Seattle Central Community College
1701 Broadway
Seattle, WA 98122
Achieving the Dream Work Plan
Revised 8/30/2010
Contacts: Cherisa Yarkin, Ph.D
Executive Director, Strategic Initiatives and Institutional Research
cyarkin@sccd.ctc.edu
(206) 934-6903
Jane Muhich
Director, Learning Support Initiatives
jmuhic@sccd.ctc.edu
(206) 934-3171
REVISED PROPOSAL TIMELINE AND ACTION PLAN
Seattle Central’s Achieving the Dream Priorities:
A. Increase the number of students re-enrolling from one academic term to the next.
B. Increase the number of students who successfully complete developmental English and
Math classes and transition to college credit-bearing courses.
C. Increase enrollment in and successful completion of identified “gatekeeper courses.”
Introduction
The specific work plans identified in this section represent an integrated approach to ensure the accomplishment and effectiveness of all the grant activities. Each element of the work plan plays an important role in achieving all the priorities and the specific measurable changes. The lead staff for all aspects of the Achieving the Dream initiative are the Executive Director of Strategic Initiatives and Institutional Research and the Director of Learning Support Initiatives.
*First Year Experience Learning Communities – Work Plan 1
(* Originally targeted at First year Students but now broadened to include all levels of students.)
Priority Areas: A, B, C.
Evidence/Rational: The research presented in the literature summarized in the ongoing Learning Communities Demonstration Project, from the National Center for Postsecondary Research, suggests that participating in a learning community and having cohort membership is related to a more positive college experience, stronger connections among students and with the college community and increased interaction around academic activity, along with gains in student persistence. Included in these findings is discussion of student development of “peer responsibility” and the view of other cohort members “as motivators for maintaining good study habits and pursuing academic goals.”
Measurable Changes after Two Years: Increase the completion rates of developmental math and English by 5-8 percentage points; increase the completion rate in Math 098 by 5-8 percentage points; increase the completion rate in English 101 by 5-8 percentage points; increase the enrollment rate in English 102 by 5-8 percentage points; and increase the completion rate in English 102 by 5-8 percentage points.
Measurable Changes after Four Years: Increase the number of student re-enrolling from fall to fall by 8-10 percentage points; increase the completion rate of developmental math and English by 10-16 percentage points; increase the completion rates of Math 098, English 101 and English 102 by 10-16 percentage points; and increase the enrollment rate of English 102 by 10-16 percentage points.
The above “Measurable Changes after Two Years” and “Measurable Changes after Four Years” will be the same for all Work Plans.
| Early Warning System** - A system to identify and support students at risk of unsuccessfully completing their coursework | Summer 2009 | Year 3 | Year 4 | Lead Staff |
| 1. Determine feasibility and structural needs of implementing a web based academic early warning system. | X | Director of Learning Support Initiatives, IT services, student support personnel | ||
| 2. Work with the district to install necessary software for implementation. | X | Director of Learning Support Initiatives, instruction, IT services | ||
| 3. Evaluate efficacy and design of Academic Early Warning system. Modify design of Academic Early Warning system as indicated. | X | Director of Learning Support Initiatives, Institutional Research, IT services, Core and Data Team |
(** Year 3 progress was stalled due to constraints on district resources to get the web based Academic Early Warning (AEW) software installed.)
Evidence/Rational: Students in focus groups consistently reported that tutoring is one of the key areas that had helped them succeed in classes. Currently, the college has two tutoring labs, one for math and science students and one open to all students (College-wide tutoring). The first step in providing high quality tutoring services is researching and evaluating the effectiveness of our current tutoring offerings. To more effectively serve our diverse student population, Seattle Central’s tutoring should be informed by current tutoring best practices including alternative tutoring models where warranted.
| Tutoring and Academic Support Services | Summer 2009 | Year 3 | Year 4 | Lead Staff |
| 1. Conduct ongoing tracking and evaluation of tutoring use, services and models. For example, analyzing Accutrack student use data from the Math lab and College-wide tutoring to inform scheduling and offerings. | X | X | IT services, Learning Center Coordinators, Institutional Research, Core and Data Team, | |
| 2. Pilot e-tutoring, an online tutoring consortium. Determine the best use and evaluate efficacy of service. Expand use if indicated. |
X | X | IT services, Learning Center Coordinators, Institutional Research, Core and Data Team, Director of Learning Support Initiatives | |
| 3. Creation and organization of Learning Support Network(LSN). The LSN will coordinate, streamline and/or standardize the tutor application process, tutor training, tutor and site evaluation process, student data tracking and academic support offerings of the Learning Support Network Centers. | X | X | Learning Center Coordinators, Dean of Science and Math, Dean Student Life and Engagement, Director of TRIO/Academic Assistance, Director – Learning Support Initiatives | |
| 4. Develop comprehensive tutor training materials and delivery method for pilot. Complete EDUC200 curriculum review. | X | X | Learning Center Coordinators, Dean of Science and Math, Dean Student Life and Engagement, Director of TRIO/Academic Assistance, Director – Learning Support Initiatives |
Evidence/Rational: See Evidence/Rational for Work plan III
| Developmental Mathematics Learning Supports | Summer 2009 | Year 3 | Year 4 | Lead Staff |
| 1. Research mathematics supplemental instruction best practices and critical junctures or content hurdles in the mathematics curriculum that would benefit from supplemental instruction. Increase initial mathematics supplemental instruction offerings. | X | X | Mathematics faculty, SAM Learning Center Coordinator, Director of Learning Support Initiatives | |
| 2. Create Self-Regulated Learning (SRL) study skills/student development topic modules, tasks and assignments for incorporation into critical math courses. Conduct ongoing evaluation of student use and efficacy of self-regulated learning modules and assignments. Modify content or organization of the modules and assignments where warranted. | X | X | Mathematics Faculty, Director of Learning Support Initiatives | |
| 3. Examine developmental math sequence and course content. Make sure that the appropriate outside literature, resources and expertise is included, informing the ongoing discussion and curriculum revision. In 2010-2011, SCCC will begin development, in conjunction with the Carnegie Foundation, developing an alternate pathway through developmental mathematics aimed at non-STEM majors called the Statway. In addition, the Science and Math division will begin work on an NSF grant, RST! – Ready, Set, Transfer!, which includes an examination of the STEM developmental mathematics pathway. | X | X | Mathematics Faculty | |
| 4. Determine the feasibility of developing and piloting alternative delivery models or pathways through the developmental math sequence. Develop, pilot and evaluate program if warranted. See 3. for information about the Statway and RST! initiatives. | X | X | VP of Instruction, Dean of Science and Math, Mathematics Faculty, Director of Learning Support Initiatives, | |
| 5. Bring The Math Path – facilitated study sessions for pre-college math to scale increasing faculty participation and use. Examine possible resources to expand The Math Path once capacity has been reached. |
X | X | SAM Learning Center Coordinator, Mathematics Faculty, Dean of Science and Math, Director of Learning Support Initiatives |
Evidence/Rational: See Evidence/Rational for Work plan III
| English Learning Supports | Summer 2009 | Year 3 | Year 4 | Lead Staff |
| 1. Create a faculty instruction handbook for English 101 and 102 to assist in standardizing the courses’ curriculum, instruction and assessment measures. | X | X | English faculty | |
| 2. ***Develop, pilot and determine efficacy of a supplemental course which bridges the content between English 101 and English 102 so students are better prepared to succeed in English 102, one of Seattle Central’s gate-keeper courses. | X | English faculty, Dean of Humanities and Social Sciences, Institutional Research | ||
| 3. Pilot e-write component of COMPASS placement test in an effort to place students in English courses to better facilitate their subsequent success. Evaluate the pilot e-write project for effects on student success. | X | English faculty, placement testing office, Institutional Research |
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| 4. Humanities and Social Science division will design and establish a writing support offering, which includes faculty participation. The writing support will be evaluated for efficacy and modified as indicated. | X | X | Humanities and Social Science faculty, Institutional Research, Core and Data Team, College-wide tutoring | |
| 5. A faculty workgroup is researching ways to support and develop the writing skills of Seattle Central’s Achieving the Dream target population. This research project will culminate recommendations for the college. | X | Humanities and Social Science faculty |
(***Faculty involved chose to use a different mechanism than AtD for this project.)
Professional Development - Work Plan IV
Priority Area: For all three priorities, A, B, C
Evidence/Rationale: Professional development is a critical component in facilitating student success, especially with respect to students who are under-prepared for college education. Faculty development aimed at improving familiarity with and adoption of best practices for instructional design to increase student learning, and making certain that course offerings and outcomes are fully aligned, is crucial to student success. In addition, comprehensive professional development is a critical component in launching and managing new initiatives for enhancing student success and assisting underprepared students to navigate the complex college environment successfully.
Measurable Changes after Two Years: See Work Plan 1.
Measurable Changes after Four Years: See Work Plan 1.
| Faculty Professional Development | Summer 2009 | Year 3 | Year 4 | Lead Staff |
| 1. Provide professional development opportunities that support faculty and staff engagement in the Achieving the Dream interventions. | X | X | Core and Data Team, Deans of Math and Science and Humanities and Social Sciences, faculty, student support personnel, Director of Learning Support Initiatives | |
| 2. Engage faculty in professional development that addresses teaching and learning. Special emphasis will be placed on teaching developmental math and gate keeper courses including English 101 and 102. | X | X | Core and Data Team, Deans of Math and Science and Humanities and Social Sciences, Mathematics and English faculty, faculty from gate keeper disciplines, Director of Learning Support Initiatives | |
| 3. Provide professional development for faculty and staff on strategies fostering academic success, retention and persistence of our target population. | X | X | Core and Data Team, Director of Learning Support Initiatives | |
| 4. Conduct follow-up faculty surveys and evaluate workshop offerings | X | X | Institutional Research, Core and Data Team |
Community Outreach - Work Plan V
Priority Area: For all three priorities, A, B, C
Evidence/Rational: Engagement with the greater community is essential for assuring that the institutional transformation Seattle Central is undertaking through our Achieving the Dream initiative has the best chance of widespread buy-in, recognition, participation and success. Establishing practices that foster effective, ongoing dialog with representatives from the communities whose students face the most significant barriers to success, as well as with other college constituencies, and that include regular production and dissemination of information about the initiative, are of critical importance.
Measurable Changes after Two Years: See Work Plan 1.
Measurable Changes after Four Years: See Work Plan 1.
| Community Outreach | Summer 2009 | Year 3 | Year 4 | Key Participants |
| 1. Convene meetings with community representatives to share information, elicit feedback, and engage the wider college community regarding the Achieving the Dream initiative and the ongoing status of Seattle Central’s intervention strategies. | X | X | President, Director of Communications, Director of Multicultural Initiatives, Core and Data Team | |
| 2. Increase communication pathways and information presentation formats for communicating Achieving the Dream information including data reports. | X | X | X | Director of Communications, Core and Data Team, Director of Learning Support Initiatives, Institutional Research |
| 3. Inform and engage the wider community regarding Achieving the Dream. | X | X | Director of Learning Support Initiatives | |
| 4. Conduct student focus groups to both evaluate current offerings and inform the future design of academic programs and services. | X | X | Institutional Research, Director of Learning Support Initiatives | |
| 5. Make quarterly updates to the Seattle Central’s Achieving the Dream website to reflect the current status and calendar of the Achieving the Dream initiative along with changes in Achieving the Dream participants. | X | X | X | Director of Learning Support Initiatives |