-GPA less than 2.0-explain academic levels-students are being held accountable more-resources were scarce-touch points throughout the semester-change labeling (yes made mistake, but given resources to correct past behaviors)
Utilize resources to be successful (A, B, C grades) each semester.Apply resources to complete short and long term goals, both academic and personal.
-enroll in EDUC/HDEV-limit hours of enrollmentComplete 1 workshop-engagement with instructors and advisor (as needed and w/ MPR)-support services-special population (prob1)
Each student in the P.A.S.S. Program is added to the eCampus community NLC-Student-Success. Here they will find information related to student success and updates on the program, as well as a calendar of workshops for the semester. -Each student also received an email with important information as well (i.e. newsletter, drop deadlines, etc).
-although there were 772 students total, reiterate the program was revamped mid-fall semester so this is a major accomplishment-last semester offered career services workshop for undecided students
SP13-presentation panel w/ deans and former students (athlete)FA13-career advising and exploration workshopTime Mgmt-most participants
-Increase engagement and awareness-required for priority registration
Total of 39 students cameSecond day had to turn students away
-online-indirectly related to academics-explain directions-read submission paperFuture planning-videos
P.A.S.S. Coordinator-North Lake College
UCAN Conference-May 22, 2014
Student retention has been, is currently, and will continue to be a
hot topic within higher education. Large numbers of
underprepared students enter colleges and universities each
semester, and institutions have prepared by implementing student
success programs. Many of these programs, however, are
designed to be safeguards from academic trouble.
They provide access to campus support such as free tutoring,
intentional student engagement, case management and more.
Often, these resources are underutilized by the very students that
need the services, but for some reason or another fail to take
advantage of them. This in turn leads to academic difficulties for
the student and retention issues for the institution.
• Probation 1
– Transfer-in students
• Probation 2
• Probation 3
• Indefinite Dismissal
Academic Standing for DCCCD
The P.A.S.S. program is a mandatory resource for students on
academic probation. The goal of the program is to promote the
success of the whole student, providing them with information that
should help move them toward academic and personal
The student must take responsibility for assessing what it is they
specifically need to do to be successful, and then applying what
they learn to future semesters.
P.A.S.S. students will be able to
• Identify their personal barriers to success.
• Identify resources to overcome academic challenges.
• Identify relevant information to make decisions regarding
academic and career goals.
Student Learning Outcomes
• 772 students on academic probation
• 441 are repeating a course for grade improvement
• 239 are enrolled in one or more developmental courses
• 541 received an F, D, or W in Fall 2013
The good news…
• 156 (20%) utilized the resources directly offered by the P.A.S.S.
program and Educational Planning Center
Spring 2014 Demographics
Each P.A.S.S. student is required
to complete at least one
Workshops are offered in a
blended model: on-campus
7 students attended the on-
campus workshop for Fall 2013.
24 students completed an
119 students completed a
workshop for Spring 2014:
39 students attended the
137 students completed
an online workshop.
37 students completed
two or more workshops.
Each student is required to
meet with each of their
instructors for a midterm
The student then meets with
an academic advisor for
educational planning based
on their mid-semester
• Went back to Good academic standing
• Remained at current academic level
• Used P.A.S.S. resources
– Went to good standing
– Remained on probation
• 70% agreed: Overall, the P.A.S.S. program was beneficial to my
academic progress this semester.
• 56% agreed: Overall, the P.A.S.S. program was beneficial to my
personal/social life this semester.
• 68% agreed: The workshops offered were relevant and
addressed my past academic challenges.
• 59% agreed: There were enough workshops offered to meet my
• 88% agreed: I now have a better understanding of what I need
to do to be successful in college and accomplish my goals.
• 59% contacted and advisor during the semester for assistance
with an academic/personal issue.
• Workshop videos
– Career services
• eCampus Community