Based on your institution’s priorities and commitment to the public agenda and CCA, address each of the four goals of the Complete College Oklahoma plan. (note: tables may expand to allow full information) 1. Focus on Readiness. Higher education and K-12 will work together to develop and implement a strategy that seeks to identify students not on target to be college-ready by graduation and targets activities in the 11th and 12th grades to reduce remediation demands in the transition from high school to college. High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report? Focus on ACT Prep Workshop Utilize strategies of Talent Search in their work with high school students Talent Search employees Once a year at each Survey of workshop by attendees - positive feedback from area 10th and 11th grade students. Continual Process - Inform students of college entrance requirements Visit with high school counselors and students about entrance requirements CASC Recruiters every visit in schools Number of contacts with counselors and students Continual Process Skill Builder Workshops - Focus on remediation of high school students and new students. Provide skill building workshops in area high schools and on campus Developmental Education Committee, AVP for Instruction, VPAA Twice per semester on campus and area high school partners Increase in ACT, COMPASS scores, and college readiness Process still in planning stage. See next entry CASC implemented a standard retesting (COMPASS) procedure. (Prior to the change in procedure, new traditional freshman students were placed based only on ACT.) Upon entry into CASC, student will guide to retest during the enrollment process, or on the first day of class during the allotted foundation course. Developmental Education Faculty, AVP and VPAA During enrollment and first day of class. COMPASS scores and removal of deficiencies Continual Process 2. Transform Remediation. Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report? One-hour Writing lab requirement for students who are near the cut-off score of 74-75 on the COMPASS Writing test who are allowed to enroll in Comp 1 Borderline students would be required to take an extra lab hour while enrolled in ENGL 1113. The focus of the lab needs to be readdressed to focus more on the areas of student weakness. Developmental English Instructors Implement Spring 2014 Students achieve a C or higher in ENGL 1113 Fall 2014 Results 5 students started Lab: 4 – A 1 – W Comp I: 4 – A Comp II: 3 – A 1 – B Spring 2015 Results 5 students started. Lab: 3 – A 1 – B 1 – F Comp I: 2 – A 1 – B 2 – F Design/Implement Summer Bridge Program for students needing English and Math Preparation. 8-week accelerated program Offer Intro to College Writing, Intro to College Reading, Dev. Math, and Inter. Algebra courses and Freshman Orientation. Dev. English Instructors and Dev. Math Instructors Implemented Summer 2014 Continual Process Students achieve a C or higher in ENGL 1113 and MATH 1513 College Algebra. Lower numbers than expected, needs time to gain traction. Process has been impacted by the new procedure. Will continue to promote with alterations to the delivery format. Design/ Implement accelerated 8 week formats for developmental education fast-track students to college readiness Stack MATH 0113 (1st 8 week) with MATH 0123 (2nd 8 week) and MATH 0123 (1st 8 week) with Developmental Education Committee, AVPI, VPAA, and faculty Implement Fall 2015 Increase in the number of students who are college ready Will Start in Fall 2016 (waiting to see the re-test procedure impact)
College Level Math (2nd 8 week), ENGL 0123 leads into ENGL 1113 within first semester. 3. Build Bridges to Certificates and Degrees. Develop, implement, or expand a “Program Equivalent Project” that bridges Career Tech course completion to certificate and Associate in Applied Science (AAS) degree completion in the community colleges. Projects may also include college and university partnerships in reverse-transfer initiatives for certificate and associate degree completion. High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report? Build Bridges to and Degrees Provide opportunities for students with PN licensure to move into degree Courses will be identified and aligned, PNs will be fast tracked into the RN program Nursing program faculty Currently in place through the state Nursing Articulation agreement. Plan to implement an additional articulation agreement with ICTC by Fall 2015 Increase the Number of PNs accepted into RN program New strategy: Continuing to 6-12 PNs into the nursing program annually. Plan to increase number to per year, if applicate pool meets requirements Examine current academic programs and seek true opportunities to embed certificates to increase value of the program or degree Programs in Business, Allied Health will be targeted for embedded certificates VPAA,AVPI, Division Chairs, and faculty will facilitate the process The Academic Year with intentions of unveiling new options/ certificates in Fall 2015 Addition of new options/ certificates to programs. Child Development The following certificates were Infant Toddler & Director’s Certificate Retention Initiatives Blackboard Retention Model IT, Faculty, AVPI Pilot Project in 2015-2016 Increased Retention Carl Albert State College is implementing creative and efficient solutions to track students’ performance each semester they are enrolled. The goal is to give students timely
responses to those students with messages specific to these data rules. Retention Center keeps track of all correspondence and allows the instructor to make notes about each student within the Retention Center interface. Just a few of the at-risk features within Retention Center are the following: Missed Deadlines Grades Course Activity Course Access Instructors may create as many rules as needed in each category. The earlier we discover and remedy problems, the more successful our students become. They are more likely to finish the course and continue the program through to graduation. This is the ultimate retention goal for an institution. 4. Reach Higher for Adult Completion. Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education.
High-impact strategies How will we do it? Who will be responsible? What is timetable? Measures of success? Progress from last report? Reach Higher for Adult More aggressive promotion and recruitment calls, flyers, advertising courses on campus and during enrollment New Reach Higher Coordinator: Jennifer Humphreys Fall 2013 Spring 2014 Continual Process Number of students in program Currently, we have 346 students majoring in General Studies. we do not have many students majoring in strictly "Reach Higher Degree Plan in Enterprise Development", we do receive many students responding to Reach Higher advertisements, flyers, phone calls, but once we meet we decide the General Studies degree works better to their long term goals. CASC has proposed two new Reach Higher endorsed degrees: Associate of Arts in General Studies and Associate Applied Science in Health Information Technology Identify and contact students who are within 28 hours of graduation who have not enrolled in two Personal contact, mailers, and other advertising options New Reach Higher Coordinator: Jennifer Humphreys Continual Process Increase in number of students who re-enroll in courses The Director of Marketing and the Reach higher Coordinator work together to come up with new student marketing