Title III Framework
North Seattle Community College - 1 -
Proposed Components
Develop new systems to connect incoming students with support/success resources early and often.
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Institute a required 12 hour college success workshop based on the Columbia Basin Community College model.
At CBCC, all students who fit any of the following criteria must complete the workshop before registering for their second quarter of classes. o Degree or certificate seeking students o Students planning to take more than 15 credits at CBCC o Students enrolled in the running start program o Students transferring-in less than 30 college-level credits from another institution
The workshop is taught by teams of faculty and student-services professionals to cover study skills, introduction to campus resources, educational planning and visits to sample academic classes.
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Infuse experiences that support student success into the curriculum of core academic classes – targeting classes generally taken by large numbers of first-quarter students. e.g. assignments to complete a career-interest inventory, writing an essay on job opportunities in a field of interest, earning course credit for completing an academic plan with the assistance of an advisor, etc.
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Pilot the use of the HP 3000 academic early alert system.
The system is designed to proactively solicit information from faculty about students’ performance early in the quarter (attendance, grades, participation, etc). Students are connected with specific interventions as a result of identification in the system. Intervention designs would involve ongoing faculty and support-services collaboration (interventions to be identified/developed as part of the grant activity)

Title III Framework
North Seattle Community College - 2 -
Proposed Components
Instructional Bridging activities within ABE/ESL courses and across the ESL/ABE - developmental level transition
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Establish a credit-bearing Open-Entry Skills Lab for ABE/ESL students. Lab to support expansion of the Work Discoveries class and other
‘bridging’ activities. Could include software to reinforce work-ready skills in languages other than English. (review SCCC model)
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Establish a cross-campus transitions committee to design instructional and student activities that enhance connections across ABE/ESL and
College-level programs (e.g. student ambassador program to connect advancing college-level students back with the pre-college/ESL/ABE population -- review SSCC model)
Integrate access to student support resources within high-risk courses
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Create new models for links with HDC classes. HDC sections could be customized to support specific academic disciplines (e.g. math/science or humanities) and offer a menu of options to support advancing students over multiple quarters.
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Infuse experiences that support student success into the curriculum of high-risk courses. (e.g. assignments to complete a career interest inventory, writing an essay on job opportunities in a field of interest, earning course credit for completing an academic plan with the assistance of an advisor, etc.)
Enhance tutoring services
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Expand collaboration between faculty and tutoring centers o development of tutoring “tools” or modules designed to support specific class curriculum
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Increase the level of tutor training available, specifically in the math lab
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Offer tutor time blocks by level of course work – develop more tutor expertise in developmental-level support
Review instructional practice and curriculum in developmental-level and college-level English and Math courses to support:
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Alignment of outcomes within and across levels
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Alignment of curriculum within and across levels
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The use of Supplemental Instruction (SI) in selected sections. SI provides a small-group environment led by a “TA” to review class work and reinforce learning. SI offers a more structured approach to compliment the self-directed tutoring services already available.
Pilot the use of the HP 3000 academic early alert system
The system is designed to proactively solicit information from faculty about student performance early in the quarter (attendance, grades, participation, etc). Students are connected with specific interventions as a result of faculty input (interventions to be identified/developed as part of the grant activity)

Title III Framework
North Seattle Community College
Proposed Components
- 3 -
Curriculum redesign in select professional-tech programs to:
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Meet current industry standards/needs
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Design well-supported career pathways. Provide multiple options for advancing students through progressive stages of employment and education. Pathways lead to living-wage jobs.
Proposed Components
Increase the number of classrooms incorporating evidence-based best-practices into their curriculum:
 Increase the number of courses incorporating characteristics of the “learning paradigm” e.g.: supporting multiple learning styles, active learning methodologies, outcome/assessment based instruction, and collaborative learning environments
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Offer Service Learning (SL) and Undergraduate Research opportunities in more classes across the curriculum
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Develop additional models for linked courses to increase integration of learning across disciplines