ATD’s 2019 Cohort Ends First Year with Actionable Plans for Student Success

Seventeen colleges comprising ATD’s 2019 Cohort met virtually with the ATD network team in May to share their accomplishments during the year and to talk about what’s coming up in their second year as a college in the ATD Network.

Each year, ATD works to deepen supports it offers to colleges new to our Network. The 2019 Cohort benefited from a comprehensive first-year curriculum, which they started during their three-day Kickoff Institute in June 2019, which included an introduction to ATD’s approach, including plenary sessions where ATD staff and leaders from ATD Network colleges shared insights from their time in the Network. Workshop sessions covered topics such as leading transformative change, having courageous conversations, including the student voice in ATD work, and effectively communicating about the work of ATD to the entire campus community. College teams met with their ATD coaches to begin to organize their student success work for the year, including preparing for the official launch of their ATD work on campus in the fall.

The ATD first-year curriculum guided colleges through:

  • Launching ATD at their institutions

  • Disaggregating institutional data and studying equity gaps in student outcomes

  • Using ATD’s Institutional Capacity Assessment Tool to find areas for building capacity

  • Assembling an action plan for closing equity gaps and increasing student success

2019 Cohort colleges made a number of significant accomplishments during their first year in the Network, leading up to campus closures in March 2020 due to the COVID-19 pandemic:

  • Asnuntuck Community College (CT), one of twelve campuses comprising Connecticut State Colleges & Universities (CSCU), established a campus-wide definition of student success and mapped the student experience to find areas students could be better served.

  • College of Lake County (IL) created its Equity in Student Access & Success Plan, which linked its student success work through Achieving the Dream  with its strategic plan.

These colleges continued building institutional capacity after the onset of COVID-19:

  • Hudson County Community College (NJ) expanded its Hudson Helps program to provide emergency funds and basic needs resources to students. Students were also able to opt into pass/fail grading.

  • College of Southern Maryland (MD) created credit recovery boot camps to transition students from failing to passing grades in their courses.

The important work ATD’s 2019 Cohort colleges have done to increase student success, both before and after COVID-19, demonstrates the importance of being a part of a national reform network and connected to other institutions, especially when facing unprecedented challenges.

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