Student Success Committee
Present: Evan Abatecola, Joy Adams, Kimberly French, Linda Mallory, Emily McCarty, Nancy Mitchell, Ashley Pearson, Judy Graves, Tim Wilhelm
Absent: Jim Atkinson, Candace Ferguson, Samantha Maxey, Emily Muniz, Zander Richards, Kevin Riley, Debra Short
Call to Order: Kimberly French opened the meeting by reviewing the previous meeting minutes of February 26, 2013. The previous meeting minutes were approved by the committee.
Smarthinking: Joy Adams provided an update on current usage for Smarthinking since the beginning of the Spring 2013 semester.
· 434 hours have been used
· 636 sessions have been assessed online
· 233 sessions for writing only
· 136 sessions for math only
There is a possibility and probably a need to purchase more hours to carry Smarthinking online tutoring through the end of this semester and the summer 2013 semester. A total of 500 hours have been purchased. 434 hours have been used so far this semester. It was noted by Judy Graves that Smarthinking has been a real success at CVCC and due to this program, student writing at CVCC has improved.
Student Ambassador Interviews: Kimberly French reported that 19 students have been interviewed for the Student Ambassador positions. The applicants are exceptional. The college will choose 10 for the Student Ambassador positions as well as 3 alternates.
Starfish Early Alert System: A new software for all VCCS schools will be up and running in the Fall of 2013. It is a better early alert system that is more useful in flagging students early who are not performing well in their courses. It will be tied into Blackboard. In the software, faculty will have access to their rosters and will be able to submit flag(s) on a student if they are not doing well in their class. If a student is doing fine, no flag is required. Faculty will only need to comment on students doing poorly or are showing a need for concern. Current recommendations is to ask faculty to submit reports three times in the semester; before the drop date, before the withdraw date and a time between those two dates. Proposed reporting conditions include both negative and positive flags.
Negative Flags include: Never Attended, Attendance Concern, Low Participation, Low Quiz/Test Scores, Classroom Conduct Concern (requires a comment by the instructor); General Concern (also requires a comment by the instructor), In Danger of Failing.
Positive Flags include: Showing Improvement, Keep Up the Good Work, Outstanding
If a report is submitted previously of a student not well and they improve, it is recommended that the faculty submit a report with one of the positive flags for the student.
There are currently three levels of intervention depending on what flags are reported:
Level 1: Notification only
Level 2: Basic Outreach
Level 3: Immediate Intervention
The VCCS will set up and do the training for faculty during the Summer and Fall, dates have not been set yet. The Early Alert Flags will go to Counseling for consideration and/or intervention.
English and Math Placement Statistics: The statistics for students taking and passing Developmental Math Units 1 – 9 look good in order to continue in higher level college Math courses. 245 students passed all 9 units (32%). These students are ready to go into college math.
The statistics for students taking and passing Developmental English units also look good in order to continue into English 111. 305 students (36%) passed English Fundamentals 1-3. These students are ready to go into English 111. 506 students (60%) placed into English 111.
Quinn Program: Another VCCS software program is scheduled to be implemented April 15, 2013. It will be a useful tool to collect data and research statistics which can pull information from PeopleSoft. Retention and Recruitment information can be researched. It was noted that the College Dean’s will find this software program very useful. This program will allow Dean’s to determine how many students are enrolled in courses, which classes have low enrollments and how many are on course for graduating.
Other Business: Nancy Mitchell attended a National Student Success Conference in Texas reporting how colleges and universities are lacking in teaching critical thinking skills in the classroom. It was noted that instructors should provide more critical thinking opportunities and assignments for their students in their classrooms.
Judy Graves reported that she was asked the question, “How does Early College make a difference with transfer opportunities?” Simply put, you can transfer to other colleges earlier.
Mrs. Graves also noted that the goal is to ultimately hire a dedicated Early College Counselor when the budget allowed for this opportunity. It was also noted that Early College students can transfer to 4 year universities at 18 years old and enroll in junior standing. However, it is advised to make sure the Early College Student has exceptional advising from counselors from the 4 year university in which they are transferring and here at CVCC to be sure all pre-requisites will be adequate enough to allow them to be accepted as a junior in a 4 year university. Some Early College students may have to enroll as a sophomore in a 4 year university to allow them another year to take more specific pre-requisites that apply specifically to the major they have selected, like the Virginia Tech School of Engineering. Their program may require more specific and perhaps higher level math and science courses before they can be accepted into their program.
With no further business, the meeting was adjourned.