Davidson County Community College Guilford Technical Community College

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1 Davidson County Community College Guilford Technical Community College

2 Storm Toward Success Mandatory Orientation Proactive Advising Student Success Course

3 Students have been admitted, placed, and met with their advisors Takes place in the student s School of Learning The Dean of the school outlines academic expectations Students learn to enter their schedules into StormTrac

4 Centralized professional advising model Three advisors work with each School of Learning General Studies and Academic Support Health Wellness and Public Safety Business Engineering and Technical Studies Advisors follow up on flags raised by faculty in Starfish Continuing students are expected to plan before meeting with their advisors

5 Use On Course by Skip Downing Up to scale in fall 2014 all first time in college students with a GPA less than 3.0 are required to take the course Advisors can recommend the course to developmental education students or anyone else they feel could benefit Pre-Health students get 1 point toward admission

6 Many students arrive without clear goals Students may receive little guidance on career options or course selections Curriculum can be confusing students may accumulate course credits that do not count toward the degree they are pursuing Students do not always see the relevance of courses for their future and careers Students do not end up with degrees/credits that lead to meaningful employment or successful transfer

7 Provide a structured, efficient, and prescriptive student progression experience that is aligned to learning outcomes Provide a clear sequence of courses with limited electives that lead to credentials. Establish essential prerequisites for every certificate or degree program, including basic English and math. Eliminate requirements that are not essential to success in a chosen field of study.

8 Goal: Significantly redesigned and more prescriptive programs of study aligned with the demands of the local job market or the requirements for junior standing for a baccalaureate degree Evaluate policies Analyze data Engage faculty Standardize general education core Revise articulation agreement with transfer institutions Utilize technology Reduce number of hours in programs Direct student choices

9 Talk with your neighbor(s) about your own experiences with academic pathways. What was your experience like as a college student? What programs do you think would be good candidates for pathway work on your campus? How would you set priorities and develop a timeline for your work?

10 Process is determined by the institutional culture Use data Enrollment data Retention, completion, and success data Transfer data (AA/AS) and Advisory Board Comments (AAS) Faculty conversations and it will take many! Use trained facilitators if you have the resources Clearly define the goals/objectives Frequent communication with advisors

11 Business & Computer Programs moved Gen Ed courses to 1st year & developed a common 1 st year core with students specializing in an area during the 2 nd year; total hours for degree decreased by 5-8 hours Allied Health reduced total hours by 3 or more hours; moved Gen Ed to first semester and reduced choices to those most coherent with each degree All programs moved math courses and added Success Course to first semester in program sequence; course prerequisites were re-evaluated and modified to better match modularized developmental education Reduced course offerings for AA/AS from ~170 to ~45 Overall, reduced course offerings for Gen Ed by 50% (mostly in humanities and social sciences)

12 Plans Developed for full-time students with no developmental needs in all programs of study Next Steps Create a MAP for part-time students Create a MAP for students with developmental needs

13

14 Be prepared to take the necessary time to engage faculty Identify and prepare to use appropriate technology as early in the process as possible Keep leadership and advisors in the conversation to ensure consistent communication Align efforts with other initiatives (on campus or at a state-level)

15 Identify two faculty, two staff and two administrators who would be ideal champions for this work. What you think would be the biggest challenges and barriers on your campus? Share your challenges with your neighbor and begin to brainstorm ideas to overcome these challenges.

16 Revised mandatory orientation Mandatory decentralized academic advising Accelerated entry into programs of study Restructured programs of study Incorporation of Student Success Plan (SSP) software

17 Student Orientation, Advising, and Registration Mandatory since 2010 Immediately prior to registration 300 students in auditorium Developmental students separated Most sessions on main campus Not required to use GTCC online systems Advisors scheduled and registered classes

18 Year-round Graphic guides through process Student can monitor application status Online modules Getting Started Pre-Orientation Online Orientation available for some students Activate account, Moodle, WebAdvisor students Organized by program Faculty advise on program

19

20 Faculty coaches advise students in their program Caseload of advisees Advising mandatory Holds on student accounts Advising At orientation Semester following orientation Every-other semester thereafter Students with 3.0 GPA can be advised remotely

21 Associate in General Education Pre-limited enrollment programs Undecided, in process of changing program Academic warning Academic probation Division-specialists when faculty are on leave Special populations Immediate needs Early alert

22 Change local RED-090/ENG-095 prerequisite to co-requisite for all sections of: BIO-110 HIS-112 POL-210 BIO-111 HIS-121 PSY-150 CIS-110 HIS-122 SOC-210 HIS-111 POL-120 Resulted in detailed analysis of prerequisites Removed many local pre-requisites

23 Identified programs based on enrollment and need Associate in Arts Associate in Science AAS in Business Administration AAS in Computer Information Technology AAS in Computer Programming Committee of faculty from these programs

24 Credit Hours Business Administration Computer Information Technology Computer Programming Contextualized math Eliminate local elective Sequence intentionally Reduce local requirements Streamline electives Reduce local requirements Streamline electives

25 Appealed to other departments for self-study Omitted programs affected by recent statewide curriculum improvement projects (CIPs) Programs restructured for AAS in Criminal Justice AAS in Fire Protection Technology AAS in Human Services AAS in Medical Office Administration

26 Intake questionnaire Journaling Track conversations Checklist of items to cover or discuss My Academic Plan (MAP) Action plan Assign students tasks to complete Includes campus and community resources Early alert Issued by faculty Initial response by Student Success Center

27 Engage faculty early and often Fear of change = fear of loss Anticipate emotions Institutionalize change Vision critical

28 Julie Grimes Jennifer Allen Kristi Short Guilford Technical Community College

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