Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #1: systematic procedures for identifying students who are not fully prepared for college level study;

1. How does the college identify students who are not fully prepared for college level study? Is this identification process efficient? consistent? effective?
2. How efficient is the college’s placement testing system? Are the testing, methods and environment consistent across the campuses and centers? Are the cut-off scores fair and equitable? If so, how is this determined?
3. How are academic advisors apprised of the identification system for identifying under-prepared students?
4. What does the college do with those students who are identified as significantly below college-level work?

Academic Advisors

Directors of Registration

College Catalog and website

Registration information and Institutional Research reports

regarding developmental students and persistence

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #2: provision of or referral to relevant courses and support services for admitted under-prepared students;

1. How are academic advisors familiarized with the relevant courses for under-prepared students?
2. How are under-prepared students referred to support services?
3. What are those support services and how effective are they in helping under-prepared students?
4. What is the retention rate for under-prepared students completing developmental work and moving on to college level work
   

Academic Advisors

Directors of Registration

Directors of Supportive Services

Developmental faculty in math, English, and reading

Registration information and Institutional Research reports

regarding developmental students and persistence

Departmental activities related to developmental coursework

and students

Departmental syllabi and course outlines

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #3: remedial or pre-collegiate level courses that do not carry academic degree credit;

1. How effectively does the college communicate to students and non-developmental faculty the need for developmental coursework?
2. How does the developmental sequence of courses in reading, math, and English compare in number and type of courses with those at other community colleges? How does the success rate in these courses compare?
   

Academic Advisors

Directors of Registration

Developmental faculty in math, English, and reading

College Catalog and website

Registration information and Institutional Research reports

regarding developmental students and persistence

Departmental activities related to developmental coursework    and students

Departmental syllabi and course outlines

Departmental or course exit exams