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Bainbridge State College-2015--Transforming Remediation

Year: 
2016
Campus Strategy: 

High Impact Strategy

Ensure that all remediation is targeted toward supporting students in the skills they need to pass the collegiate course

Goal

Increase the likelihood of degree completion by transforming the way that remediation is accomplished.

Summary of Activities

  • Continuation of Learning Support massive redesign
  • Have provided faculty development and follow-through by the Learning Support faculty coordinator to ensure proper instruction of foundations and paired courses
  • Work with academic counselors to explain effective advisement with the redesigned courses
  • Plan to fully implement a two-semester STEM/nonSTEM pathway for students to complete remediation

Baseline Status

  • See Appendix A and C for foundation and co-requisite remediation data.

Interim Measures Of Progress

  • The success rates of corequisite English learning support and English 1101 for the Fall 2014 and Spring 2015.
  • The success rates of corequisite English learning support and TECH 1140.
  • The success rates of co-curricular paired English with ENGL 1101 and TECH 1140.
  • Tracking MATH 0987 students in corequisite MATH 1001 and MATH 0989 students into corequisite MATH 1111
  • The success rates of corequisite mathematics learning support with MATH 1001 and MATH 1101 for the Fall 2014 and Spring 2015.
  • Comparing success rates of students who passed LS classes with those who did not place in LS

Measures Of Success

  • Success rate of students enrolled in Learning Support English (paired; corequisite)
  • Success rate of students enrolled in Learning Support Math (paired; corequisite)
  • Student time (e.g., semesters) to Learning Support exit
  • Degrees conferred among Learning Support students
  • Success rate of Learning Support students in non-STEM and STEM programs
  • Percent and number of students who complete Learning Support without suspension

Lessons Learned

  • Additional work is necessary for making sure counselors and faculty are advising students about the proper math pathway.  There remain instances where a few students are registered for upper-level math courses, yet have not taken College Algebra.  Oftentimes, this may be as a result of the student switching pathways.