It Takes a College!

KARI KAHLER AND ASHLEY DARGA

NORTHWESTERN MICHIGAN COLLEGE

Student Preparation Team Project

Goal: To ensure students who started out underprepared eventually had equivalent success rates in key college-level courses as those who began prepared.

Unprepared = Placing into developmental coursework in one or more subjects.

Prepared = Placing directly into college-level coursework.

INVOLVEMENT

English Faculty

Math Faculty

Enrollment Mgmt. &

Student Services

Institutional Research

Student Preparation Team Project - Data

Student Characteristics Average Success Rate in Group 1 Courses

Range

Underprepared in both math and English (N=4556) 62.3% 44.8-76%

Underprepared in math; college level English (N=10335) 66.7% 51.2-81.0%

Underprepared in English; college level math (N=1381) 80.0% 62.7-91.5%

Placed developmental in at least one subject, but now college-level in both (N=3657)

80.9% 72.2-87.6%

Placed college-level in both math and English (N=3677) 85.9% 70.1-93.9%

Student Preparation Team Project - Recommendations

From the data gathered, the following recommendations were made:

Require students who placed in developmental courses to start their developmental sequence in their first semester at NMC and complete the sequence in consecutive semesters. Exceptions:

Students in occupational areas that don’t require any English or math. Students not pursuing a degree or certificate. This requirement must be waived each time the student registers.

Require a two-credit success course (ENG 107 – Academic Study Methods) for all developmental students placed in developmental math and English courses below the 100-level.

Recommend the two-credit success course for students placing into developmental math and English at the 100-level.

Student Preparation Team Project - Outcomes

The BIG Question How are we impacting student success, persistence and retention?

Center for Community College Student Engagement (CCCSE)

We started by examining CCCSE’s 13 high impact practices, then gathered current initiatives and practices from EM&SS staff and math and English faculty. We collected more than 60 practices form across functional areas!

• Assessment & Placement • Orientation • Academic Goal

Setting & Planning • Registration Before Classes Begin •

Accelerated or Fast Track Developmental Education • First Year

Experience • Student Success Course • Learning Community •

Class Attendance • Alert & Intervention • Experiential Learning

Beyond the Classroom • Tutoring • Supplemental Instruction

Conditional Admission High Impact Practice: Alert & Intervention, Success Course

Conditionally admitted students (HS GPA <2.0) Required meeting with Student Success Coordinator prior to registration Complete the Conditional Admit Contract Required meeting with Student Success Coach during first semester Enrollment in success course

Must maintain 2.0 grade in each class and meet the above requirements to change to regular admission status.

INVOLVEMENT

Admissions

Student Success

Advising

Math Bootcamp High Impact Practice: Assessment & Placement, Accelerated or Fast-Track Developmental Education, Supplemental Instruction

One week, twelve hour intensive math workshop For students wishing to improve their math placement Individualized curriculum through PLATO One-on-one help with Student Success Coach/Math Specialist

Students re-test after completion 70% of students increase placement an average on 1 level, i.e. beginning

to intermediate algebra

INVOLVEMENT

Faculty

Student Success

Advising

Jumpstart High Impact Practice: Orientation, First Year Experience

4 hour extended orientation For new students wanting a more in-depth introduction to NMC Opportunities to meet other new students Lunch with faculty and staff

Programming through Student Life and Student Success Self-advocacy Self Management Managing HS to college transition/college expectations Strengths Finder

INVOLVEMENT

Student Life

Student Success

Faculty

Pre-Orientation High Impact Practice: Orientation, First Year Experience INVOLVEMENT

Student Life

Student Success

Admissions

Financial Aid

Records & Registration

Educational Media

Students

Student Success Course – On Course

High Impact Practice: Success Course, First Year Experience

2 credit class Required for conditional admits and Bridge students, optional for others

Focused on student self-efficacy Self Management Accepting Personal Responsibility Self Discipline

Includes study skills and strategies as well as cultural norms and expectations in college

INVOLVEMENT

Enrollment Management & Student Services

Faculty

Other MI CC Faculty and Staff

Innovation in Developmental Education

High Impact Practice: Accelerated or Fast-track Developmental Education

Mastery Model Both developmental English and math courses require students to achieve an

80% in order to pass to the next level

Accelerated Learning Program English courses where half the students are developmental and half are

college-ready Developmental students receive two additional hours of “workshop’ with

instructors

Math Innovations Self-paced math MTH 120 Exploring a one-semester developmental math for non-algebra track students

INVOLVEMENT

Faculty

Student Success

Advising

Records & Registration

Financial Aid

Administration

Institutional Research

How Do We Keep Track? Our student learning focused AQIP project kicked off much of the work we do to support student retention, and another AQIP project has helped us keep it going.

Student Preparation Team Project

Enhancing Developmental Education Project

Standing Committee on Developmental Education

INVOLVEMENT

Faculty

Student Success

Advising

Tutoring

Institutional Research

Administration

More to Come! Guided Pathways

Communications/Branding & Website

Student Pathway Identification/Decidedness

My Academic Plan (MAP)

Student Progress Monitoring/Alerts

Learning Outcomes

New Student Orientation

Grit/Motivation

INVOLVEMENT

Everyone!!

Contact us

Ashley Darga adarga@nmc.edu Kari Kahler kkahler@nmc.edu