Systemize the Supports


Identifying a clear procedure for a student to follow when in need of any kind of support, to allow them to overcome barriers to completion. 


What we’ve achieved:

  • Designed, developed, implemented, and evaluated a NEOED Learn training for staff on the use of Starfish Kudos. Kudos allow staff to congratulate our students on their academic success during the semester.
    • Over 75 staff and faculty have been trained.
    • Over 2600 Kudos were raised during Fall 2021 Terms 1 and 2, as opposed to just 232 Kudos in Fall 2020 Terms 1 and 2.
    • All Dean’s List students received a Kudo.
  • Presented preliminary findings and Hawk: Go! materials at Achieving the Dream’s DREAM 2022 Virtual Conference.  If you would like to watch the recorded presentation, you can do so at the following link: Systematizing the Supports.  
  • Provided support for the Gateway Courses Community of Practice, including
    • Streamlined the Hawk: Go! myLearning materials for use in 19 high-enrollment, first-year gateway courses.  Courses span six disciplines and represent both developmental and credit courses.
    • Developed a shared script, case studies, and video segments for TEA-1200, a mandatory, synchronous, interactive three-hour training for instructors to implement Hawk: Go!
    • Trained 191 faculty members via 27 training sessions (led by the nine members of our community).
    • Evaluated multiple forms of feedback from coordinators and instructors on the implementation of Hawk: Go! materials and TEA-1200.
  • We have established and institutionalized the creation of a Starfish Administrative Workgroup to ensure consistency in policy and work to make sure students stay on track.
  • Fall-to-Spring Retention
    • While the overall fall-to-spring retention rate decreased from 71.9% for fall 2020 to spring 2021 to 64.3% for fall 2021 to spring 2022, the fall-to-spring retention rate of students taking at least one gateway course in fall 2021 was higher than that of students who did not take a gateway course in fall 2021, 65.9% compared to 62.5%.
    • The retention rate for male students taking at least one gateway course was higher than that of males that did not take at least one gateway course, 66.1% to 60.5%.
  • The retention rate for Black African American students was very similar for both groups (taking gateway compared to not taking a gateway course), 57.5% to 57.7%.  Both of these rates are below the overall retention rates (65.9% for those taking at least one gateway, 62.5% for those not taking at least one gateway).
  • All these activities have been institutionalized and will be a fixture in our departmental process.
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