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.
Objectives
Components
Outcomes
1.1
1.2
Develop multiple “first quarter
portals” offered on-line and oncampus to include extended
orientation sessions, credit bearing
classes and short term modules in
study skills, college success training,
career planning and IEP development
to connect potentially at-risk students
with needed services during their first
quarter on campus.
“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
- College-readiness skills
- Student Individual Education Plans
- Career exploration
Greater knowledge of and student access
to/use of services during first quarter
Increased engagement with the NSCC
Community / introduction to information
literacy and campus IT resources (and eportfolio)
Increased engagement with campus
community for new students
All first quarter students are touched by a
NSCC staffer during their first quarter
Teams/Leads Implies
Student
Services
Counselors
Library
faculty
Faculty
Coordinators
Technology upgrades to
support course curriculum,
student identification
system for first quarter
module enrollment,
curriculum development,
Instruction and Student
Services collaboration
Student
Development
Services,
Mgmt Team,
Student
Leadership?
Staff training, process to
identify students for
program, student coding to
track calls
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
Outcomes
2.1
Instructional
More students transition beyond ESL/ABE level course work
Bridging
activities
Establish a credit-bearing Open-Entry Skills Lab for ABE/ESL
within
students supporting the Work Discoveries Class – including
ABE/ESL
reinforcement of skills in languages other than English
courses and
across the
Establish a cross-campus “transitions committee” to implement
ESL/ABE activities and programs to enhance connections across this critical
Developmental transition point
Level
Transition
Student ambassadors program to connect college-level students
back with the pre-college/ESL/ABE population
2.2
Enhance
- Higher quality tutoring services serving more students
Tutoring
- Plug identified gaps
Services
- Easy identification of tutoring availability
2.3
Offer selected
“high-risk” /
“gatekeeper”
courses using
Supplemental
Instruction
(SI). What
about the need
for norming?
- Increased student success rates in high risk courses
Teams/Leads
Implies
ABE/ESL and
Dev. English
and Math
faculty
Curriculum Design
Counselors and
Advisors
Faculty collaboration
across departments
Faculty
Coordinators
Software and Hardware
purchases
Tutor
coordinators
Faculty
coordinators
Faculty
Coordinators
- New core of student leaders in the SI program
Tutoring center
directors
Professional
Development
Space remodel?
Increased training
Increased collaboration
between tutors/faculty
Professional
development,
curriculum change,
collaboration between
SI program, faculty &,
tutoring
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
3.1
Components
Curriculum redesign in Prof/Tech
programs experiencing declining
enrollment
Outcomes
- Updated programs matching
current industry standards
- Increased enrollments
Teams/Leads
Prof/Tech faculty
Workforce Education
Office
Instructional Council
3.2
Something specific to pathways
here
More ESL/ABE students
enrolling in College-level
courses
Implies
-Program review with
industry
- Faculty return to
industry
- Faculty PD to support
pedagogical changes
Professional
Development,
curriculum
change/design, new
outreach strategies to
ESL/ABE students for
pathway awareness and
support.
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
1.1
Components
Incorporate Service Learning (SL)
and Undergraduate Research
opportunities into more classes
across the curriculum
1.2
Increase the number of courses
Increased student engagement
incorporating characteristics of the in the classroom (and increased
“learning paradigm” e.g.:
retention)
supporting multiple learning styles,
active learning methodologies,
outcomes/assessment based
instruction, cooperative, integrated
and collaborative learning
environments
Outcomes
Increased learning relevancy
and student engagement
-More access to integrated
learning experiences thereby
Increased ability to fulfill
degree requirement of
integrated learning
Teams/Leads
Faculty
Advising
Faculty
Advising
Implies
Implies Professional
Development, curriculum
change, external partner
collaboration for both SL
and Research
Implies Professional
Development, curriculum
development/change
possibly some physical
space renovations to
support group work and
updated classroom
technologies