College Success Strategies (QEP)

The TC College Success Strategies intervention was designed to assist those students designated as needing developmental education to improve course completion rates and persistence. Specifically, students placing into all three developmental content areas – reading, mathematics, and English – were identified as the target population to participate in the student success course. Data analysis revealed that Pell qualified students and black students placed into the course at higher rates than the base demographic population of TC’s enrollment, thus expanding the opportunity to close achievement gaps beyond academically underprepared populations in general to include these demographic groups. The student success course was initially offered in 2006 as a 1 Semester Credit Hour (SCH) developmental education course focused on study skills. After data revealed that additional measures were needed to strengthen the initiative, the course was expanded in 2010 to a 3 SCH course incorporating study and life skills, in-course mentoring, degree, career and financial planning, and college/community cultural engagement. During initial implementation as part of the TC Quality Enhancement Plan (QEP), challenges in advising and proper placement resulted in a portion of the target population failing to enroll in the student success course, hence providing an accidental control group for comparison. Over time improvements in placement and enrollment strategies have been implemented with a degree of success, but a mandate to require participation for target populations is needed as part of our scaling implementation to effectively reach desired student groups to close achievement gaps. In addition, faculty training was determined to be a critical component of consistency in course methodology, expectations, pedagogy, and assessment. As such, with the expansion of the student success course to the 3 SCH version, intensive faculty collaboration resulted in the design of a common course syllabi including common student and faculty expectations, assignments, assessments, grading scale, textbook, guest speakers, mentoring components, and engagement requirements. Ongoing collaborative meetings among faculty throughout each semester ensures consistency of course methodology and a support system for collective brainstorming and problem solving. In summer 2011, lead faculty members attended On Course (by Skip Downing) training and subsequently shared training information with others teaching the course.  

The College Success Strategies Initiative continues to move the needle.  In collaboration with our new QEP, the previous developmental course has been scaled to a 3 credit hour Learning Framework course for all FTIC students.  This cross listed PSYC/EDUC 1300 course utilizes the Charles A. Dana Center curriculum as well as Covey for College Students.  Additionally, students are assigned their faculty advisors during the semester.  

ID 15691

To contact this college about this intervention, take note of the ID above, ID #15691, and then fill out the intervention contact request form

Please note that for security purposes, contact information can only be provided to known contacts at active Achieving the Dream institutions.

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