Title III Framework North Seattle Community College Revised: February 28, 2008 -1– Goal 1: First Quarter Success Initiative 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. Goal 2: Curriculum Development 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. (review SCCC 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, D:\98885697.doc North Seattle Community College -2– Revised: February 28, 2008 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 Title III Framework 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 Goal 3: Support 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) 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 high-risk 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) 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) 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:\98885697.doc Title III Framework North Seattle Community College Revised: February 28, 2008 -3– 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 Goal 4: Professional Development 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 D:\98885697.doc