Strategy/Project Name:
Improving student success in learning support
Momentum Area:
Purpose
Pathways
Mindset
Change Management
Data & Communications
Category:
Strategy/Project Description:
Improve Learning Support (LS) student success outcomes
Activity Status:
Evaluation/Assessment plan:
KPIs:
- Number of LS students passing gateway English and math courses
- Number of LS students remaining in good standing at the completion of the semester
- % of LS students who were on probation at the beginning of the semester and finished the semester in good standing.
- % of LS students who were in good standing at the beginning of the semester and finished the semester on probation.
Baseline measure (for each KPI):
- 59.5% of LS students successfully completed ENGL 1101 in fall’22 and 52.8% in spring’22.
- 56.3% of LS students successfully completed MATH 1001 in fall’22 and 53.4% in spring’22.
- 30.0% of LS students successfully completed MATH 1111 in fall’21 and 23.1% in spring’22.
- 17% of LS students who were on probation at the beginning of fall’21 finished the semester in good standing.
- 46.0 % of LS students who were in good standing at the beginning of fall’21 finished the semester on probation.
- 15.2 % of LS students who were on probation at the beginning of spring’22 finished the semester in good standing
- 23.4% of LS students who began spring'22 in good standing finished the semester on probation.
Current/most recent data (for each KPI):
- 46.8% of LS students successfully completed ENGL 1101 in spring’23
- 52.7% of LS students successfully completed MATH 1001 in spring’23
- 34.1% of LS students successfully completed MATH 1111 in fall’22 and 47.6% in spring’23.
- 33.3% of LS students who were on probation at the beginning of fall’22 finished the semester in good standing
- 47.2 % of LS students who were in good standing at the beginning of fall’22 finished the semester on probation
- 10.4% of LS students who were on probation at the beginning of spring’23 finished the semester in good standing
- 13.5 % of LS students who were in good standing at the beginning of spring’23 finished the semester on probation
Goal or targets (for each KPI):
- 2% increase in the number of LS students passing the gateway English course
- 2% increase in the number of LS students passing gateway math courses
- 2% increase in the number of students who were on probation at the beginning of fall’22 and finished the semester in good standing
- 2% decrease in the number of students who began fall’22 in good standing and finished the semester on probation
Time period/duration: 2023-24 academic year
Progress and Adjustments:
- English department made the following changes in 2021-22 to improve success rates and is continuing the same for 2023-24:
- Implemented early check-in in week 3 followed by the institutional early alert in week 4 and another alert at week 6 for improved intervention
- Assigned the same instructor for the co-requisite and the gateway course
- Merged the ENGL 0999 and 1101 courses in D2L.
- Recommended students to utilize the Writing Center
- Added a mindset activity to the course design of ENGL 0999
- Math department will continue to implement the following:
- The mindset module in the Math 1001 course structure as part of the Mindset Learning Project is being transitioned into the Knights Academy which provides a guiding pathway to students for the first year of college at MGA.
- Assigned the same instructor to teach the co-requisite and the gateway course
Plan for the Year Ahead:
ENGL 1101
- Coordinate WC resource needs with scheduling of LS course assessments
- Introduce the peer mentoring program into LS English classes
LS MATH
- Include Intelligent Agents in MATH 0997/1001 as a pilot project in some sections
- Scale the use of peer mentors in sections of MATH 0997/1001 for fall 2023.
- Explore various options to improve success rates to include redesigning the co-requisite courses, incorporating the utilization of the Mathematics Academic resource Center, and advising processes.
Challenges and Support:
Challenges:
- Lack of engagement of LS students
- Collaboration between LS course instructors and the ILSC
- Lack of utilization of academic support resources
- Varying levels of under-preparedness in students
Support Needed:
Resource sharing and additional ideas/strategies employed by other USG institutions
Primary Contact:
Deneice Bausley, Sandy Little-Herring, Deepa Arora
