Goals and Strategies
5 Goals of SSI
The college measures its success through the core SSI goals and employs multiple intervening strategies to achieve them.
Context: The college holds mandatory orientation sessions to ensure first-time college students receive valuable information on getting started at ACC. This is the first of many steps that transition new students into the college experience and connect them early to staff and resources to help them succeed. Each campus holds half-day sessions before the fall and spring semesters, with an online version always an option.
Persistence rates from term to term indicate whether students are progressing toward their intended goals, particularly with regard to degree and certificate completion and transfer. In an effort to increase student persistence, the College has identified strategies to ensure students learn about services that will help with academic success and social integration.
Enhance First Year Experience: Creation of FY Service Office include Orientation, Student Success Seminar, Welcome Week, Support Services, ongoing co-curricular coaching and workshops, peer mentors and special events. This strategy is included in the Academic Master Plan.
Group Advising: Implement small group advising at all campuses. Group advising will improve the delivery of consistent information, encourage student engagement among the group of students, and be more efficient. This model includes individual student planning.
Online Orientation: All First Time at ACC (FTACC) students will be required to complete the online orientation prior to registration; thereby offering consistent messaging, resources and more equitable and timely access to all new students.
Goal Leader: Dr. Kathleen Christensen, Vice President of Student Services and Success Systems
Context: Nationwide, statistics are daunting: At least half of all underprepared students drop out of college within the first year. To turn these numbers around at ACC, Developmental Education is replacing the traditional classroom/lecture model with more supportive learning communities, lab-oriented learning with personalized instruction, and Supplemental Instructional to extend learning opportunities. In addition, our Adult Education Division boasts a College Connection program that helps GED graduates successfully transition into college and on their way to a degree.
Strategies for 2012-2013:
Expansion of MATD 0385
- Math department will offer more sections of MATD 0385
- Student Services will be engaged in learning more about the course, its impact on students, and who is best to take it. Letters to Campus Deans was written by the Goal 2 Committee, approved by the VP of Instruction and distributed by Dorado Kinney and VP of Student Services. Counselors on each campus were recruited to attend a training session with Math Dept. to learn about the course.
- The Goal 5 Committee determined that MATD 0385 demonstrated results regardless of gender of ethnicity and has begun assisting with recruiting students. Dr. Armenta communicated to campus deans which sections of the course at their campuses needed increased enrollments.
- The Cut Score Committee is recommending to create a score range on the new TSI assessment for placement of new students into MATD 0385. Previously there was no cut score for placement of new students into this course.
MATD 0385 has proven to be highly effective in improving student outcomes across all gender, racial, and ethnic groups.
Creation of a College Wide ESOL subcommittee
- The Goal 2 Committee determined that ESOL needed its own forum for discussing issues:
- Curricular alignment between AE ESL and credit ESOL
- Ensuring consistency of messaging about ESL programs at ACC
The ESL Subcommittee will coordinate ESL across the college.
Expansion of college transitions program
The Adult Education College Transitions Program launches students into ACC that might not otherwise attempt college classes.
The data collected over the past three years of the program show that the ACC Transitions Program fared much better than other state programs in helping students transition to college.
The committee is currently reviewing the program and looking at some of the following questions for scaling:
- curriculum design (they have knowledge of student population)
- assessments: distinguishing between students who need a refresher course and those who need serious, fundamental developmental education
- appropriate student referrals—meaning, only students who can attend classes when our program meets, only students who can handle accelerated pace
The College Transitions program has shown itself to be effective with GED completers skipping much of Developmental Education in a short time frame. We wish to scale it to its appropriate size.
Context: College students seeking an associate degree must complete a core curriculum of English, math, science, history, and other general education subjects before they take classes in their major. These gateway courses can be a significant roadblock for new college students. Professors in ACC’s Faculty Coaches Program analyze SSI data to provide solutions to identified learning gaps. Solutions often include revising course curriculum, adopting individualized communication tactics, and improving professional development opportunities for faculty.
Strategies (version 2.0):
- Enhance and Institutionalize Faculty Coaches Program
- Focus and scale up Supplemental Instruction
- Implement learning communities where appropriate
- Implement Faculty Development Office
Goal Leader: Mike Midgley, Vice President of Instruction
Context: Completion of college degrees and/or certificates correlates highly with significant social and economic gains for both the individual and for society. However, despite the intent by the majority of community college students to achieve these goals, completions and transfer rates remain low. Community colleges across the country have begun working strategically to increase the numbers of students who complete certificates and degrees and who transfer to universities. Increasing degree and certificate completions and increasing transfer rates is a key Student Success Initiative goal for ACC.
- Increase Career Planning services
- Enhance and scale up Transfer services
- Increase Transfer resources, including Reverse Transfer
- Implement Automated Degree Audit
Context: The Success Equity Committee seeks to maximize opportunities for educational access and success among all students especially those who may be underrepresented. To this end, the committee will examine disaggregated data by race, ethnicity, gender, and economic status; and develop recommendations regarding equitable priorities.
The fastest growing populations in Central Texas are the least likely to graduate high school and enroll in higher education. For the region to sustain its economic vitality, we must close the education gaps, increase graduation rates, and build a well-educated, well-trained workforce for the future.
- Monitor SSI Goal Teams 1-4 equity strategies
- Evaluate and Strengthen MOD Program
- Collaborate with Success Equity Network and Student Success Division to organize college-wide success equity events, dialogue, and learning experiences
- Organize Latino Mentoring Program