Develop and strengthen strategies that address institutional performance gaps. Strategies to consider include: the creation of 1st Gen/Pell Eligible student transition support; summer bridge programs that support traditionally underserved or underrepresented populations, with the goal of reducing institutional performance gaps.
Evaluation Plan and measures: The College will evaluate the rate of new freshman establishing Satisfactory Academic Progress (SAP) during their first term, as evaluated by successful completion of at least 67% of the credits attempted, and an overall GPA at the end of the term that is at least 2.0.
KPIs:
- Development Stage: Establishment of a high-touch student support system for traditionally underserved students.
- After implementation: Institutional performance gaps related to SAP for New Freshman.
Baseline measure (for each KPI):
- Development Stage: Support services are currently available for all students, but there was not a support system focused on traditionally underserved students.
- After implementation:
- Fall 2022 - New Freshman rate of SAP = 55.5% (All students)
- Fall 2022 - New Freshman rate of SAP = 33.1% (Black or African American)
Current/most recent data (for each KPI) [NEW for 2023]:
- Development Stage: Through an AmeriCorps VISTA grant the institution has hired a Diversity Academic Assistant and a Diversity Retention Assistant.
- After implementation: Fall 2023 data will be available at the end of the term.
Goal or targets (for each KPI):
- Development Stage: Fully established high-touch student support system that engages in early intervention strategies to increase the rate of traditionally underserved students making satisfactory academic progress.
- After implementation: Targets will be determined after full implementation of the program.
Time period/duration:
- Development Stage: 2023-2024
- After implementation: 2024-2025 and ongoing
While support services are currently available for all students, the institution recognizes that targeted support mechanisms are necessary to reduce institutional performance gaps related to race and gender. To address these gaps the College initiated the creation of a high-touch student support system by applying for and receiving an AmeriCorps VISTA grant to hire a Diversity Academic Assistant and a Diversity Retention Assistant.
Other strategies and activities that are underway include: 1. The continuation of the Nursing Learning Community which is in its third year, and which will have for the first time a second semester of block scheduling; 2. The CTL held a faculty book group for focused on the book Grading for Equity, and held an workshop on takeaways from the book during fall 23 launch meetings.
Analysis and evaluation of current institutional performance gaps for benchmarking and goal setting.
Review current institutional intervention practices to align them with best practices.
Challenges:
Loss of grant funding. Numerous external factors beyond the scope of action of our support mechanism but that can have large impacts on the ability of our students to succeed (e.g. job requirements, financial challenges, health challenges, etc.)
Support Needs:
Increase funding to support targeted retention strategies.
