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 CharacteristicsAverage Success Rate in Group 1 Courses Range Underprepared in both math and English (N=4556)62.3% % Underprepared in math; college level English (N=10335)66.7% % Underprepared in English; college level math (N=1381)80.0% % Placed developmental in at least one subject, but now college-level in both (N=3657) 80.9% % Placed college-level in both math and English (N=3677)85.9% %

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 Kari Kahler