Title III Framework
North Seattle Community College
-1-
Academic Goal 1 – First Quarter Success Initiative -- Ensure all students experience an engaging, comprehensive
introduction to their new learning environment during their first quarter on campus.
Objective
Components
1 – Increase from 60%
to 70% the number of
first-quarter students
who re-enroll for a
second quarter
Develop new systems to connect incoming students with
support/success resources early and often.
Outcomes
Increase engagement of first quarter students
with the NSCC community and its resources
Expand modes and availability of first quarter supports to include:
 extended orientation sessions/workshop models
 credit bearing classes (expansion of HDC courses linked with
common first-quarter classes)
 short term modules in study skills, learning styles, campus IT
resources and career & educational planning.
Determine campus level of ‘requirement’ for students to
access/use these resources.
Welcome to NSCC Calling Campaign – all new students receive a
call from a NSCC employee during the first half of their first
quarter on campus.
Provide calls in multiple languages for ESL community
NSCC culture takes explicit step towards “student
success is everyone’s responsibility”
Title III Framework
North Seattle Community College
-2-
Academic Goal 2 –Increase Instructional Supports for High Risk Students -- Ensure a wide variety of
instructional supports are available to students across programs
Objectives
Components
1 - Increase from 4% to
Instructional Bridging activities within ABE/ESL courses and
15% the number of
across the ESL/ABE - Developmental Level Transition
ESL/ABE students who
 Establish a cross-campus “transitions committee” to
progress into college-level
implement activities and programs to enhance connections
coursework
across this critical transition point (review SSCC model)
 Establish a credit-bearing Open-Entry Skills Lab for ABE/ESL
2 - Increase by 15% (from
students. Lab to support expansion of the Work Discoveries
3,258 in 2006-07 to 3,747 in
class and other ‘bridging’ activities. Could include software
2012-13) the number of
to reinforce work-ready skills in languages other than English.
students successfully
(review SCCC model)
completing their first 15
 Student ambassador program to connect college-level ESL
college-level credits, their
students back with the pre-college/ESL/ABE population
first 30 college-level credits Integrate access to student support resources within high-risk
or their first 45 college-level courses through new models for links with HDC classes.
credits and an award
 Dev. math and college-level math
 English courses (developmental and 101)
(Washington State defines
 Other?
achieving 45 credits and an
Enhance tutoring services by expanding collaboration between
award as the academic
faculty and tutoring centers. Increase the level of tutor training
“tipping point”. A student’s
available in the Math Lab.
long-term economic and
Offer select high-risk/gatekeeper courses using Supplemental
occupational benefit is
Instruction (SI). SI provides a small-group environment led by a
highly correlated with
“TA” to review class work and reinforce learning. SA offers a
reaching this threshold of
more structured approach to compliment the self-directed tutoring
college-level work)
services already available.

Implement HPs early alert module in specific classes and
design campus interventions to respond to identified students
Outcomes
More students transition beyond ESL/ABE
level course work and persist to achieve
college-level credits
Increase the number of students
successfully completing high-risk courses
(example: current passage rate for
developmental math is 64% overall)
Higher quality tutoring serving more
students each quarter -- leading to increased
educational attainment
- Increase student success rates in high risk
courses leading to increased educational
attainment
Title III Framework
North Seattle Community College
-3-
Academic Goal 3 –Revitalize Prof/Tech Programs -- Revise Specific Professional Technical Programs to Meet Current
Industry Standards and Better Serve Non-Traditional Students Through the Development of Career Pathways
Objectives
1 - increase enrollment in targeted
professional-technical programs by
30%.
2 - increase from 4% to 15% the number of
ESL students who progress into
college-level coursework
3 - increase by 15% (from 3,258 in 200607 to 3,747 in 2012-13) the number of
students successfully completing their
first 15 college-level credits, their first
30 college-level credits or their first 45
college-level credits and an award;
Components
Curriculum redesign in select professionaltech programs to:
 meet current industry standards/needs
 Design well supported career pathways to
advance students through stages of
employment and education within a
chosen field. Pathways lead to livingwage jobs.
Outcomes
- updated programs matching current industry
standards ~ thereby drawing and retaining
more students
- increased supports available for low-skill, entrylevel students to progress through college-level
programs ~ thereby drawing and retaining
more students
Title III Framework
North Seattle Community College
-4-
Academic Goal 4 –Support and Expand Innovative, Learning-centered Instructional Models
and Methods -- Increase the number of classrooms incorporating evidence-based best-practices into their curriculum
Objectives
1 - increase from 60% to 70% the number
of first-quarter students who re-enroll
for a second quarter;
2 - increase by 15% (from 3,258 in 200607 to 3,747 in 2012-13) the number of
students successfully completing their
first 15 college-level credits, their first
30 college-level credits or their first 45
college-level credits and an award
3 - increase from 4% to 15% the number of
ESL students who progress into
college-level coursework;
4 - increase enrollment in targeted
professional-technical programs by
30%.
Components
Incorporate Service Learning (SL)
and Undergraduate Research
opportunities into more classes
across the curriculum
Outcomes
Increased learning relevancy and student
engagement
Increase the number of courses
incorporating characteristics of the
“learning paradigm” e.g.: supporting
Increased student engagement in the classroom
(and increased retention)
multiple learning styles, active learning
methodologies, outcomes/assessment
based instruction, cooperative,
integrated and collaborative learning
environments
-More access to integrated learning experiences
thereby increased ability to fulfill degree
requirement