There is currently no mandatory degree have their degree check after completion of a certain progress reviewed. number of hours. A degree check is fairly simple at any time using Degree 2. Suggest degree Works. progress be monitored via Degree Works. advising assistance 3. Make Degree Works concerning their available to students via status. The positive their Banner Web reinforcement of seeing accounts (project is their progress bar in currently tabled by Degree Works would be TCSG due to funding encouraging. constraints). Impact on At-Risk Reviewer Policy Area Policies and Procedures Students Recommendations and Date Developmental Is the developmental program Developmental courses 1. Institutionally gather centralized or decentralized? Why? have a direct day-to-day data on student Education Centralized in the Division of General impact on at-risk students. placement test scores, Education. 3/11 FT faculty in Gen Ed The quality of these student LS course are primarily assigned to Learning courses ensures that at completion success, Support classes. risk students have success in subsequent Are student outcome data routinely opportunities to strengthen core course, 1-year reviewed for trends? On an informal their foundational retention rate, program basis. However, there has not been a academic skill areas and completion rates regular, systematic review of student to develop bonds with outcomes that looks at a combination of faculty and among fellow the following: student placement test scores, student LS course completion
There is currently no mandatory degree check after completion of a certain number of hours. A degree check is fairly simple at any time using Degree Works. advising assistance concerning their status. The positive reinforcement of seeing their progress bar in Degree Works would be encouraging. have their degree progress reviewed. 2. Suggest degree progress be monitored via Degree Works. 3. Make Degree Works available to students via their Banner Web accounts (project is currently tabled by TCSG due to funding constraints). Policy Area Policies and Procedures Impact on At-Risk Students Recommendations Reviewer and Date Developmental Education Is the developmental program centralized or decentralized? Why? Centralized in the Division of General Education. 3/11 FT faculty in Gen Ed are primarily assigned to Learning Support classes. Are student outcome data routinely reviewed for trends? On an informal basis. However, there has not been a regular, systematic review of student outcomes that looks at a combination of the following: student placement test scores, student LS course completion Developmental courses have a direct day-to-day impact on at-risk students. The quality of these courses ensures that at risk students have opportunities to strengthen their foundational academic skill areas and to develop bonds with faculty and among fellow 1. Institutionally gather data on student placement test scores, student LS course completion success, success in subsequent core course, 1-year retention rate, program completion rates
ATC_P&P.docx