Help Students Get On a Path
- Use of multiple measures to assess students’ needs
Expectations Meet Reality: The Underprepared Student and Community Colleges (posted 4/5/2018)
Understanding the underprepared student is critical. This report looks at students’ expectations and the reality of outcomes for underprepared students. (Center for Community College Student Engagement)
PRACTITIONER, PRESIDENT, AND PARTNER PERSPECTIVES
Victoria Lock, Dean, Student Success, Northeast Wisconsin Technical College, Pathways College (posted 4/5/2018)
Our college has gone from mandatory testing for all students to a multiple measures approach in the last year and a half. We now exempt students from testing, all testing, if they have achieved a 2.6 grade point average in high school or in 15 credits of college work. And then they go right into their program level or program coursework. So when we put that in place, we saw a huge increase in the number of students who went right into courses.
Tina Hart, Vice President of Enrollment and Student Services, Indian River State College, Pathways College (posted 4/5/2018)
New student orientation is required. And during new student orientation, they complete a noncognitive-skills, incoming-student survey. And the information in that survey goes directly to the advisor. So when they sit down in that first appointment with the advisor, they have that information about that student, what the student coming in is concerned about, what the student is telling them — telling us is going to possibly be an issue — financial, child care, and so on. It also includes information about the results of their career assessment and whether or not they feel like now that they’ve gone through orientation that that career assessment results lined up with what they came in thinking they wanted to major in.
Nathan Venske, Associate Dean of Student Services, Jackson College, Pathways College (posted 4/5/2018)
At Jackson College we use multiple measures in various ways. And the way we do that is we have your standard ways that you would measure maybe placement for mathematics where you would have high school GPA based on test scores and then another secondary test score and you kind of mend them all together and you get maybe a placement.
One thing that we’re doing as we are saying that we’re changing the conversation as we onboard students or we orient students to this institution is, we are transitioning this upcoming fall to an individual appointment orientation model. So there will be things going on during the time that someone is meeting with their student success navigator or academic advisor at their orientation appointment. But prior to coming here they’re doing what we call a new student profile. It’s pretty much an intake assessment, which includes the big five personality assessment, 20 questions that the navigators or advisors designed that they thought they’d want to know, as well as questions that will give students their pathways, which we call our meta majors, from 1 to 6, based on how they answered questions.
So we’re changing the orientation appointment from scheduling to just learning about everything, which they will do, but when they meet with someone individually, it’s all about them as a person. We’ll have their schedule pre-populated based on some stuff they said beforehand, when they can go to class, what outside responsibilities they have, do they want to be full time or part time, all that fun stuff, but the whole point of this appointment is starting to get to know the student and building the relationship on the very, very front end as opposed to waiting even in the first semester or the second semester or waiting till you get a retention or early alert case where there is a problem. We want to start retention from when we orient these students and when we’re recruiting these students as opposed to focusing on retention when there is already a flag, and it may be too late.
Casey Lunceford, Provost, Mueller Campus, Indian River State College, Pathways College (posted 4/5/2018)
The course-level faculty have developed diagnostic tests for — that they give the first session of class, the first class during the first week, and many of the departments have done that in English and mathematics in order to find out the skill sets that students may or may not have. Then they prescribe different tutoring activities and sessions through our academic support center. The students are assigned to go over and complete some of those skill sets that they may be weak in. It might not be an entire course. It might just be certain things. The diagnostics give our faculty a heads-up on some of the weaknesses students are bringing into the classroom. Again, that could be part of a reach-out to our advisors saying, “Maybe we need to look at another course that the students should take” or “Maybe we need to back up a step.” Also, it lets our academic support center know these are the specific skills a student has. They go to that tutoring session, which is free for all of our students, and then they get the help they need to help strengthen that skill set.