Registration Deadline:All students were required to register no later than 11:59 pm on the evening before the start of a course session.Mandatory Orientation:Increased the number of orientations offered by 66% compared to 2011-2012Provided important information to new studentsAdministered non-cognitive diagnostic assessment, and identified 650 high-risk studentsAssigned advisors to each studentRegistered more than 7,800 first-time, direct-entry students for the fall termCaseload Advisement:Assigned student caseloads to over 85 advisors collegewide (86% increase)The number of students with assigned advisors increased by 95%The number of IEP’s completed increased by 118%The average time spent per week communicating with a caseload increased by 312%Data shows that students with assigned advisors showed significantly higher retention rates from Fall to Spring compared to students without an assigned advisorAdvisor Training:The number of advisors receiving training increased by 2527%Provided hands-on training in the following areas:OrientationPositive psychologyGroup advisement sessionsCaseload managementTest Prep Courses:Provided test preparation to over 2,000 first-time-in-college direct entry students~50% of the students tested one placement level higherStudents spending more time-on-task showed higher score improvements than students spending less timeOverall, students performed as well or better in the courses into which they were placed than students placing directly into the same course without any test preparation.
Pre-college Advisement:MDC implemented a case-load management approach with high school seniors applying for admissions.Our pilot included 8 high schools with representation from all campuses.Pre-College advisors were provided detailed information regarding their case-load, including residency, financial aid, college readiness and status of pre-enrollment requirements.Customized communication were sent throughout different phases of the pre-enrollment process.Events were held, both at the high schools and at the College, to further engage prospective students. Orientation: After receiving feedback from the first year of implementation, enhancements were made to the new student orientation, thus Orientation 2.0!Additional pre-enrollment components were employed.Developed an on-line orientation with relevant information that allows students to refer back to as often as needed.Administered the ENGAGE non-cognitive assessment prior to attending the campus orientation.In order to sign-up for the campus orientation, students were required to have valid, usable placement scores.Additional time was allocated for advisement. Already, we have seen a 9% increase in the number of students that have participated in orientation this year compared to the same time last year, despite additional steps required of the students before participating in the orientations Technology Platforms:MDC has entered into an agreement with Campus Labs to provide enhanced technology support.Campus Labs offers a suite of services to assist with student success; these include Beacon, Collegiate Link, Baseline and Compliance Assist.Beacon offers a holistic view of each student, including non-cognitive strengths and skills, and provides an opportunity for increased communication and early identification of at-risk students. Beacon will provide technology support for more effective caseload management.Beacon offers us the Student Strengths Inventory to assess students’ strengths and weaknesses as related to motivation and other factors of success.Collegiate Link provides the tools for managing student clubs and organizations and encouraging students involvement and engagement in co-curricular activitiesBaseline will allows us to measure learning and create assessment tools.Stay tuned for upcoming trainings!Coaching & Mentoring:Approximately 3200 of these students reached a 25% benchmark during 2012-2013 and were transferred to an academic coach and mentor for career-specific mentoringCoaches and mentors are a combination of faculty, chairpersons and other academic staff in areas directly related to the students’ programs of studyAcademic Pathways:During the 2012-2013 academic year, faculty created academic pathways in biology, business, criminal justice and psychology. These semester-by-semester guides are currently being used to advise students.FYE Courses:We have implemented a new FYE course for college-ready students.A redesigned SLS course will provide key information for students in “how to do college”We are anticipating an enrollment of 1000 students.Communities of Interest:The Health Sciences and Business will kick off key engagement activities for students in these areas.Pending grant funds will help us further develop this concept.Developmental Education Redesign Implementation:Due to recent legislation, our timeline has been accelerated in this area.In the Fall, all FTIC-DE students will participate in deved courses redesigned into one of the following modalities:AcceleratedModularizedCo-curricular (Math-to-Stats)We are anticipating 4000 students in these new courses.
The goal of the Student Achievement Initiatives (SAI) is to
substantially increase student success and completion
while maintaining access and quality.
WE ARE FOCUSING ON
THE BIG PICTURE
After a year-long data review and planning process, MDC has
developed an implementation plan focused on creative
integrated academic and student services solutions to
ensure the success of students starting at MDC in any
one of our three entry points: college-ready, developmental
education, and English for Academic Purposes (EAP).
Current Barriers to Student Success
• Unstructured student pathways at all levels
• Too many academic choices and curricular options
• Inconsistent or misaligned academic support
• Unclear or inconsistent communication of information
• Inadequate technological infrastructure to effectively guide
and monitor student progress
• Create a structured intake process.
• Develop and utilize structured curriculum plans with
sequential coursework and focused course choices.
• Increase forward momentum, especially in developmental
education and English for Academic Purposes (EAP).
• Increase transition assistance from developmental
education and EAP into college-level programs of study
and from there into transfer and/or career outcomes.
• Integrate academic and student support programs
aligned with learning outcomes.
• Increase student engagement through participation in
communities of interest.
ACADEMIC YEAR 2012-2013
During year 1, we focused on establishing fundamental
processes on which to build future implementation
ACADEMIC YEAR 2013-
We have already begun implementation of new
strategies for the new academic year. Already this
summer, key interventions have gone into play.