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.
