Title III Framework
North Seattle Community College
Revised: February 25, 2008
-1–
Goal 1 – First Quarter Success Initiative
Proposed Components
Develop new systems to connect incoming students with support/success resources early and often.

Institute required college success workshops for incoming first quarter students.
o Workshops to be taught by teams of faculty and student services professionals to address a number of topics relevant for firstquarter students such as study skills, introduction to campus resources, educational planning, information literacy, visits to
sample academic classes, etc.
o Workshops would be required of identified groups of students such as (1) first-time degree-seeking students, (2) basic skills
students, (3) developmental students
o Other students select portions of the workshops based on a self-assessment instrument
o Workshops to be offered through a variety of modalities
o Criteria and procedures for exempting students from this requirement would also be developed.

Pilot the use of an academic early alert system.
o The system would proactively solicit information from faculty about first-quarter students’ performance (attendance, grades,
participation, etc) early in the quarter.
o Students whom faculty identify as needing assistance would then be connected with specific interventions to be
identified/developed as part of the grant activity)
D:\219475828.doc
Title III Framework
North Seattle Community College
Revised: February 25, 2008
-2–
Goal 2 – Increase Instructional Supports for Student Retention and Progression
Proposed Components

Implement Instructional Bridging activities within ABE/ESL courses and across the transition from ABE/ESL to developmental-level
courses
o 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)
o 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 precollege/ESL/ABE population -- review SSCC model)
o Design well supported career pathways to advance students through progressive stages of employment and education. Pathways lead to
living-wage jobs.

Integrate access to student support resources within the curriculum
o Create new models for links with HDC classes or modules from those courses. HDC sections or modules could be customized to
support specific disciplines (e.g. math/science or humanities) and to offer a menu of options to support advancing students over multiple
quarters.
o Infuse experiences that support student success into the curriculum. Concentrate on core academic courses and/or high risk courses
taken by large numbers of students. Examples of “infusion” might include an assignment 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 within Science and Math
o Hire a director and support staff from Math/Science Learning Center (comparable to positions already in place for English tutoring)
o Increase funding to provide for additional tutoring hours and to offer higher hourly rates for more experienced tutors
o Increase tutor training
o Through collaboration between faculty and tutoring personnel, develop tutoring “tools” or modules to support specified class curriculum
D:\219475828.doc
Title III Framework
North Seattle Community College
Revised: February 25, 2008
-3–

Review instructional practice and curriculum in developmental-level and college-level English and Math courses to support:
o Alignment of outcomes within and across levels
o Alignment of curriculum within and across levels
o The use of Supplemental Instruction in selected sections (SI). SI provides a small-group environment led by a “TA” to review class
work and reinforce learning. SI offers a more structured approach to complement the self-directed tutoring services already available.

Pilot the use of an academic early alert system within high-risk classes
o The system would proactively solicit information from faculty about student performance (attendance, grades, participation, etc) in highrisk and/or “gatekeeper” courses early in the quarter.
o Students whom faculty identify as needing assistance would then be connected with specific interventions to be identified/developed as
part of the grant activity)

Provide faculty development to increase the number faculty incorporating practices proven to support student retention and progression.
Professional development would be provided for such practices as
o Supporting multiple learning styles
o
o
o
o
o
o
Incorporating active learning methodologies
Creating collaborative learning environments
Providing Service Learning (SL) and Undergraduate Research opportunities
Creating integrative learning assignments/experiences
Learning through seminar
Pedagogies supportive of students with learning disabilities
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