College Success Week events aim to connect students with members of the College Community to build connections vital to their success. Roary’s Amazing Race was developed this year as a way to re-envision how information about campus resources is provided to students more effectively for campus resource staff and more engaging for students. As students traveled the pathway to earning their free t-shirt, they were given information by each pit stop on upcoming campus events that may interest them (i.e. upcoming shows at the PAC).
Intrusive advising services were provided to 33 sections of developmental courses reaching a total of 767 students. Persistence outcomes were the variable of interest to determine impact of this practice. Findings suggest that intrusive advising support higher levels of Fall to Spring student persistence, in particular during priority registration.
Recording attendance at campus events continues to be a campus-wide challenge as paper sign-ins are not an efficient way to sign students in to events and programs. Employees spend a great deal of time manually integrating the student data into other on-line systems. Students’ handwriting can also be unreadable at times resulting in inaccurate data to track students longitudinally and be able to measure the impact of campus events on student persistence, retention, and completion.
The “I Will Graduate” team noticed challenges with the Student Success Fair passport because some students were not completing all four zones and earning their prize. Mirroring the principles of guided pathways, the committee decided to create a passport that progressed through a pathway of zones rather than letting the students pick and choose which zone they wanted to visit. Students began in the CTL by watching an orientation video, and then progressed through the zone in this order: (1) Learn, (2) Engage, (3) Connect, (4) Graduate.
The EMCC “Ask Me” Team was created to help students with aspects of the enrollment cycle during the first week of classes.The first iteration of the Ask Me Model entailed long trainings for employees in order to master the concepts of different student affairs departments. The “Ask Me” Coordinating Team chose to take a different approach to welcoming students in order to quickly and efficiently give them “just in time answers”. First, the long training sessions were eliminated and volunteers were asked to become Ask Me Guides, not subject matter experts.
The Counseling Division wanted to determine the effectiveness of the CPD150 Career Unit which includes a Career Interest Assessment, Career Research, and Career Planning. In effort to measure the Career Units effectiveness on student learning we created a 5 item Pre/Post Assessment that is modeled after the Critical Inquiry Rubric. The Pre Assessment was administered in the beginning of the Fall 2017 semester with 741 responses and the Post Assessment was administered in November of 2017.
College Success Week, held during the fall, is designed to expose students to the many resources available to help them complete their educational goals. EMCC students* indicate they are either unaware or do not take advantage until it’s too late to maximize them as a resource. In an effort to expose students early, one of the activities offered during CSW was the College Success Pyramid Game. The game was designed to increase awareness of resources in a fun, engaging and meaningful way. It was structured similar to the $100,000 Pyramid Game.
There were some incidents on campus last semester where students were not comfortable taking care of their personal space. We have found that students do not feel empowered to make decisions and share their thoughts. In order to be successful in life, students need the tools to be able to express themselves confidently, even if they are uncomfortable due to pressure and concerns of rejection. At times, social categories impact how much personal power we have and how we use it. This includes, gender, race, ethnicity, sexuality, age, religion, etc.
Participants registered and attended the face-to-face workshop that was presented using Canvas. Individuals registered for the course using a provided link. Participants completed a pre-assessment to measure their understanding of utilizing Canvas outside of the classroom according to the learning objectives. After the pre-assessment the workshop included topics on the purposes of using a LMS (according to eLearning Industry), connecting benefits of a LMS to out-of-class activities, and discussing how EMCC can move forward with these ideas in mind.