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 TBD 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. Tools - College-readiness skills - Student Individual Education Plans - Career exploration Student survey data (CCSSE?) regarding access to/usage of counselors, advisors, career inventories, etc. Greater knowledge of and student access to/use of services during first quarter Student coding data (show fewer undecided students) Increased engagement with the NSCC Community / introduction to information literacy and campus IT resources (and eportfolio) Student IEP data (held in advising?) E-portfolio usage data (tracked where?) Student enrollment data showing increased retention rates past first quarter Student persistence data showing increased number of students earning 45 credits or more Faculty Professional development targets in the use of E-portfolio? Title III Framework North Seattle Community College 1.2 “Welcome to NSCC” Calling TBD 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 Increased engagement with campus community for new students -2Student enrollment data showing increased first quarter retention rates All first quarter students are touched by a NSCC staffer during their first quarter Student CESSE survey showing increased what? HOW MEASURE IMPACT? Title III Framework North Seattle Community College -3- 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 TBD Bridging activities within Establish a credit-bearing Open-Entry Skills Lab for ABE/ESL ABE/ESL courses students supporting the Work Discoveries Class – including and across the reinforcement of skills in languages other than English ESL/ABE Developmental Establish a cross-campus “transitions committee” to implement Level Transition activities and programs to enhance connections across this critical transition point Student ambassadors program to connect college-level students back with the pre-college/ESL/ABE population Tools Increased number of ESL/ABE students transitioning into college level work Increased number of career and educational pathways available to students who enter at the ESL/ABE level compared to 2008 base-line Faculty professional development targets for prof tech, developmental, college-level pathway courses supporting student engagement and retention techniques Title III Framework North Seattle Community College 2.2 Enhance Tutoring - Higher quality tutoring services serving more students TBD Services - Plug identified gaps - Easy identification of tutoring availability -4Faculty and tutor professional development targets in student retention and engagement techniques Increased student response rate on CESSE about accessing out-of class instructional supports on campus Increased number of students using campus tutoring services as measured by tutoring center sign-in tools Increased passage rates of ‘killer courses’ – especially developmental and college level math and English as measured by campus data 2.3 TBD Offer selected “high-risk” / “gatekeeper” courses using Supplemental Instruction (SI). What about the need for norming? - Increased student success rates in high risk courses - New core of student leaders in the SI program Increased number of students attaining 45 college credits or more Increased passage rates of ‘killer courses’ –developmental and college level math and English as measured by campus data Professional development target for English and math faculty around norming of student work activities? Increased number of students attaining 45 college credits or more Title III Framework North Seattle Community College -5- 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 Components 3.1 Curriculum redesign in Prof/Tech programs TBD experiencing declining enrollment Outcomes - Updated programs matching current industry standards Tools Increased enrollments in targeted Prof tech programs – campus enrollment data - Increased enrollments Increased number of campus career pathways compared to 2008 base-line Increased number of students attaining 45 college credits or more 3.2 TBD Something specific to pathways here More ESL/ABE students enrolling in College-level courses Increased enrollments in targeted Prof tech programs – campus enrollment data Increased number of campus career pathways compared to 2008 base-line Increased numbers of ESL/ABE students entering college level work Increased number of students attaining 45 college credits or more Title III Framework North Seattle Community College -6- 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 TBD Components Incorporate Service Learning (SL) and Undergraduate Research opportunities into more classes across the curriculum Outcomes Increased learning relevancy and student engagement Tools Course offering targets compared to 2008 base-line that incorporate service learning and research components Increased student responses on CESSE showing students participated in an out of school creditbearing learning experience compared to 2005 baseline Increased student persistence to 45 credits or more 1.2 TBD Increase the number of courses Increased student engagement incorporating characteristics of the in the classroom (and increased “learning paradigm” e.g.: retention) Professional development targets in the following skills: compared to 2008 base-line supporting multiple learning styles, active learning methodologies, outcomes/assessment based instruction, cooperative, integrated and collaborative learning environments Increased number of course offerings qualifying for the integrated learning requirement for graduation compared to base line -More access to integrated learning experiences thereby Increased ability to fulfill degree requirement of integrated learning Student CESSE report increase of something about supportive learning environment, need to review the data here.