fully comprehensive Communications Plan (see above).
Way(s) the intervention will help close achievement gaps:
By requiring that all FTIC students attend all three mandatory first semester experiences, it is
increases our capacity to track students from one experience to the next and thereby identify
and communicate with more at risk students who do not persist through the pre-enrollment
experiences. These include higher numbers of first generation college students and AfricanAmerican students, particularly males who in focus groups have described themselves as more
reluctant to seek assistance and resources. The Follow-Up component of this strategy also will
ensure broad-scale faculty engagement at the classroom level in promoting student success.
Measurable Yearly Goals:
• Increase the course completion rate for the first semester for FTIC students
• Increase the percent of student retention from semester to semester and fall to fall
*Achieving the Dream Student Progress and Success Measures That Will Be Directly Affected
by This Intervention (choose all applicable):
• Percent of students who re-enroll from one semester to the next (short-term)
• Percent of students who earn certificates and/or degrees (long-term)
Evaluation Plan Description:
The college will be utilizing a slight modification (Context, Input, Process, Outcome) of
Stufflebeam and Shinkfield’s CIPP (Context, Input, Process, Product) model because of its
capacity simultaneously to review and consider planning and objectives, structuring decisions
and available resources, implementation process decisions, and continuous improvement of
outcomes.
*Evaluation Results Comparison (choose all applicable):
• Baseline data
Plan to Scale Up:
All campuses currently have several different iterations of new student orientation. In order
to scale up (i.e., offer a consistent mandatory orientation experience to all FTIC students on
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every campus), we need to reach consensus from student affairs staff at all campuses as to
content of the New Student Orientation, how to meet the physical space and staffing demands
for making the NSO mandatory, how and when the NSO will be administered, and how student
learning outcomes from this experience will be tracked. We also will be developing faculty
strategies, communication tools, and resources.
Sustainability/Institutionalization Plan:
By clearly delineating all elements of the First Time in College experience, this second
component will help to ensure that all FTIC students who have completed CREW are advancing
their knowledge of and experience with the college and are building on their first introduction
to basics introduced in the CREW sessions. By reinforcing information at the classroom level,
the changes for institutionalization increase significantly.
Communications Plan:
(See Intervention #1.) The development and implementation team will work with vice
presidents of student affairs and Enrollment Management to include specific communications
to be conducted between CREW and NSO and to develop print and other resources to support
NSO-F.
Internal and/or External Resources Needed:
• Staff to administer NSO
• FAQs for classroom use
• Student Success Seminars (videos and/or face-to-face information resources on topics
introduced in NSO)
• List of resources to provide to students
Institutional Policy Changes Needed:
• Procedures for requiring students who have completed CREW to enroll in mandatory
orientation
• Requirement of mandatory New Student Orientation
Anticipated Challenges:
• Campus autonomy
• Consistent faculty engagement
• Requiring two pre-first semester in class activities (CREW and New Student Orientation)
for FTIC students
• Expanding Banner capacity to capture all pre-enrollment activities
• Ensuring consistent use of Banner for tracking all advising activities for FTIC and other
students
• Schedule demands for technology staff (TESS) to purchase and implement new tracking
and advising software
Additional Institution-Wide Decisions in Which the Resulting Evaluation Will Be Helpful:
The college has not fully defined and implemented a continuum of experiences and
information resources that constitute the desired experience for FTIC students at STLCC.
Implementation of consistent practices and information resources to be used from campus to
campus and in all classrooms that are designed to increase student persistence and retention
will better facilitate our redefining the entire FTIC experience.
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Intervention #3:
Priority:
• Redefining the First Time in College experience
Intervention Name:
College Success Courses (includes a mandatory 3-credit hour course for students who place into
developmental courses and a mandatory 1-credit hour course for students who are college
ready)
Direct or Indirect Student Intervention:
Direct
Start Date:
Fall 2012 for 3 credit-hour course; Fall 2013 for 1 credit-hour course
Type of Intervention (choose all applicable):
Primary: Student Success Course, First Year Experience
Secondary: Advising, Developmental Education, Student Support Services
*Specific Course Content Area (choose all applicable):
Math/ Reading / English
*Target Student Group (choose all applicable):
• First-time students
*Estimate Number of Students Enrolled or Otherwise Benefiting:
• Academically underprepared students (Fall semester 2012 – 3,500 students; Spring
semester 2013 – 1,250 students)
• College ready students (Fall semester 2012 – 2,000 students; Spring semester 2013 –
750 students)
*Do students have to satisfy certain criteria to take part in the intervention?
Yes, they must be FTIC students.
*Will special efforts be made to recruit students to take part in the intervention?
Yes
Description:
All FTIC students will be required to enroll in a college success course during their first semester
at the college.
• Students testing into no developmental areas will take a course tentatively titled College
Success. Class size should be limited to 22.
• Students testing into developmental reading and/or English will take a 3-credit hour
course tentatively titled College Success Skills. Class size should be limited to18.
• Students testing into developmental math with no developmental Reading or English
will have their choice of either of the two courses.
Way(s) the intervention will help close achievement gaps:
(See Intervention #1 opening statement.) More and more each year, new students are
coming to the college academically underprepared, unaware of the expectations and demands
needed to be successful in college, and unaware of the resources of the college and the value of
academic and career planning. Best practices of other ATD schools and research data indicate
that:
• Faculty members are best positioned to improve student success through direct and daily
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interaction with the students in the classroom.
• College success courses have a positive impact on student retention, persistence, and
success in college courses.
• Increased retention has specifically been seen when a college success course is taken in the
student’s first semester of course taking.
• Taking a college success course in conjunction with needed developmental courses has
many positive impacts on student learning outcomes.
Additionally, students will be more engaged and experience increased confidence and academic
success if they have direct interaction with faculty who are committed to and intentionally
engaged in promoting student success and if they have a structured and safe place (ideally, the
classroom) to solve problems related to their efforts to transition to college level work and
succeed in college.
More specifically, a student success course for developmental students and a differentiated
student success course for college ready students could help the college address inequities of
race and ethnicity that are apparent in the STLCC retention rate and completion data.
Measurable Yearly Goals:
• Increase the course completion rate for the first semester for FTIC students
• Increase the percent of student retention from semester to semester and fall to fall
*Achieving the Dream Student Progress and Success Measures That Will Be Directly Affected
by This Intervention (choose all applicable):
• Percent of students who re-enroll from one semester to the next (short-term)
• Percent of students who earn certificates and/or degrees (long-term)
Evaluation Plan Description:
The college will be utilizing a slight modification (Context, Input, Process, Outcome) of
Stufflebeam and Shinkfield’s CIPP (Context, Input, Process, Product) model because of its
capacity simultaneously to review and consider planning and objectives, structuring decisions
and available resources, implementation process decisions, and continuous improvement of
outcomes. The primary focus of evaluation of this component of the FTIC experience will be
process and product/outcomes.
*Evaluation Results Comparison (choose all applicable):
• Baseline data
Plan to Scale Up:
The college currently offers two courses (COL:020 and COL:100) that were designed to
address orientation to college. While the course content has some validity and research
indicates COL:020 is somewhat effective in improving student learning outcomes, neither
course has been made mandatory. Thus, bringing a college success course(s) to scale will
include reviewing the course content and projecting a plan for placing students into the courses
as outlined in the work plan.
Sustainability/Institutionalization Plan:
Consensus will have to be reached on what should be included in the course for collegeready students. The course will have to be developed through the curriculum process in
CurricUNET and approved by the campus and district curriculum committees. The mandatory
requirement will be phased in over several years for different targeted populations outlined
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above in order to allow enough time to recruit appropriate instructors and to provide needed
professional development.
Communications Plan:
A marketing and communications strategy for the courses will be developed jointly by the
Enrollment Management director and the Communications director and their staffs.
Internal and/or External Resources Needed:
• Faculty leadership for the development and implementation team’s work
• Implementation team members
• TESS (Technology Education Support Services) support
• Center for Teaching and Learning (CTL) engagement in professional development for
faculty recruited or expressing willingness to teach the student success courses
• Collaboration with student affairs staff to structure their engagement
• Collaboration with testing and placement offices (Assessment) to identify any pre- and
post-testing
• Collaboration with the Advising staff
• CurricUNET (Curriculum development and approval software system)
Institutional Policy Changes Needed:
• Developing procedures to place a hold on FTIC students so that they cannot register for
more than 12 hours without taking the appropriate mandatory college success course
• Placing a “hold” on students who have completed New Student Orientation until they
have registered for the appropriate College Success course
• Requiring mandatory face-to-face advising for all FTIC students during their first
semester at STLCC
Anticipated Challenges:
Degree requirements will have to be considered if the mandatory course for college ready
students is to be mandatory. Options considered are replacing our cornerstone general
education course (IDS:101), reducing the number of hours for the capstone general education
course (IDS:201) from 4 to 3 to provide a free credit hour for the course, reducing the PE
requirement to 1 credit hour, or enabling the course to satisfy an elective credit within all
degree and certificate programs. All degree requirements will need to be reviewed to
determine the scope of impact, and decisions must follow to support implementation of this
new college-level course.
The course for students taking developmental courses does not add up to additional degree
requirements any more than other developmental courses; rather, taking the course
strengthens their foundation before they begin college-level work.
Requiring a mandatory student success course for FTIC students will require a cultural shift,
and adoption will be dependent on commitment from faculty, staff – especially advisor,
students, and administrators. Classroom space will be needed, although as students take these
courses in place of other courses, classrooms (and faculty) may be freed up. Staffing to support
mandatory implementation of these two courses is very significant. Faculty, advisors, and other
campus resource personnel are limited and may be strained to meet the needs associated with
these courses. Additionally, the college will need to determine how to align the development of
an academic and career plan within the student success courses and how to align that effort
Achieving the Dream 2011
Evaluation Plan Template
Page 13 of 26
with other advising processes.
Additional Institution-Wide Decisions in Which the Resulting Evaluation Will Be Helpful:
The college needs better to understand all factors that impact student success. Developing
and consistently implementing a uniform course content and continuum of experiences for all
FTIC students and examining the learning outcomes of participants, we will be able to identify
specific elements that may need to be addressed for students who are not FTIC. Crossdepartment and cross-district collaboration is often a challenge. We hope that this intervention
will be a model for additional cross-institutional strategies that will enhance our capacity for
effective evaluation of a variety of programs and interventions.
Intervention 4:
Priority:
• Re-envisioning developmental education
Intervention Name:
Learner-centered Developmental Education
Direct or Indirect Student Intervention:
Indirect
Start Date:
Fall 2011
Type of Intervention (choose all applicable):
Developmental Education, K-14 Strategies, Learning Communities
*Specific Course Content Area (choose all applicable):
Math / English / Reading
*Target Student Group (choose all applicable):
• Academically underprepared students
*Estimate Number of Students Enrolled or Otherwise Benefiting:
9,000/year
*Do students have to satisfy certain criteria to take part in the intervention?
Yes
*Will special efforts be made to recruit students to take part in the intervention?
Yes
Description:
Faculty and staff will engage in developing innovations and bringing successful interventions to
scale to support students’ successful transition into college-level courses.
Specific strategies will include modularizing math curriculum, accelerating developmental
course delivery through co-enrollment in development English/reading and ENG:101, and
delivering instruction in team-taught, cross-disciplinary cohorts and/or learning communities.
Note: The college has recently established new college ready definitions based on newly
defined ACT scores of 18 in English, 18 in reading, and 23 in mathematics. Additionally, the
college is transitioning to Compass instead of Accuplacer. As these changes have been and are
being adopted, faculty and staff have agreed that the college needs to revamp its
developmental education approach, structure, and course offerings better to meet the needs of
learners.
Achieving the Dream 2011
Evaluation Plan Template
Page 14 of 26
Way(s) the intervention will help close achievement gaps:
(See Intervention #1 opening statement.) Students who begin their college career in at least
two developmental subject areas show significantly slower progress toward degree completion,
and they leave college from one fall the next in significantly higher numbers than their college
ready counterparts who are new to college. Innovations will be designed to accelerate the time
to transitioning to college-level courses (and, ultimately, time to degree completion) for
students placing into two or more developmental courses.
Measurable Yearly Goals:
•
Increase percentage of FTIC students who enroll in and successfully complete in
ENG:020 and enroll in ENG:101 within two academic years
Current: Percentage of FTIC students who enrolled in ENG:020 in Fall 2009 and completed the
course with a C or better and who enrolled in ENG:101 within two academic years: All students
– 24%, Black students – 22%
Annual goals for 2012, 2013, 2014: Increase percentages for all students and Black students by
1 percent each year.
•
Increase percentage of FTIC students who enroll in and successfully complete in
RDG:020 and enroll in ENG:101 within two academic years
Current: Percentage of FTIC students who enrolled in RDG:020 in Fall 2009 and completed the
course with a C or better and who enrolled in ENG:101 within two academic years: All students
– 37%, Black students – 33%
Annual goals for 2012, 2013, 2014: Increase percentages for all students and Black students by
1 percent each year.
•
Increase percentage of FTIC students who enroll in and successfully complete in
MTH:020 and enroll in MTH:160 within two academic years
Current: Percentage of FTIC students who enrolled in MTH:020 in Fall 2009 and completed the
course with a C or better and who enrolled in MTH:160 within two academic years: All students
– 5%, Black students – 3%
Annual goals for 2012, 2013, 2014: Increase percentages for all students and Black students by
1 percent each year.
*Achieving the Dream Student Progress and Success Measures That Will Be Directly Affected
by This Intervention (choose all applicable):
• Percent of students who successfully complete developmental courses and progress to
credit-bearing courses
• Percent of students who re-enroll from one semester to the next
Evaluation Plan Description:
The college will be utilizing a slight modification (Context, Input, Process, Outcome) of
Stufflebeam and Shinkfield’s CIPP (Context, Input, Process, Product) model because of its
capacity simultaneously to review and consider planning and objectives, structuring decisions
and available resources, implementation process decisions, and continuous improvement of
outcomes. This particular intervention will be centered more on context and input during at
least the first two or three years or redesign.
*Evaluation Results Comparison (choose all applicable):
• Baseline data
Achieving the Dream 2011
Evaluation Plan Template
Page 15 of 26
Plan to Scale Up:
In 2010-11, the college developed an internal RFP for innovative projects and identified two
projects for piloting that addressed innovations in developmental education. One project is an
interdisciplinary project designed to build upon constructivist principles and contextualizing
learning for developmental students. The second project is a math boot camp that will serve as
a refresher course for students who have taken significant math courses in high school and
completed them successfully but did not place in college-level mathematics courses based on
their ACT or placement test scores. Once we have evaluated the results of these two
innovations as well as other recent innovations in developmental education, we will consider
if/how to bring them to scale. We also will continue to foster innovative approaches to the
structuring and delivery of developmental education at STLCC.
Sustainability/Institutionalization Plan:
The college has been in the process of NADE self-study in reading, mathematics, and English
for the past three years and also has demonstrated its capacity for assessment and the
development of continuous improvement strategies. These capacities are essential in order to
sustain and institutionalize strategies deemed to be effective.
Also to address sustainability and institutionalization, STLCC will continue to examine its
hiring practices for full time faculty members teaching math, English and reading with the goal
of increasing the number of faculty members highly trained and motivated to work with
students taking developmental classes in their discipline. The college also will continue to
consider how to increase the percent of full time faculty members teaching developmental
courses.
Communications Plan:
Within the context of the existing College Readiness Task Force work and within the context
of our communications related to assessment and continuous improvement, we will
reconstitute the existing task force and align it with the previous Development Education
Council and will increase the engagement of faculty and other staff in ongoing efforts to reenvision developmental education at STLCC through this newly reconfigured council.
Internal and/or External Resources Needed:
• Visionary and dedicated leadership from among faculty, staff, and administrators
• Dedicated faculty intern to serve as the chair of the Developmental Education Strategy
Development and Implementation Team
• Release time as needed to support faculty and staff in efforts to redesign courses and
methodologies and to plan for innovations in developmental education
• Policies and practices that support team teaching and constructivist approaches to
teaching and learning
• Significant professional development for faculty, both full-time and adjuncts, to support
effective engagement in developmental education
Institutional Policy Changes Needed:
• Policies related to unique characteristics of students who place into only developmental
mathematics courses need to be addressed.
• Policies related to class size for cohorts and learning communities for developmental
students need to be revisited and potential revised.
Achieving the Dream 2011
Evaluation Plan Template
Page 16 of 26
•
Policies related to team teaching and scheduling for cohorts and learning communities
may need to be revised.
Anticipated Challenges:
The college is currently relatively traditional in its approach to delivery of developmental
education and has continued to develop a proliferation of course offerings to meet the needs of
developmental students. Professional development and other means of support are needed to
help faculty (and staff) think innovatively about non-traditional structures and methods for
delivery of developmental education and more holistic approaches to addressing the needs of
developmental students. We also have a very large adult population who are academically
underprepared and in need of college. It is important that we include strategies that address
the unique needs of the 400,000+ potential learners and facilitate their transition into collegelevel courses.
Additional Institution-Wide Decisions in Which the Resulting Evaluation Will Be Helpful:
The college has struggled to develop efficient and effective mechanisms for transitioning
adult learners from non-credit programming into credit programs. This problem is often
exacerbated by the demands on adult learners and their inability to participate in traditionally
structured learning opportunities. At least one institution-wide decision that might emerge
from these strategies is better “bridge” programming for adults who are not college ready but
want to enter credit programming.
Principles for Increasing Student Success through Institutional Improvement
1 Committed Leadership
College leadership and the Board of Trustees are planning to ensure the continued link
between Strategic Direction 2 (Improving Student Learning Outcomes and Academic
Achievement) and current and future ATD activities. The college also is highly engaged in
evaluation and assessment and will ensure that ATD evaluation and assessment results will be
used to “close the loop” and advance continuous improvement. Additionally, college leadership
is committed to engaging and supporting a group of faculty who would be charged with
ensuring that current and future ATD activities are consistently linked to classroom instruction.
Even in extremely difficult budget times, leadership has set aside specific funds/budgets for
ATD activities associated with student engagement and actual classroom instruction.
The college has committed to a dedicated faculty leader for Achieving the Dream
implementation who reports to the vice chancellor for academic and student affairs. The
college also is in the process of reconfiguring its Institutional Research and Planning office
better to support the increasing demands for data and information to support planning,
continuous improvement, and assessment as well as the increasing demands for data mining,
reporting, and evaluation for ATD and other related initiatives and interventions/strategies. The
college also has committed to supporting additional temporary research staff, as needed, to
support ATD and other related research and reporting demands. As we continue to expand our
need for faculty leadership that will impact student success, we are anxious to support our
faculty leaders, both formal and informal, in whatever ways the budget and other demands on
them will allow.
Achieving the Dream 2011
Evaluation Plan Template
Page 17 of 26
2 Use of Evidence to Improve Policies, Programs, and Services
The college has long supported a culture of evidence and the thoughtful interpretation of
data to advance continuous improvement. Over the past five years, we have advanced a
strategic plan that focuses on three strategic directions (improving access and growing
enrollment, improving academic achievement and student learning outcomes, and improving
our responsiveness to the workforce) and have made available reports on key performance
indicators for each of the directions and the choices that support those directions. Coupled
with our attempts to address our strategic planning goals, our mission-based assessment
process and our planning for addressing the ATD goals have significantly advanced the college’s
capacity to use evidence to improve policies, programs and services. In fact, the college’s
response to these processes is well in motion even prior to the beginning of the
implementation phase of our ATD initiative.
Based on the evolution of our inquiry-based, data-informed model for assessment and the
dramatic increase in engagement of faculty and staff in conducting assessment activities that
inform action, we anticipate the integration of our IDID assessment model (Inquire, Discover,
Interpret, Develop) and practice in all campus-based ATD teams. It is our intention to ensure
that inquiry- and evidence-based processes shape all of our ATD efforts at the most grassroots
level possible.
3 Broad Engagement
The college’s planning year has certainly provided evidence of broad engagement of faculty,
staff, and students. We are committed to increasing external engagement as we plan to invite
community members as well as current and potential students to provide input on and
assessment of our proposed interventions. It is the college’s intention to conduct community
focus groups throughout the coming year and to engage an even broader and more external
constituency in addressing continuous improvements in student success that may not have
been addressed to the fullest extent possible with our concentration this past year on internal
and directly tangential constituencies. We have identified four target groups of external
constituents and will be implementing strategies to share our planned interventions and
engage them in providing input on how these interventions can continue to be modified and
improved upon. All sharing will be data-informed and evidence-based.
4 Systemic Institutional Improvement
The college is working diligently to align its core initiatives and core processes. Achieving the
Dream has provided a catalyst for much systemic analysis focused on student success and
overall institutional improvement. Building on our strategic planning and assessment efforts
over the past several years and on our more recent ATD planning work, we will be applying for
status with the Higher Learning Commission as an AQIP (Academic Quality Improvement
Program) institution hopefully by August 2011. It is our hope and intention that the alignment
of strategic planning, ATD, AQIP, and assessment will work together to significantly advance
institutional improvement planning and evaluation.
Achieving the Dream 2011
Evaluation Plan Template
Page 18 of 26
Proposal Work Plan
Priority Area:
Redefining the First Time in College Experience
Measurable Yearly Goals:
Increase course completion rates during the first semester for FTIC students
Increase the percent of student retention from semester to semester and fall to fall
Work Plan: CREW
Year
Year
Year
Year
Lead Staff
One
Two
Three Four
Develop and fully implement a
X
Enrollment
Communications Plan for all FTIC students
Management
from first point of contact through the first
staff;
semester of attendance at STLCC and
VPsSA
include recruitment into and mandatory
placement in CREW
Develop and implement written procedures X
District
for placing hold on all FTIC students until
Enrollment
they have participated in CREW
Services
Committee
(DESC)
Develop and get approval for policies and
X
VPsSA;
procedures to support requirement of
Director,
participation in CREW
Enrollment
Management
Develop resource materials and structure
X
VPsSA;
for all campuses to provide CREW
Director of
Enrollment
Management
Hold daily/weekly CREW sessions (as
X
X
X
X
Managers of
needed) on each campus during
Advising;
registration cycles and facilitate
Director,
participation in CREW for all FTIC students
Enrollment
Management
Purchase, implement and provide training
X
Managers of
on tracking and scheduling software
Advising;
TESS;
CTL
coordinators
Work Plan: New Student Orientation
Year
Year
Year
Year
Lead Staff
(NSO)
One
Two
Three Four
Develop content for the NSO for FTIC
X
VPsSA;
students
Campus
coordinators of
Achieving the Dream 2011
Evaluation Plan Template
Page 19 of 26
Set advising appointments during NSO for
all new FTIC students to participate in a
face-to-face academic advising session
during weeks 5-10 of the first semester
Identify structure of NSO, timing for
offering the NSO, space, staffing, budget
and training for staff who participate in
delivery of the NSO
Develop and approve policy and procedure
language to support the implementation of
a mandatory new student orientation
experience for all FTIC students
Develop and implement Communications
Plan that includes plans for communicating
with and registering all FTIC students who
have completed CREW and are required to
participate in NSO prior to the beginning of
their course-taking at STLCC
Work Plan: New Student Orientation and
Follow-Up (NSO-F)
Identify and facilitate faculty team to
develop classroom-based strategies for
supporting FTIC students during the first
four weeks of class
Develop training modules and resource
materials for all faculty to intensify inclassroom support for FTIC students
Develop FAQs for FTIC students and a
dissemination plan for that information for
FTIC students
Develop and implement Early Alert System
and train faculty to use it for FTIC students
during the first four weeks of class
Achieving the Dream 2011
X
X
X
X
orientation;
Director,
Enrollment
Management
Advisors;
VPsSA
Campus VPsSA;
Director,
Enrollment
Management
Campus VPsSA;
VC-ASA
X
X
X
X
X
Enrollment
Management
staff
Year
One
X
Year
Two
X
Year
Three
X
Year
Four
X
Lead Staff
X
X
X
X
CTL
coordinators
X
X
Evaluation Plan Template
X
X
Teresa Huether
Faculty Team;
Director,
Enrollment
Management;
Community
Relations
VPsSA;
Director,
Enrollment
Management;
CTLs; TESS staff
Page 20 of 26
X
Identify unique follow-up strategies for
African-American students and develop and
implement an accelerated/additional keep
in touch plan for supporting AfricanAmerican students through the first
semester of classes.
Develop and implement follow-up online
chat sessions for FTIC students who have
completed NSO
Work Plan: College Success Courses
X
X
Year
One
X
Identify a faculty intern/implementation
team chair to initiate and oversee
implementation of the college success
courses
Develop course content for a 3-credit hour X
College Success Skills course for first-time in
college students who are not college ready
Submit the College Success Skills course
through the curriculum process for
approval
Develop and approve policy and procedure
language to support the implementation of
a mandatory student success course for all
FTIC developmental students
Develop and implement required
professional development for all instructors
teaching the student success courses
X
Include the mandatory requirement for all
FTIC, developmental students in the college
catalog, on the college web site, and other
college documents and publications
Address implementation of mandatory
requirement issues in Banner, identify
exemptions, and develop and approve
X
Achieving the Dream 2011
X
Year
Two
Year
Four
VC-ASA;
VPsAA
Faculty Leader
(to be
identified);
VPsAA
Faculty Leader
(to be
identified)
Faculty Leader
(to be
identified);
VC-ASA; VPsAA
Faculty Leader;
VPsAA;
CTL
coordinators
Faculty Leader
X
X
X
Year
Three
Keith Sayles
(AAMI);
Wendell
Cunningham
(Gateway to
College);
Faculty Team;
Enrollment
Management
staff
Faculty Team;
VPsSA;
Director,
Enrollment
Management
Lead Staff
X
Evaluation Plan Template
DESC
Page 21 of 26
written operational procedures for all areas
to be affected by the implementation of the
mandatory requirement (i.e., Advising,
Assessment, Admission/Registration, TESS,
Central Student Records, Enrollment
Management, Institutional Research and
Planning, etc.)
Develop district-wide departmental
X
structure and management strategy for all
college success courses
Provide professional development to
X
support implementation of operational
procedures for mandatory requirement and
work with all staff and faculty who advise
students to support the implementation of
a mandatory student success course for all
FTIC developmental students
Require College Success Skills course for all
students placing into three development
disciplines
Require College Success Skills course for all
students placing into two or more
development disciplines
Require College Success Skills course for all
students placing into developmental
reading and/or English
Identify a college-wide faculty
leader/administrator (department chair?)
for student success who is responsible for
ongoing implementation and monitoring of
all course content, course assignments,
professional development, and evaluation
of measurable student outcomes identified
in the ATD implementation plan
Identify an appropriate number of credit
hours for a college-level student success
course and develop course content for a
100-level College Success course for firsttime in college students who are college
ready
Identify what this course will replace in the
current degree requirements
Achieving the Dream 2011
X
X
X
X
X
X
X
X
X
X
X
VPsAA/Deans,
with support of
LT
Faculty Intern
(to be
identified); CTL
coordinators
Sr. Manager,
Central Student
Records
Sr. Manager,
Central Student
Records
Sr. Manager,
Central Student
Records
VCASA;
VPsAA/Deans
X
Faculty
Leader(to be
identified)
X
College
Academic
Council (CAC);
Evaluation Plan Template
Page 22 of 26
Submit the College Success course through
the curriculum process for approval
X
Develop and approve policy and procedure
language to support the implementation of
a mandatory student success course for all
FTIC, college ready students
Develop and implement required
professional development for all instructors
teaching the student success courses
X
Include the mandatory requirement for all
FTIC, college-ready students in the college
catalog, on the college web site, and other
college documents and publications
X
Address implementation of mandatory
requirement issues in Banner, identify
exemptions, and develop and approve
written operational procedures for all areas
to be affected by the implementation of the
mandatory requirement (i.e., Advising,
Assessment, Admission/Registration, TESS,
Central Student Records, Enrollment
Management, Institutional Research and
Planning, etc.)
Provide professional development to
support implementation of operational
procedures for mandatory requirement and
work with all staff and faculty who advise
students to support the implementation of
a mandatory student success course for all
FTIC college ready students
Require College Success course for all FTIC,
college ready students
X
Achieving the Dream 2011
District
Curriculum
Committee
(DCC); VPsAA
Faculty
Leader(to be
identified)
Faculty
Leader(to be
identified); VCASA; CAC
Faculty
Leader(to be
identified);
VPsAA; CTL
coordinators
Faculty
Leader(to be
identified);
Community
Relations;
Director,
Enrollment
Management
DESC
X
X
Evaluation Plan Template
X
X
Faculty Intern
(to be
identified);
VPsAA; CTL
coordinators
X
X
Sr. Manager,
Central Student
Page 23 of 26
Records
Identify a college-wide faculty
leader/administrator (department chair?)
for student success who is responsible for
ongoing implementation and monitoring of
all course content, course assignments,
professional development, and evaluation
of measurable student outcomes identified
in the ATD implementation plan (same as
above intervention)
Develop, get approval for, and implement
policies to support requirement of
participation of all FTIC students in face-toface academic advising session as part of
the student success courses
Develop a template (or identify an existing
template/resource) for an academic and
career plan to be used in student success
courses
Work with college success course strategy
implementation team to include the
development of an academic and career
plan in the college success courses for all
FTIC students
Work with Central Student Records’
Coordinator, Degree Audit Systems to align
or integrate academic and career plan
resource tool with interactive degree audit
system
Provide professional development for all
advising staff to support use of the
academic and career planning tool for all
FTIC students
Identify faculty advisors to support the use
of the academic and career plan and
provide training for them to support at the
course and program level the ongoing use
and modification of the academic and
career plans developed by students
Achieving the Dream 2011
X
X
VCASA;
VPsAA/Deans
X
X
X
VPsSA;
Managers of
Advising
Managers of
Advising
X
X
Managers of
Advising;
VPsAA; VPsSA
X
X
Managers of
Advising;
Coordinator,
Degree Audit
Systems
CTL
coordinators
X
Evaluation Plan Template
X
X
X
X
Deans;
Department
chairs;
Program
coordinators;
CTL
coordinators
Page 24 of 26
Priority Area:
Re-envision developmental education
Measureable Yearly Goals:
Increase retention from fall to fall for developmental students and for African-American
students in developmental education courses
Increase the number of students who transition from ENG:020 or RDG:020 placement into
ENG:101
Decrease the number of semesters it takes for students to transition from ENG:020 or RDG:020
into ENG:101
Decrease the number of semesters it takes for students to transition from MTH: 020 to MTH:
160
Work Plan:
Year
Year
Year
Year
Lead Staff
One
Two
Three Four
Complete adoption of new Compass scores X
VCASA
and implement Compass test
College
Readiness Task
Force
TESS
Complete revision of policy G.5.2 – Course
X
VCASA
Placement
Evaluate effectiveness of two innovation
X
Lead innovation
1
strategies in developmental education
project staff
being piloted in FY11 and determine
Institutional
whether either is/both are worthy of and
Research and
feasible for bringing to scale
Planning
VCASA
Identify policies and procedures unique to
X
X
Deans
developmental math students that hinder
Math
their progress to degree completion and
department
make needed changes to policy and
chairs
procedure language and actual practice
Reconstitute the Developmental Education
X
Developmental
Council, identify faculty intern to lead the
Education
council, and charge them with identifying
Council
best practices of ATD schools and other
schools for accelerating progress through
developmental education
Identify desired best practices to be piloted
X
Developmental
at STLCC for accelerating progress through
Education
1
Innovation 1: Math Boot Camp for recent high school graduates who have passed Algebra 2 or higher while in
high school
Innovation 2: Integrated approach to developmental education for students enrolled in MTH:030, ENG:030, and
RDG:030
Achieving the Dream 2011
Evaluation Plan Template
Page 25 of 26
developmental education and pilot two
most effective and feasible strategies (e.g.,
ALP model from CCBC of co-enrolling
ENG:030 and RDG:030 students in ENG:101;
implementing compressed, team-taught
cohort model for students testing into
ENG:020 and RDG:020; developing crossdisciplinary learning communities for
students placing in developmental math
and developmental reading; etc.)
Achieving the Dream 2011
Evaluation Plan Template
Council
Page 26 of 26