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DCB Strategic Planning

DCB Strategic Planning. Developmental Education. Build an exemplary Developmental Education program that can serve as a model for the NDUS. Developmental Education Committee Members: Gary Albrightson Mike Porter Lexi Kvasnicka Ken Keysor Scott Johnson Betty Rehfuss Tanya Mooney

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DCB Strategic Planning

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  1. DCB Strategic Planning Developmental Education

  2. Build an exemplary Developmental Education program that can serve as a model for the NDUS. • Developmental Education Committee Members: • Gary Albrightson • Mike Porter • Lexi Kvasnicka • Ken Keysor • Scott Johnson • Betty Rehfuss • Tanya Mooney • Jan Nahinurk • Larry Brooks

  3. Overview of Recommendations • Changes in the Math and the writing ASC zero-level courses, • Changes in the size of the zero level writing courses, • Two reading classes be started (contingent on funding to hire an instructor), • Appropriate courses be taken by students entering and underprepared to do college level study, • A student mentoring program be started, • Try these changes with on campus students before making these changes for distance learning students.

  4. MATH • The MATH department will teach zero-level pre-Algebra courses in three two-credit courses starting the fall semester of the 2012 academic year. The new courses will replace the ASC 092 and MATH 102 courses now taught. These three new courses will meet four days a week on eight week or sixteen week sessions.

  5. Writing • enrollment in zero-level writing courses be capped at 15 students a section • students who successfully complete ASC 087 should be advised to enroll in ASC 088 when they take ENGL 110. • ENGL department will assess changes by comparing success rates of Fall 2012 sections with the sections from earlier years.

  6. Reading • Item 7 “ACT Reading and Science minimum sub-test scores are associated with a 50% chance to earn introductory college course grades of a “B” or higher and a 75% change to earn a “C” or higher in introductory college courses; therefore, student are highly encouraged to meet at least the following minimum subtest scores for Reading and Science:” ACT subtest Reading 21 and Science 24 • NDUS Procedure: 401.1.2 (Draft—12-21-11)

  7. Reading at DCB • 15 students with ACT reading scores in the 11-13 range • 38 students scores in the 14-17 range • based on the scores of this year’s entering students • People who teach these reading courses recommend small class sizes: 15 is the ideal number and 18 if funding requires that level of enrollment.

  8. Reading at DCB • People who teach these reading courses recommend small class sizes: 15 is the ideal number and 18 if funding requires that level of enrollment. • If the reading scores of next year’s students resemble this year’s, DCB would have students to fill three sections of reading and part of a fourth section. • Reading Instructor to be hired?

  9. Course Paths to Success • students with scores that indicate placement in developmental courses should be advised to take the zero-level courses, ASC courses, necessary to succeed here • should also be advised to enroll in selected classes, taken from the list of classes for the College Studies Certificate. • These classes do not emphasize skills students will be acquiring their first two semesters • may lead to completing requirements for the College Studies Certificate. • Upon completing these courses their first year, students should be assigned an advisor for direction in choosing a transfer path (AA or AS) or an employment path (CTE).

  10. Recommended Courses

  11. Recommended Courses

  12. STUDENT MENTOR PROGRAM • Research into college student retention consistently shows that students who stay in college are also students integrated into their school’s social life. • A student mentor program would focus on students who need academic advice or assistance • this program might also pair student mentors with mentees who need or want social advice or assistance. • Criteria need to be developed to identify student mentors and to select them. • Incentives also need to be considered to compensate students who are mentors.

  13. Timeline and Assessment • developed over this semester to be in place for next fall’s incoming first-year students. • assessed by comparing retention numbers from years prior to the program to retention numbers with the program. • committee members also plan to survey the mentor-mentee pairs with Likert scales and with open ended questions to gather quantitative and qualitative information about the relationship between the mentors and mentees.

  14. Summary • ensure that all beginning students have the skills they need to succeed in their chosen fields of study. • changes in Math and in writing courses • a curriculum for success drawn from the College Studies course requirements • since academic success may be linked with social integration, the student mentoring program may address issues faculty, staff, or advisors cannot reach as efficiently as students’ peers, who may help more students stay in college to reach their educational and career goals. • two reading courses would be desirable but no faculty member on campus has both the credentials and the time to add the course loads needed

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