Student Support

Charter

Purpose

Research and explore ideas to make thoughtful and daring recommendations to significantly improve the student support system.

Membership

Chair: Dennis Rahn
Mike Badolato, Gary Broadhurst, Diane Ayers-Darling, Sam Drogo, Lynn Igoe, Anita Marchio, David Nackley, Pam Nigro, Donna Sawyer-White, Tom Schink, Zyn Jackiw

Timeline

September, 2007 – May, 2008
Phased recommendations to be implemented for spring, summer, and fall registration semesters.

Does

Task	Authority
Research academic support practices at identified exemplary community colleges	Research
Research and assess the feasibility of MVCC applying for participation in the Foundations of Excellence for the first–year experience	Research and make go/no go recommendation
Identify key components of a comprehensive, student-centered support system that will strengthen academic support systems for all students at the College	Recommend to Process Review Group & Executive Team
Develop a list of abundance for what is working well and why	Develop list
Develop a deficit list for what is missing or what needs to be enhanced and how to go about it	Develop list
Develop pros and cons for a modified advising model that includes professional advisors	Develop list
Recommend changes to the current academic support system with phased-in modifications for spring, summer, and fall semester implementation (what can be done by when?)	Recommend to Process Review Group & Executive Team

Does Not

Conduct focused reviews of individual functions or departments
Establish policy

Guiding Points

If possible, develop indicators for annual evaluation of how we know if our academic support system is effective
Recognize that a core aspect of the comprehensive community college is to set high standards for all students and provide comprehensive and accessible support services that allow students the opportunity to achieve those standards
Design processes that will accommodate all students with various backgrounds, schedules, and needs
Involve other staff and program faculty by asking them to meetings or conduct a quick email survey to gather additional perspectives
Find a way to get the student perspective (i.e., enlist the help of Student Congress, etc.) on what works well and what doesn’t with regard to the academic support processes and services
Develop strategies for improving the manner in which students are made aware of academic support services at MVCC
Integrate the preliminary findings from the self–study process

Community Colleges to Research

Florida Community College at Jacksonville
Sinclair Community College, Dayton, Ohio
Two SUNY Community Colleges

Charter Sponsor:

Executive Team
Process Review Group

Contact for Questions

Jennifer DeWeerth

Members

Chair: Dennis Rahn
Mike Badolato
Gary Broadhurst
Diane Ayers–Darling
Sam Drogo
Lynn Igoe
Anita Marchio
David Nackley
Pam Nigro
Donna Sawyer–White
Tom Schink
Zyn Jackiw

Recommendations

Proposal #1

Implement institution wide changes to Developmental Education.

Research the feasibility of a Department of Transitional (developmental) Education.

These changes need to be guided by the following principles:

Common goals and objectives should be developed, articulated and embraced by all those involved in developmental education.

A qualified and committed faculty should teach all developmental courses.

Developmental education needs to be fully integrated with the full range of academic support systems.

The institution needs to expand its developmental offerings, including tiered courses, based on the identified needs of under–prepared and at risk students. These courses should include not only offerings that address deficits in language skills, study skills, communication and mathematics but also discipline specific developmental courses designed to increase retention in high attrition courses.

Students identified as at risk or under prepared should be required to take developmental courses. These requirements should be strictly enforced.

The College must run developmental courses despite low enrollment.

These changes and their implementation should be directed by an individual with all the necessary authority to coordinate developmental education across departments.

Implementation: Spring 2009

Proposal #2

Establish an Office for the First Year Experience. This office would establish ongoing communication, promote student engagement, establish links to campus and community supports, and provide academic and social safety nets for all incoming students.

Implementation: Spring 2009

Proposal #3

A) In the Master Plan, include the construction of a multi use “Learning Commons”, centralizing all student supports. Implementation: TBA

B) In the interim, reconfigure space to meet and centralize current student support service needs. Implementation: ASAP

Proposal #4

Develop a strategy to create a culture of service learning and volunteerism. This strategy should incorporate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Implementation: Fall 2009

Proposal #5

Expand the services and staff of Institutional Assessment, Grants and Institutional Research, and Information Technology to collect information allowing data driven decision making. Expanded services should include a data warehousing system allowing for more effective assessment, forecasting, planning, and tracking. Additionally, these expanded services and staff should be used to aggressively seek grants and other outside funding sources to improve programming for student support, classroom initiatives, and the overall mission of the college.

Implementation: Fall 2008

Proposal # 6

The college should implement systems to promote student and academic department interactions aimed at building community. Each academic department should implement specific ongoing activities to foster and encourage student and faculty engagement that will promote a sense of shared academic experience, commitment to academic excellence, and belonging.