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.