Title III Goals and Objectives
By September 30, 2021, five overarching goals will be completed.
During the grant program timeline, the activities listed below will assist in achieving the indicated goals:
Decrease the percentage of developmental education classes needed by entering students by 30%.
- Develop Summer Bridge Program
- Review and revise, as necessary, the assessment, placement, advising and orientation processes for entering students
- Work collaboratively with local high schools, particularly faculty, to better align curriculum, skills, and standards for college success
Increase the one year fall to fall entering retention rate by 10% and the graduation and transfer rates by 20%.
- Develop a more effective academic advising system with specific outcomes
- Create a mandated orientation program for all entering students, especially for first-time college enrolled and high-risk students
- Revise and expand college success courses
- Expand Gateway course tutoring and develop Supplemental Instruction strategies
- Improve academic early warning and referral for learning assistance intervention
80% of faculty will have participated in professional development activities related to alternative instructional pathways, including addressing teaching/learning styles and improving the use of effective instructional technology.
- Faculty training and delivery of instruction using alternative instructional delivery modes
- Academic early warning and referral for learning assistance intervention
- Improved communications and curriculum articulation with student services
- Structured cooperative activities between instructors and advisors
- Training in classroom/program research methods and retention strategies
- Training in understanding diverse student learning styles
- Training in how to use data to make informed instructional and programmatic improvements
Increase student financial literacy by 50% and increase the number of Pell grants awarded by 15%.
- Create a Financial Literacy information program
- Improve assistance to students in completing a FAFSA Form and structure this into the Summer Bridge Program, orientation, advising, and the college success courses
- Make completing a FAFSA Form a mandated requirement of the college success courses
80% of the faculty and staff surveyed will report increased access to and use of data in assessment and decision-making at the College.
- Upgrade and expand institutional research capability to provide ongoing data and analysis including longitudinal cohort analysis for all programs and various student groups
- Develop a student tracking system and early warning follow-up
- Train college and faculty leaders to use data and analysis in improving assessment, program review, planning, budgeting, resource development for planning and decision-making
- Create a user-friendly, interactive college dashboard to enable college personnel, trustees, and the community transparent access to college information and outcomes