Introduction

The specific work plans identified in this section represent an integrated approach to ensure the accomplishment and effectiveness of all the grant activities. Each work plan plays an important role in achieving all the priorities and the specific measurable changes.

The lead staff for all aspects of the Achieving the Dream initiative are the Executive Director of Strategic Initiatives and Institutional Research and the Learning Support Network Director,

First Year Experience Learning Communities – Work Plan 1

Priority Areas: A, B, C.
Evidence/Rational: The research presented in the literature summarized in the ongoing Learning Communities Demonstration Project, from the National Center for Postsecondary Research, suggests that participating in a learning community and having cohort membership is related to a more positive college experience, stronger connections among students and with the college community and increased interaction around academic activity, along with gains in student persistence. Included in these findings is discussion of student development of “peer responsibility” and the view of other cohort members “as motivators for maintaining good study habits and pursuing academic goals.”

Measurable Changes after Two Years: Increase the completion rates of developmental math and English by 5-8 percentage points; increase the completion rate in Math 098 by 5-8 percentage points; increase the completion rate in English 101 by 5-8 percentage points; increase the enrollment rate in English 102 by 5-8 percentage points; and increase the completion rate in English 102 by 5-8 percentage points.

Measurable Changes after Four Years: Increase the number of student re-enrolling from fall to fall by 8-10 percentage points; increase the completion rate of developmental math and English by 10-16 percentage points; increase the completion rates of Math 098, English 101 and English 102 by 10-16 percentage points; and increase the enrollment rate of English 102 by 10-16 percentage points.

The above “Measurable Changes after Two Years” and “Measurable Changes after Four Years” will be the same for all Work Plans.

Developmental Mathematics Cohort – Work Plan II

Priority Areas: A, B, C.
Evidence/Rational: See Evidence/Rational for Work Plan 1
Measurable Changes after Two Years: See Work Plan 1
Measurable Changes after Four Years: See Work Plan 1

Learning Support Network– Work Plan III

Priority Areas: A, B, C.
Evidence/Rational: The creation of the LSN will enable the college to study the efficacy of tactics currently employed as well as facilitate the implementation of new ones. Conceptually, envisioning the student as a totality is essential. Instead of continuing the current practice of providing isolated, uncontextualized assistance, a range of coordinated services will be offered to promote the idea of the learner as an integrated being. The LSN approach is similar to the Teaching and Learning Center practice used at other AtD community colleges with successful results.

Measurable Changes after Two Years: See Work Plan 1
Measurable Changes after Four Years: See Work Plan 1

Evidence/Rational: An Early Warning System facilitates student retention by identifying at risk students early in the quarter and providing the appropriate support services needed for those students to successfully complete their academic term.

Evidence/Rational: Students in focus groups consistently reported that tutoring is one of the key areas that has helped them succeed in classes. Currently, the college has two tutoring labs, one for math and science students and one open to all students (College-wide tutoring). The first step in providing high quality tutoring services is researching and evaluating the effectiveness of our current tutoring offerings. To more effectively serve our diverse student population, Seattle Central’s tutoring should be informed by current tutoring best practices including alternative tutoring models where warranted.

Evidence/Rational: At present, the college provides limited supplemental instruction to students. However, research results from other Achieving the Dream colleges, such as Valencia Community College, have shown that supplemental instruction has helped student progression in completing remediation courses and degree completion. In the Valencia Community College AtD study, under-prepared black students, one of Seattle Central’s target populations, benefited the most from supplemental instruction and had the highest progression rate among the ethnic groups.

Evidence/Rational: See Evidence/Rational for supplemental math instruction

Faculty Professional Development – Work Plan IV

Priority Area: For all three priorities, A, B, C

Evidence/Rationale: Faculty and professional development is a critical component in facilitating student success, especially students who are under-prepared for college education. Faculty development assuring that new and revised course design incorporates the best available approaches to student learning, along with making certain that course offerings and outcomes are fully aligned, is crucial to student success. In addition, comprehensive faculty and professional development is a critical component in launching and managing new initiatives for enhancing student success.

Measurable Changes after Two Years: See Work Plan 1.
Measurable Changes after Four Years: See Work Plan 1.

Faculty Professional Development – Work Plan V

Priority Area: For all three priorities, A, B, C

Evidence/Rational: Engagement with the greater community is essential for assuring that the institutional transformation Seattle Central is undertaking through our Achieving the Dream initiative has the best chance of widespread buy-in, recognition, participation and success. Establishing practices that foster effective, ongoing dialog with representatives from the communities whose students face the most significant barriers to success, as well as with other college constituencies, and that include regular production and dissemination of information about the initiative, are of critical importance.

Measurable Changes after Two Years: See Work Plan 1.
Measurable Changes after Four Years: See Work Plan 1.