Summary of Student Life Cycle
Mission Statement
(Draft-From Valencia) A system of shared responsibilities between students and the college that results
in social and academic integration, education and career plans, and the acquisition of study and life
skills.
Developmental Advising-Definition
Developmental Advising is a student-centered approach toward developing a relationship among
students, faculty and other college professionals. This alliance develops through mutual trust, shared
responsibilities, and commitment to helping students identify, cla4rify, and realize their personal,
academic, career, and life goals. Developmental Advising is an ongoing growth process which assists
students in the exploration, clarification, communication, and implementation of realistic choices based
on self-awareness of abilities, interests, and values.
Student Progression
The model is learner-centered: fundamentally the question is then, how do students experience this
model? From the “student perspective”, the model was designed as a five-stage process over time with
specific learner-outcomes and learner-performance indicators for each stage.
At this time, Delgado Student Affairs departments have contributed to the development of this model.
In terms of finalizing and confirming the outcomes and indicators for each stage, it is ready to be
circulated through academic and functional areas of the college for further input, especially in stages 35.
1
Summary of Student Life Cycle Stages
Stage 1 – Deciding
Definition: Covers the period from when students have initial contact with college to the time they
make a postsecondary educational (career) choice.
Outcome: As a result of learning at this stage…
Students make thoughtful and informed choices about college choice based on an awareness of their
general career and academic interests, and complete the enrollment process in a timely manner.
Performance Indicators: We know we’re on track at this stage if students…
1. Believe that college education is possible
a. Know what Delgado Community College offers that can help achieve their academic and
career goals
2. Have the skills to become admitted and register for classes
a. Satisfy admissions’ requirements, including immunizations in a timely manner,
transcripts evaluated
3. Have the skills to make a financial plan for obtaining a college education
a. Financial aid process is understood and completed in a timely manner
b. Uses financial aid information regarding his/her options
4. Make initial choices about educational and career interests and discuss them with advisors
and others
a. Knows how to behave. Knows their rights and responsibilities as a student and
successful learner
5. Fully participate and have timely completion of application, assessment, orientation, financial
aid and enrollment processes before the start of classes.
a. Attend an orientation session (online or FTF) use the college catalog, campus map, class
schedule, and also activate their email account, E2campus, use academic calendar to
plan life and school (transport, kids, work, etc.); get books and school supplies, 90%
register, get correct schedules (syllabi?), can explain what their rights and
responsibilities are as a student
6. Start course work in college-level courses or are appropriately placed in college preparatory
courses based on current skill level in reading, mathematics and English
a. Have a proven readiness for class (through pre-reqs/placement or advising), take, get,
and understand placement scores
Guiding Principles: The way we define how students will succeed at this stage is based on our belief
that…
1. Establishing a good impression upon first contact with any Delgado person or publicized
message increases students’ interest and attendance at Delgado.
2. Students who experience college procedures consistently on all campuses are more likely to have
a good impression.
3. Consistent and reliable financial aid information and assistance provided to students and parents
will increase the number of students who enroll in college.
4. Students are more likely to attend college if they have career and/or personal interests requiring
education.
5. Students are more likely to attend Delgado if they feel a connection to the college and can see
how our programs help achieve their career and/or personal goals.
6. Frequent and consistent messages about enrollment and readiness increase students’ likelihood
of starting school successfully.
2
Stage 2 – Starting
Definition: Covers the period when the student applies to college as a degree-seeking student to their
completion of 15 credit hours. (checking on hours)
Outcome: As a result of learning at this stage…
Students make academic and social connections and successfully complete their first year course work at
the College.
Performance Indicators: We know we’re on track at this stage if students…
1. Research and select a career path
a. Receive assistance with career exploration
b. Be motivated to work and to learn
c. Have a positive impression to this point
2. Establish and update an education plan
a. Be able to explain the purpose of their general education courses and how each of their
program-specific courses is related to others
b. Know why they are taking each class on the schedule
c. Meet with an academic advisor and develop a schedule, review college policies and use
the information on study skill information sessions
3. Be prepared to enter/continue college level course work
a. Can adapt to different teaching styles by understanding their own learning style
b. Have their books and supplies on day 1
c. Know and use office hours, tutoring, open labs, library
d. Follows guidelines on student conduct
e. Know how to read and write at the college level
4. Make significant progress towards completing the college prep sequence, if necessary
a. Develop relationship with their College Coach
Meet with an academic advisor and develop a schedule, review college policies and use
the information on study skill information sessions
5. Participate in campus and college wide events and activities
a. Engage in some type of interaction with faculty or students outside of the classroom (ex.
Student organizations, participates in on campus activities, etc.)
b. Have instructors who are his/her partner in learning
6. Demonstrate persistence in enrollment and at least 75% successful completion of course work
Guiding Principles: The way we define how students will succeed at this stage is based on our belief
that…
1. The more Delgado can “de-mystify” the college experience so that it is explicit to new students
“what they should do when and WHY”, the more new students will be successful in college.
2. Students who experience college procedures consistently on all campuses are more likely to
“start right.”
3. Students who have career and educational plans early in their college experience will have more
success in college.
4. New students who enroll in CCSS 107 have better success in college as demonstrated by
research.
5. Students who make social connections with faculty and peers early in their college experience
will have more success in college.
6. Students are more likely to succeed if they experience high engagement at the college.
7. Technology systems that allow students to get information on career and educational programs
and to conduct business with Delgado easily will result in increased student success in college.
3
Stage 3 – Progressing
Definition: Covers the period in which the students are completing certificate/degree or necessary
requirements; approximately between the completion of 16 and 45 credit hours.
Outcome: As a result of learning at this stage…
Students become increasingly self-sufficient in their ability to implement career and educational goals.
Performance Indicators: We know we’re on track at this stage if students…
1. Commit to educational plans that guide their course choices each session
a. Be able to relay the requirements for their chosen program and what they need to do to
get there
b. Know the length of their program and # of semesters needed to complete it, the course
& section number, instructors’ name, student ID#
2. Self-assess and respond to progress in attaining the Delgado Core
Competencies/Characteristics
3. Select portfolio entries that reflect skills required to achieve academic and career goals
4. Pursue options for continued education or employment after graduation
Guiding Principles: The way we define how students will succeed at this stage is based on our belief
that…
1. Students who are self-sufficient and motivated are more likely to succeed in college.
2. Technology can provide information on career and educational planning, which students can
access on their own, resulting in increased degree completion.
3. Students who learn how to learn are more successful in college.
4. Students should be able to document and articulate what they have learned in terms of the
Delgado core competencies.
5. Providing students with regular feedback, such as advising and degree audits, will result in
increased degree completion.
4
Stage 4 – Graduating
Definition: Covers the period when students are making preparation to complete their degree and
transition to a 4 yr college/university or into the workplace; generally from the completion of 45 credit
hours and beyond.
Outcome: As a result of learning at this stage…
Students make appropriate preparation to transition to the workplace or to transfer to an upper division
college/university
Performance Indicators: We know we’re on track at this stage if students…
1.
2.
3.
4.
Define plans for continued education or employment after graduation
Complete the Associate’s degree with 72 credit hours or less
Utilize a portfolio that reflects their curricular and co-curricular growth and achievement
Write a resume that documents their educational experiences and workplace skills
a. Students articulate what they have learned and what they can do
Guiding Principles: The way we define how students will succeed at this stage is based on our belief
that…
1. Technology access should provide information to students to plan for their transfer to a 4-year
college or for job search.
2. Students who complete an associate degree should have a resume and job search skills.
3. Students should have defined a plan to graduate, transfer, or pursue employment by the time
they complete ??? credit hours.
4. Students pursuing employment should be able to identify potential employers for whom they are
qualified.
5. Students who plan to transfer to a 4-year college should be able to identify and have completed
the pre-requisites for their major.
5
Stage 5 – Lifelong Learning
Definition: Covers the return of students to the college after they have graduated.
Outcome: As a result of learning at this stage…
Students are able to recreate the experience of goal-setting, career choice, and educational planning in
periods of career transition, retooling, or acquiring new skills.
Performance Indicators: We know we’re on track at this stage if students…
1. Set goals for themselves which reflect their ability to think critically, evaluate options,
communicate their need for educational and career training, and to actively pursue the
opportunities provided by the college
2. Utilize college services to meet their goals
3. Maintain a portfolio and resume which reflect continual movement toward self-actualization
4. Be self-motivated to seek educational opportunities that enhance and update skills
a. Maintain a mutually beneficial relationship with the College (?)
Guiding Principles: The way we define how students will succeed at this stage is based on our belief
that…
1. Learning enhances a person’s life.
2. Students who have been motivated by their college experience will continue to learn and
encourage others to learn.
3. In the Information Age, it is necessary to update skills frequently.
4. Students will maintain a life-long relationship with Delgado if we offer opportunities they need to
stay current in their professional and leisure pursuits.
6
Glossary
1. College:
2. Developmental Advising: a student-centered approach toward developing a relationship
among students, faculty and other college professionals. This alliance develops through mutual
trust, shared responsibilities, and commitment to helping students identify, clarify, and realize
their personal, academic, career and life goals. Developmental Advising is an ongoing growth
process which assists students in the exploration, clarification, communication, and
implementation of realistic choices based on self-awareness of abilities, interests, and values.
3. Engagement:
4. Enrolled:
5. Financial Assistance:
6. Graduate:
7. Guiding Principle: these are the big ideas, beliefs, and values that we use to make decisions.
They drive how we state the outcomes and the performance indicators. Completes the
statement, “The way we define how students will succeed at this stage is based on our belief
that…”
8. Learning Centered: a way of being in which learning is the primary focus of all decisions made
and actions taken at the college
9. Outcome: a result that can be seen, monitored, and measured. Answers the question, “As a
result of learning, students will be able to. . . .”
10. Performance Indicator: factors that must occur along the way in order to achieve the outcome.
Answers the question, “We know we’re on track if students….”
7
Delgado Community College
Planning for Student Success
Student Life Cycle Model in Motion
Stage 1 – Deciding
Definition: Covers the period from when students have initial contact with college to the time they make a postsecondary educational (career) choice.
Outcome: i.e. Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process
in a timely manner.
Guiding Principles: Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado. Students who
experience college procedures consistently on all campuses are more likely to have a good impression. Consistent and reliable financial aid information and assistance provided to students and
parents will increase the number of students who enroll in college. Students are more likely to attend college if they have career and/or personal interests requiring education. Students are more
likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve their career and/or personal goals. Frequent and consistent messages about
enrollment and readiness increase students’ likelihood of starting school successfully.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
Processes, initiatives effectively in Determine steward(s) for this step, timeline
Web links, content, interactive sources
stage will….
place or that need review
Determine measures for success
Believe that college education
 Internal/External
 Examine data to inform specific market targets and
 Paying for college – cost, financial aid, work study,
is possible
Communications and Marketing
message: EMAS, employment trends, demographics,
personal budgeting or educational calculator?
publicize this to the college
o www.mappingyourfuture.biz/oslc/
 Recruitment
Know what Delgado
o www.ed.gov/finaid/landing.jhtml?src=In
 Create a Delgado awareness campaign: must have
 Word of mouth
Community College offers that
o www.cashcourse.org/und/Default.aspx
concise,
consistent,
and
clear
message
throughout
the
 Catalog
can help achieve their academic
o www.fafsa.ed.gov
College (“Ask me” polo shirts) and the region
 Handbooks
and career goals
o Payment plan option (?)
o EVERYONE is an ambassador
o What are current students, alumni, and programs
 Programs of study – marketing material for each
doing
program, length, courses, master syllabi
o Refute concerns about attending community college
 Support services – child care, health services,
disability services, international students
 Outreach campaign/partnerships – employers, teachers,
alumni, community, 4-year schools, career tech, etc.
 Learning for success – link to testimonials, “Learning Review existing documents that are put out to students,
Centered” mission, taking responsibility for learning,
public, faculty/staff
traditional and online learning (what they are), online
self-assessment, “Why do I have to take this course?”
 Solicit marketing material from each program
learning style inventory, self-assessment
 Research and determine personal tools – learning styles
8
Stage 1 – Deciding
Definition: Covers the period from when students have initial contact with college to the time they make a postsecondary educational (career) choice.
Outcome: i.e. Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process
in a timely manner.
Guiding Principles: Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado. Students who
experience college procedures consistently on all campuses are more likely to have a good impression. Consistent and reliable financial aid information and assistance provided to students and
parents will increase the number of students who enroll in college. Students are more likely to attend college if they have career and/or personal interests requiring education. Students are more
likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve their career and/or personal goals. Frequent and consistent messages about
enrollment and readiness increase students’ likelihood of starting school successfully.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
Processes, initiatives effectively in Determine steward(s) for this step, timeline
Web links, content, interactive sources
stage will….
place or that need review
Determine measures for success
inventory, eportfolio, etc.
o Learning Communities
o Service Learning
 Bridge Program/pre-college experience – online, after
o WISE woman center
application (?)
o Online learning resources
 Course to prepare students for college – online selfo Tutoring labs
assessment, learning style, maybe CSI. Possibly eo Library
portfolio
 Campus Life - clubs and social opportunities,
 Peer recruiting/mentoring program
athletics, social networking,
Have the skills to become
 Provide applicants with the
 Setting a Transition Date – June 30th?
o http://www.dcc.edu/studentlife/
admitted and register for
admissions requirements,
 Identify freshmen – applied but not registered. Find out
o E2Campus
classes
online and face-to-face
if they’re going to attend.
o SGA on Twitter
o F2F communications a
o Develop service organization (Ambassador) for new
o SGA on Facebook
Satisfy admissions’
MUST – continue CCSS visits
students

Residential information - Crime stats, neighborhood,
requirements, including
and others
 Financial aid message – “applying is just the first step”
housing, transportation
immunizations in a timely
o DCC Student Self-Serve
o Financial aid options are explained

Setting goals – career exploration, handbook of
manner, transcripts evaluated
 Providing assistance to those
o Write out FA process
occupations, economic trends, educational roadmap
students needing help in
 Attending Financial Aid Administrators’
Have the skills to make a
 National recognition – accreditations, program
completing the FAFSA
updates/conferences
financial plan for obtaining a
awards
application
o Providing student with up-to-date funding
college education
 Campuses and sites
o Financial Aid help desk (all
opportunities
campuses)
 Admissions – online application, dual-enrollment,
 Application process
Financial aid process is
international students, veterans (link to Vet’s page
 Financial aid efforts – signage,
o Online, all inclusive
understood and completed in a
and VUB), GED, important dates, scheduling a
Q&A, tutorials
o Simplifying application – color coding, redesign,
9
Stage 1 – Deciding
Definition: Covers the period from when students have initial contact with college to the time they make a postsecondary educational (career) choice.
Outcome: i.e. Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process
in a timely manner.
Guiding Principles: Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado. Students who
experience college procedures consistently on all campuses are more likely to have a good impression. Consistent and reliable financial aid information and assistance provided to students and
parents will increase the number of students who enroll in college. Students are more likely to attend college if they have career and/or personal interests requiring education. Students are more
likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve their career and/or personal goals. Frequent and consistent messages about
enrollment and readiness increase students’ likelihood of starting school successfully.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
Processes, initiatives effectively in Determine steward(s) for this step, timeline
Web links, content, interactive sources
stage will….
place or that need review
Determine measures for success
timely manner
tutorial and a help drop box
campus tour? scheduling placement test?,
 Registrar – FERPA (?) online
o Immediate contact from College upon inquiry or
preparation resources for placement tests and ACT
tutorials for faculty/staff
Uses financial aid information
application
o
www.studio4learning.com
 Review and update code of
regarding his/her options
o (Check w/ Gwen on other links)
 Mandatory F2F on-campus tour (apply early!)
conduct (including plagiarism)
o Get contact information from EMAS
o Consensus determined by
Make initial choices about
o SGA makes calls for further assistance
college
educational and career
o Plan for communicating
 “Now You’re Ready” Assigned area for
interests and discuss them
o Inclusion on SA and AA
ambassador/liaison – until they get to an advisor
with advisors and others
documents (incl. syllabi)
o Block on student until they see an advisor. Build
criteria for who needs ambassador, assistance.
Knows how to behave. Knows
Student tele-counselors – email.
their rights and responsibilities
o Return receipt on individual’s personal email.
as a student and successful
Ambassadors call to define admission status – “We
learner
have this…We still need that…” Apply early, so you
can get transportation, child care organized.
 Another communication after acceptance – use personal
email up to a certain point, let them know that they’ll get
info. from DCC email.
Fully participate and have
 Informing Students via email
 Consensus on definition of “readiness”
timely completion of
blasts, flyers and posters of
 Evaluate placement measures, COMPASS
application, assessment,
pertinent dates and deadlines
 Design and coordinate effective signage for all campuses
orientation, financial aid and
o Need to have refund by
 Review and update training for advisors, faculty, student
10
Stage 1 – Deciding
Definition: Covers the period from when students have initial contact with college to the time they make a postsecondary educational (career) choice.
Outcome: i.e. Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process
in a timely manner.
Guiding Principles: Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado. Students who
experience college procedures consistently on all campuses are more likely to have a good impression. Consistent and reliable financial aid information and assistance provided to students and
parents will increase the number of students who enroll in college. Students are more likely to attend college if they have career and/or personal interests requiring education. Students are more
likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve their career and/or personal goals. Frequent and consistent messages about
enrollment and readiness increase students’ likelihood of starting school successfully.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
Processes, initiatives effectively in Determine steward(s) for this step, timeline
Web links, content, interactive sources
stage will….
place or that need review
Determine measures for success
enrollment processes before
14th day
workers – accurate and consciously delivered
the start of classes.
o Deferment/$100
information
 Students receive an admit slip
 Year-round on-campus visits at specified times
Attend an orientation session
describing the testing process
 Review orientation – inclusive of vital information
(online or FTF) use the college
and location
needed for a smooth transition
catalog, campus map, class
 Making the placement
o Packet w/ Checklist: deadlines, child care, transport
schedule, and also activate
assessment dates available
plan, SAT/ACT courses, DL offerings, everything to
their email account, E2campus,
prepare to come to school. Have a reason why
 Mandating placement exams
use academic calendar to plan
certain information is needed
for all students lacking
life and school (transport, kids,
o Dream – activate email account, get ID, apply early!
appropriate ACT scores,
work, etc.); get books and
o Financial Aid Message – “applying is just the first
therefore insuring proper
school supplies, 90% register,
step”
placement of student
get correct schedules (syllabi?),
 What are the rules?
 Following the competition of
can explain what their rights
 Verify if/when financial aid letter is received
test students are given an
and responsibilities are as a
o Multiple messages on what is required for first day,
orientation appointment or
student
why GenEd important (video?). Knowledge of
directed to advising to discuss
student, program, life in order to succeed. Are you
placement and recommend
Start course work in collegeready? Do I have my support system? Explain what a
classes
level courses or are
learning-centered experience is
 After advising, testing, and
appropriately placed in college
online orientation to college
preparatory courses based on
success, have the student
current skill level in reading,
complete an online timeline
11
Stage 1 – Deciding
Definition: Covers the period from when students have initial contact with college to the time they make a postsecondary educational (career) choice.
Outcome: i.e. Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process
in a timely manner.
Guiding Principles: Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado. Students who
experience college procedures consistently on all campuses are more likely to have a good impression. Consistent and reliable financial aid information and assistance provided to students and
parents will increase the number of students who enroll in college. Students are more likely to attend college if they have career and/or personal interests requiring education. Students are more
likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve their career and/or personal goals. Frequent and consistent messages about
enrollment and readiness increase students’ likelihood of starting school successfully.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
Processes, initiatives effectively in Determine steward(s) for this step, timeline
Web links, content, interactive sources
stage will….
place or that need review
Determine measures for success
mathematics and English
with his/her degree
requirements along with a
Have a proven readiness for
thoughtful plan on how they’ll
class (through premanage time, budget, and
reqs/placement or advising),
learning
take, get, and understand
placement scores
12
Stage 2 – Starting
Definition: Covers the period when the student applies to college as a degree-seeking student to their completion of 15 credit hours. (checking on hours)
Outcome: i.e. Students make academic and social connections and successfully complete their first year course work at the College.
Guiding Principles: The more Delgado can “de-mystify” the college experience so that it is explicit to new students “what they should do when and WHY”, the more new students will be
successful in college. Students who experience college procedures consistently on all campuses are more likely to “start right.” Students who have career and educational plans early in their
college experience will have more success in college. New students who enroll in CCSS 107 have better success in college as demonstrated by research. Students who make social connections with
faculty and peers early in their college experience will have more success in college. Students are more likely to succeed if they experience high engagement at the college. Technology systems
that allow students to get information on career and educational programs and to conduct business with Delgado easily will result in increased student success in college.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
Research and select a career
 Career exploration is a
 Practice good customer service
 Setting goals – career exploration, handbook of
path
component in DCC’s college
occupations, economic trends, educational roadmap
 Research and develop tools
success skills course
 My Career Plan – progress plan toward “life after
 Train faculty/staff
Receive assistance with career
 The Office of Testing offers
Delgado”, links to transfer programs, employment
 Listen and respond to student feedback
exploration
individual and group Career
opportunities, workforce projections, where the
Assessments
student is, where he/she needs to go, plan for getting
Be motivated to work and to
there, self-assessment
 Customer service culture
learn
 My Educational Plan – learning plan associated with
 Advisors facilitate academic and
degree or career goals, progress towards learning
career seminars
Have a positive impression to
and degree requirements, link to
this point
programs/requirements
Establish and update an
 Implement and follow advising
 Increase % of students advised (80%) – mandatory
 Preparing for Day 1 - what it’s like, “Learningeducation plan
model
advising at least once
Centered” mission, taking responsibility for learning,
o New PPM for Advising
 Work with 2-semester schedule – advisor, checked w/in
traditional and online learning (what they are), online
Be able to explain the purpose
the division, prior to registration.
 BP students MUST register on
self-assessment, “Why do I have to take this course?”
of their general education
campus
 Develop Bridge Program (?)
learning style inventory, self-assessment, checklist (?)
courses and how each of their
 All divisions have advisors
o Students complete prior to advising.
o http://www.dcc.edu/studentlife/judicialaffairs/
program-specific courses is
o Knowledge of student, program, life in order to
o http://www.dcc.edu/classification/students/for
 The Office of Advising and
related to others
succeed. Are you ready? Do I have my support
ms_policies/stud_policies.htm
Testing has implemented a pilot
13
Stage 2 – Starting
Definition: Covers the period when the student applies to college as a degree-seeking student to their completion of 15 credit hours. (checking on hours)
Outcome: i.e. Students make academic and social connections and successfully complete their first year course work at the College.
Guiding Principles: The more Delgado can “de-mystify” the college experience so that it is explicit to new students “what they should do when and WHY”, the more new students will be
successful in college. Students who experience college procedures consistently on all campuses are more likely to “start right.” Students who have career and educational plans early in their
college experience will have more success in college. New students who enroll in CCSS 107 have better success in college as demonstrated by research. Students who make social connections with
faculty and peers early in their college experience will have more success in college. Students are more likely to succeed if they experience high engagement at the college. Technology systems
that allow students to get information on career and educational programs and to conduct business with Delgado easily will result in increased student success in college.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
program during which advisors
system?
o GenEd video (?)
Know why they are taking each
maintain a full semester of
o Map out student’s plan
o Online learning assessment (?)
class on the schedule
student contact
 Advisors take part in orientation program offered by the
 Success through learning
college in regards to registration
o Learning Communities
 Advisors facilitate academic and
Meet with an academic advisor
career seminars
o Service Learning
and develop a schedule, review
o WISE woman center
college policies and use the
o Online learning resources
information on study skill
o Tutoring labs
information sessions
o Library
Be prepared to enter/continue
 Work with DLIT, admissions (?)
 Involve and engage library staff, student lab and tutorial
 My Portfolio – repository for completed work,
college level course work
o Self-assessment for online
services in this
departmental and exit exams, other assessments
student readiness in
o Solicit exciting marketing materials from these
 Campus Life - http://www.dcc.edu/studentlife/
Can adapt to different teaching
development
services
 Student Self-Serve
styles by understanding their
 Some faculty use learning style
 Include slides in the OARS session concerning
 My Research – saved sources from library searches,
own learning style
inventories w/ students
o General education courses
library links, database links, etc.
o Preparing for the first day
 Online & traditional bookstore
 Exit Exam Central – resource for preparing and
Have their books and supplies
 Encourage faculty to include discussions within first few
 Post office hours, tutoring, labs,
practicing math, ESL, English, Reading exit exams
on day 1
days of class
library info on doors and web
 Advising – link to advisors, contact information
o Developing core competencies
 Examining the “purge”
Know and use office hours,
 Investigate tracking options to see if students are getting
 Writing across the curriculum
tutoring, open labs, library
conduct information
 Student rights and
 Examine “late registration” policies
responsibilities presented at
Follows guidelines on student
OARS
14
Stage 2 – Starting
Definition: Covers the period when the student applies to college as a degree-seeking student to their completion of 15 credit hours. (checking on hours)
Outcome: i.e. Students make academic and social connections and successfully complete their first year course work at the College.
Guiding Principles: The more Delgado can “de-mystify” the college experience so that it is explicit to new students “what they should do when and WHY”, the more new students will be
successful in college. Students who experience college procedures consistently on all campuses are more likely to “start right.” Students who have career and educational plans early in their
college experience will have more success in college. New students who enroll in CCSS 107 have better success in college as demonstrated by research. Students who make social connections with
faculty and peers early in their college experience will have more success in college. Students are more likely to succeed if they experience high engagement at the college. Technology systems
that allow students to get information on career and educational programs and to conduct business with Delgado easily will result in increased student success in college.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
conduct
 Student rights and
responsibilities presented by
Know how to read and write at
instructors within first few days
the college level
of class (do we know this is
going on?)
 Design brochures for faculty
and students about classroom
disruptions, codes of conduct
Make significant progress
 Institutionalize CSI
 Research and development
towards completing the
o Recruit coaches
 Faculty/staff development on advising model
college prep sequence, if
o Train
 Put advising model in place
necessary
 Continue pilot of advising model
 Learning Communities
Develop relationship with their
 Tutoring labs
College Coach
 VUB
Meet with an academic advisor
and develop a schedule, review
college policies and use the
information on study skill
information sessions
Participate in campus and
college wide events and
 Informing students of the
availability of the events and
 Investigate tracking options to see if students are getting
this information—other than event evaluations
15
Stage 2 – Starting
Definition: Covers the period when the student applies to college as a degree-seeking student to their completion of 15 credit hours. (checking on hours)
Outcome: i.e. Students make academic and social connections and successfully complete their first year course work at the College.
Guiding Principles: The more Delgado can “de-mystify” the college experience so that it is explicit to new students “what they should do when and WHY”, the more new students will be
successful in college. Students who experience college procedures consistently on all campuses are more likely to “start right.” Students who have career and educational plans early in their
college experience will have more success in college. New students who enroll in CCSS 107 have better success in college as demonstrated by research. Students who make social connections with
faculty and peers early in their college experience will have more success in college. Students are more likely to succeed if they experience high engagement at the college. Technology systems
that allow students to get information on career and educational programs and to conduct business with Delgado easily will result in increased student success in college.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
activities
opportunities that Student Life
 Determine how to accomplish, implement
offers where this interaction
 Gather information on scheduling and types of campus
Engage in some type of
can take place
events
interaction with faculty or
 Multiple campus events,
students outside of the
athletics, groups
classroom (ex. Student
 Service learning (?)
organizations, participates in on
 Blackboard module
campus activities, etc.)
Have instructors who are
his/her partner in learning
Demonstrate persistence in
enrollment and at least 75%
successful completion of
course work
 Title III – Student Affairs and
Academic Objectives
 Learning Communities
 WISE center
 CSI – college coaches
 Tutoring labs
 Develop “dashboard” to monitor key indicators
 Find out what our persistence (retention) is
 Analyze, communicate, and strategize based on data
 Research online support services for learning
 Training & development for faculty/staff
16
Stage 3 – Progressing
Definition: Covers the period in which the students are completing certificate/degree or necessary requirements; approximately between the completion of 16 and 45 credit hours.
Outcome: i.e. Students become increasingly self-sufficient in their ability to implement career and educational goals.
Guiding Principles: Students who are self-sufficient and motivated are more likely to succeed in college. Technology can provide information on career and educational planning, which students
can access on their own, resulting in increased degree completion. Students who learn how to learn are more successful in college. Students should be able to document and articulate what they
have learned in terms of the Delgado core competencies. Providing students with regular feedback, such as advising and degree audits, will result in increased degree completion.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
Commit to educational plans
 CCSS – practice learning plan
 Plan for documentation, learning plan
 My Educational Plan – learning plan associated with
that guide their course choices
degree or career goals, progress towards learning
 Advisors have program sheets
 Develop relational database – relates programs,
each session
and degree requirements
requirements, course outcomes (master syllabi)
 Catalog
 My Portfolio – repository for completed work,
 Faculty/staff development
Be able to relay the
departmental and exit exams, other assessments
requirements for their chosen
o Link to program requirements
program and what they need to
o Link to My Career Plan
do to get there
 Degree Audit –
 Student Self-Serve
Know the length of their
 My Research – saved sources from library searches,
program and # of semesters
library links, database links, etc.
needed to complete it, the
 Success through learning
course & section number,
o Learning Communities
instructors’ name, student ID#
o Service Learning
Self-assess and respond to
 QEP – ensuring quality across
 Revise, develop, build competency assessment process
o WISE woman center
progress in attaining the
traditional and online course
 Collect from faculty sample assessments, practice
o Online learning resources
Delgado Core
delivery
worksheets, and learning resources
o Tutoring labs
Competencies/Characteristics
 Title III – academic objectives,
 Faculty/staff involvement and development
o Library
beginning to organize courses
 Assessment Central – resource for preparing for,
across levels of competency
practicing, and taking workforce/GenEd competency
development
17
Stage 3 – Progressing
Definition: Covers the period in which the students are completing certificate/degree or necessary requirements; approximately between the completion of 16 and 45 credit hours.
Outcome: i.e. Students become increasingly self-sufficient in their ability to implement career and educational goals.
Guiding Principles: Students who are self-sufficient and motivated are more likely to succeed in college. Technology can provide information on career and educational planning, which students
can access on their own, resulting in increased degree completion. Students who learn how to learn are more successful in college. Students should be able to document and articulate what they
have learned in terms of the Delgado core competencies. Providing students with regular feedback, such as advising and degree audits, will result in increased degree completion.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
assessments
 Service learning – includes
reflection for students on their
 Programs of study – marketing material for each
learning
program, length, courses, master syllabi
Select portfolio entries that
 My Career Plan – progress plan toward “life after
 Some faculty use portfolios in
 Research, implement, and pilot eportfolio tool
reflect skills required to
Delgado”, links to transfer programs, employment
their classes
 Faculty/staff involvement and development
achieve academic and career
opportunities, workforce projections, where the
goals
student is, where he/she needs to go, plan for getting
there
Pursue options for continued
 Campus Life - http://www.dcc.edu/studentlife/
 Career services –
 Research and update links to workforce opportunities,
education or employment
and expectations
 Career Advisory Council –
after graduation
Professionals from various areas
 Staff involvement and development (Career Advisory
in the community to work with
Council)
career advisors
18
Stage 4 – Graduating
Definition: Covers the period when students are making preparation to complete their degree and transition to a 4 yr college/university or into the workplace; generally from the completion of
45 credit hours and beyond.
Outcome: i.e. Students make appropriate preparation to transition to the workplace or to transfer to an upper division college/university
Guiding Principles: Technology access should provide information to students to plan for their transfer to a 4-year college or for job search. Students who complete an associate degree should
have a resume and job search skills. Students should have defined a plan to graduate, transfer, or pursue employment by the time they complete ??? credit hours. Students pursuing employment
should be able to identify potential employers for whom they are qualified. Students who plan to transfer to a 4-year college should be able to identify and have completed the pre-requisites for
their major.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
Define plans for continued
 Career services  Research and development
 Preparing to graduate (?)
education or employment
o Degree Audit –
after graduation
o Applying for graduation (semester before
graduation)
Complete the Associate’s


 My Educational Plan – learning plan associated with
degree with 72 credit hours or
degree or career goals, progress towards learning
less
and degree requirements
o Degree Audit –
Utilize a portfolio that reflects
 In the process of understanding
 Research, decide on, and pilot eportfolio platform and
 My Portfolio – repository for completed work,
their curricular and cothis
co-curricular transcripts
departmental and exit exams, other assessments
curricular growth and
o Link to program requirements
 Blackboard has eportfolio
 Faculty/staff development
achievement
o Link to My Career Plan
 State of LA has eportfolio
o Co-curricular component (?)
 Have looked several other

My
Career Plan – progress plan toward “life after
options w/ criteria sheet
19
Stage 4 – Graduating
Definition: Covers the period when students are making preparation to complete their degree and transition to a 4 yr college/university or into the workplace; generally from the completion of
45 credit hours and beyond.
Outcome: i.e. Students make appropriate preparation to transition to the workplace or to transfer to an upper division college/university
Guiding Principles: Technology access should provide information to students to plan for their transfer to a 4-year college or for job search. Students who complete an associate degree should
have a resume and job search skills. Students should have defined a plan to graduate, transfer, or pursue employment by the time they complete ??? credit hours. Students pursuing employment
should be able to identify potential employers for whom they are qualified. Students who plan to transfer to a 4-year college should be able to identify and have completed the pre-requisites for
their major.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
Write a resume that
Delgado”, links to transfer programs, employment
 CCSS – does this as a course

documents their educational
opportunities, workforce projections, where the
outcome at the beginning of the
experiences and workplace
student is, where he/she needs to go, plan for getting
educational experience
skills
there, self-assessment
Students articulate what they
 Student Self-Serve
have learned and what they can
 My Research – saved sources from library searches,
do
library links, database links, etc.
 Assessment Central – resource for preparing for,
practicing, and taking workforce/GenEd competency
assessments
20
Stage 5 – Lifelong Learning
Definition: Covers the return of students to the college after they have graduated.
Outcome: i.e. Students are able to recreate the experience of goal-setting, career choice, and educational planning in periods of career transition, retooling, or acquiring new skills.
Guiding Principles: Learning enhances a person’s life. Students who have been motivated by their college experience will continue to learn and encourage others to learn. In the Information Age,
it is necessary to update skills frequently. Students will maintain a life-long relationship with Delgado if we offer opportunities they need to stay current in their professional and leisure pursuits.
Performance Indicator:
What we’re doing now…
What needs to happen:
Resources for each stage:
Successful students at this
stage will….
Set goals for themselves which
reflect their ability to think
critically, evaluate options,
communicate their need for
educational and career
training, and to actively pursue
the opportunities provided by
the college
 CCSS – provides venue for this
discussion
 College-wide understanding of life-long learning
 Data that connects Delgado opportunities with what
graduates need to stay current in their professional and
leisure pursuits
Utilize college services to meet
their goals


Maintain a portfolio and
resume which reflect continual
movement toward selfactualization


Be self-motivated to seek
educational opportunities that
enhance and update skills


Maintain a mutually beneficial
 Alumni relations

 Setting goals – career exploration, handbook of
occupations, economic trends, educational roadmap
 My Portfolio – repository for completed work,
departmental and exit exams, other assessments
o Link to program requirements
o Link to My Career Plan
 My Career Plan – progress plan toward “life after
Delgado”, links to transfer programs, employment
opportunities, workforce projections, where the
student is, where he/she needs to go, plan for getting
there, self-assessment
 Student Self-Serve
 My Research – saved sources from library searches,
library links, database links, etc.
 Programs of study – marketing material for each
program, length, courses, master syllabi
 Transitioning back into college (?) - FAQ
21
relationship with the College (?)
22