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Achieving the Dream at Wayne Community College

Achieving the Dream at Wayne Community College. Success is what counts. What is Achieving the Dream?. Achieving the Dream: Community Colleges Count.

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Achieving the Dream at Wayne Community College

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  1. Achieving the Dream at Wayne Community College Success is what counts.

  2. What is Achieving the Dream?

  3. Achieving the Dream: Community Colleges Count is a national effort to increase thesuccess of community collegestudents, particularly those ingroups that have been underservedin higher education.

  4. Community colleges • Enroll close to half of all undergraduates. • Attract high proportions of under-served students, including low-income students, first generation college goers, and students of color.

  5. Some of the initiatives funded by Achieving the Dream at WCC • Provide guidance in acquiring and managing data. • Provide training for faculty and staff in working with developmental students. • Increase student access to tutoring and individual help in the Academic Skills Center. • Establish and staff a Testing Center. • Support the Minority Male Mentoring Group and establish a female group.

  6. 2005/06 and 2006/07 Projects

  7. Spring 2005 First administration of CCSSE Spring 2005 Submission of cohort data to JBL Fall 2006 Participation in the National Community College Benchmark Project Spring 2007 Administration of CCSSE Data Gathering

  8. With the Lumina data, WCC can now do the following: • Analyze demographic data (age, gender, ethnicity, economic status, high school, etc.) • Track student performance (completion, withdrawal, success in developmental and subsequent courses) • Merge additional data with the original cohorts (LASSI and Learning Styles scores)

  9. Retrieving Demographic Data About 40% of the first time entering students are Pell Grant, yet 45% of developmental students are Pell Grant. Are Pell Grant students more successful, more persistent than non-Pell Grant students? National statistics point to poverty as an indicator for developmental education. WCC data supports this demographic trend.

  10. Additional Retrieved Demographic Data • Of first-time entering students 2002/04, 67% were 24 years old or less. • In 2002/04, 43% of African Americans tested into at least three developmental courses while only 19% of Whites did. • Of the 2002/04 students who tested into at least three developmental courses, 62% were 20 years old or less.

  11. Training 2005/06 • April 2005 - A Framework for Understanding Poverty (33 participants) • October 2005- Supplemental Instruction (41 participants) • November 2005 - Identifying and Assisting Developmental Students in the Classroom (21 participants) • April 2006 - Critical Thinking in the Classroom (27 participants)

  12. Instructors have recommended several topics for 2006/07 workshops: • Enhancing instructional skills • Incorporating media into lectures • Learning styles • Study skills • Integrating ENG/MAT/ RED with tech/voc areas of study

  13. Testing Center The Testing Center (WLC 216) is scheduled to open in Fall of 2007. Students may take placement tests, make-up tests, re-tests, and any other instructor-approved tests.

  14. Minority Male Mentoring Group (3MG) • Freshman Orientation: • A special section of Freshman Orientation to target Minority Males (Fall 2005). • 3MG advisors responsible for course instruction. • 87.5 percent of the 3MG students successfully completed the course and pre-registered for Spring 2006.

  15. Minority Male Mentoring Group (3MG) • Total number of active participants: 11 • All program participants were enrolled full-time (12 hours or more) in Fall 2005. • 95% of the participants maintained a grade point average of 2.5 or better. • 90% of program participants work 20 hours or more per week. • 3MG participants logged over 100 hours of volunteer service toward campus and community activities.

  16. What is the next step for 3MG? Expand the initiative to include a Female Minority Mentoring Group (F2MG)

  17. Related Accomplishments Completion of Quality Enhancement Plan: The Quest for Success: Slaying the Developmental Dragon (Based on Lumina AtD data)

  18. QEP Objectives #1 Improve student learning outcomes in developmental mathematics by enhancing the structure, policies, procedures and practices that support the values and goals of student learning in developmental education. #2 Improve student achievement of learning outcomes in developmental mathematics.

  19. Related Accomplishments Carl Perkins Grant for $25,000 Objective: To provide technical and vocational faculty with training in developmental education issues.

  20. Retrieving Performance Data

  21. Retention Data

  22. Retention Data

  23. Success Rate Data

  24. Success Rate Data

  25. Achieving the Dream Impact • Increased our capacity to acquire and manage data. • Provided training for faculty and staff in working with developmental students. • Increased student access to tutoring and individual help in the Academic Skills Center. • Established and staffed a Testing Center. • Continue supporting the Minority Male Mentoring Group and establishing a female group.

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