nashville state community college quality enhancement...
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NashvilleStateCommunityCollegeQualityEnhancementPlan“ImprovingStudentSuccessthroughtheFirstYearExperience”
BACKGROUND
ThemissionofNashvilleStateCommunityCollegeistoprovidecomprehensive
educationalprogramsandpartnerships,exemplaryservices,anaccessible,progressivelearning
environment,andresponsibleleadershiptoimprovethequalityoflifeforthecommunityit
serves.ThecollegeservesabroadgeographicareacomprisedofDavidson,Cheatham,Dickson,
Houston,Humphreys,Montgomery,andStewartCounties.NashvilleStateoffersassociate
degreesandcertificatesthatpreparestudentstothinkandperformwellwhetherenteringthe
workforceortransferringtoauniversityupongraduation.
Sinceitfirstopenedin1970,NashvilleStateCommunityCollegehasbeenavitalpartof
Nashville.InitiallynamedNashvilleStateTechnicalInstitute,thecollegehad398students,and
offeredonlyfiveAssociate’sdegreeprograms.Graduationwasheldintheparkinglot.White
BridgeRoad,wherethemaincampusisstilllocated,hadonlytwolanesandveryfew
businesses.
AstheWhiteBridgeRoadareagrewovertheyears,sodidthecollege.In1984,Nashville
StatejoinedtheTennesseeBoardofRegents(TBR)systemofstateuniversitiesandcommunity
colleges.In2002,theTennesseeGeneralAssemblyandtheGovernorofTennesseeexpanded
themissionofNashvilleStatetothatofacomprehensivecommunitycollege.Asacommunity
college,NashvilleStateofferstechnicalcertificates,theAssociateofAppliedSciencetechnical
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andcareerdegrees,andtheAssociateofArts,theAssociateofFineArts,theAssociateof
Science,andtheAssociateofScienceinTeachingtransferdegrees.
InordertobetterservemiddleTennessee,NashvilleStatehasadditionalcampussites
offeringclassesatlocationsthroughoutitsserviceareaandonline.InWaverly,theHumphreys
CountyCenterofHigherEducationservesstudentsinHumphreysandsurroundingcounties.In
Nashville,theSoutheastCampusprovideslearningopportunitiesforallofsoutheastern
DavidsonCounty.StudentscanalsotakeclassesinDicksonattheRenaissanceCenter.In
Clarksville,acampusprovideseducationalopportunitiesforresidentsinMontgomeryCounty.
ThenewestcampuslocationisintheDonelsonneighborhoodoftheMetropolitanNashville
AreaineastDavidsonCounty.
In2010,thelegislatureoftheStateofTennesseepassedtheCompleteCollege
TennesseeAct,acomprehensivereformagendathatseekstotransformpublichigher
educationthroughchangesinacademic,fiscal,andadministrativepoliciesatthestateand
institutionallevel.TheimpetusforthesereformsistohavemoreTennesseansbebetter
educatedandtrainedtomeettheoverarchinggoalofCompleteCollegeTennessee.Thisgoalis
commonlyknownasthe“Driveto55”initiative,i.e.that55%percentofalladultTennesseans
willhaveacollegedegreeorcertificateby2025.
Asthe“Driveto55”initiativegainedtraction,StateinstitutionssuchasNashvilleState
begantransitioningfromacultureofenrollmenttooneofretentionandgraduation.While
NashvilleStateshowedstrongenrollmentfrom2009-2013(Table1),theretentionand
graduationnumberswerediscouraging(Table2,Table3).
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Table1.TotalduplicatedheadcountforNashvilleStateCommunityCollege2009-2013fallsemesters.
Semester HeadcountFall2009 9426Fall2010 10,554Fall2011 10,703Fall2012 10,886Fall2013 11,324
Table2.Falltofallretentionratesforfull-time,first-timestudentsforNashvilleStateCommunityCollegefor2010-2013.
ReturnTerm NSCCRateFall2010 58.6%Fall2011 62.4%Fall2012 57.4%Fall2013 56.4%
Table3.6-yeargraduationratesforfulltime,first-timestudentsforNashvilleStateCommunityCollegefor2009-2013.
CohortYear 1stTime,Full-TimeFreshmen
6-YearCycleGraduationYear #Graduates Graduation
Rate2003 508 2009 127 25.0%2004 640 2010 162 25.3%2005 640 2011 135 21.1%2006 643 2012 129 20.0%2007 611 2013 149 24.4%
AreviewofdatainTables1-3illustratesthat,whileoverallenrollmentwastrending
upwardduringthisperiod,studentretentionandgraduationrateswereactuallydeclining,with
aslightincreasein2013.Duringthesummerof2013,thedecisionwasmadetobringina
consultanttoreviewtheacademicadvisingmodelandmakerecommendationsfor
improvement.Atthetime,NashvilleStateoperatedonanacademicadvisingmodelthatwas
facultydrivenontheMainCampusandheavilyreliantonstaffatsatellitecampuses.Alldegree
seekingstudentswereassignedanacademicadvisor,butmeetingswithadvisorswerenot
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mandatoryandeffortsbyadvisorstoreachouttoadviseesvariedwidely.Thesummative
reportoftheconsultantconcludedthatNashvilleStateneededtoimproveacademicadvisingin
manyways,including,butnotlimitedto,developinganadvisortrainingprocess,improvingthe
processofassigningadvisees,anddedicatingmorefacultyandstafftimetoacademicadvising.
In2013,NashvilleStateinstitutedapolicydictatingthatallfirst-timestudentswere
requiredtomeetwithanacademicadvisor.Theintentofthepolicywastoprovideguidanceto
incomingstudentsontheselectionoftheirfirstsemesterofclassesanddemonstratethe
usefulnessoftheacademicadvisorrelationship.Thispolicywasenforcedbyrequiringacode
forregistrationthatwasprovidedbytheadvisor.However,thecodewasthesameforall
students,anditseemslikelythatatleastsomefirst-timefreshmenwereabletoobtainthe
codeandbypasstheadvisormeeting.Anothershortcomingofpolicyimplementationwasthat
academicadvisingduringpeakenrollmenttimestookplaceinacentralizedspacethatwas
staffedwithfacultyandstaff.Theresultwasthatfirst-timestudentswereseldomadvisedby
thepersonassignedtothemastheirfacultyadvisor.Itwasthusdifficulttoforgetheadvisor-
adviseerelationshipduringthefirstmeeting.Itwasalsothecasethatfacultyoftenendedup
helpingstudentsindisciplinesoutsideoftheir“comfortzone”withtheresultthatmanyfaculty
cametodreadadvisingservice.
Regardlessofthelimitationsofthepolicy,implementationcontinuedunchangeduntil
datacouldbereviewed.Falltofallretentiondataforfull-time,first-timestudentsaffectedby
theimplementationofmandatoryfirstsemesteradvisingcanbeseeninTable4.Whilethis
datasettrackedonlyasubsetoffirst-timestudents,thecontinueddeclineinretentionratewas
notencouraging.
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Table4.Falltofallretentionratesforfull-time,first-timestudentsforNashvilleStateCommunityCollegeandtheStateAverageforCommunityCollegesfor2014-2016.
ReturnFall NSCCRate StateAverageFall2014 56.1% 58.9%Fall2015 56.3% 58.2%Fall2016 53.8% 56.0%
InacontinuedattempttoimprovetheacademicadvisingmodelatNashvilleState,
PresidentVanAllencreatedanAdvisingTaskForceinthesummerof2015.Thechargeofthe13
memberswastodevelopacomprehensiveadvisingplanaswellasstrategiestosupport
studentsuccess.WorkoftheTaskForceledtoeightrecommendationstoimprovethe
academicadvisingmodeland,byextension,studentsuccess.Thoserecommendationswereas
follows:
• Recommendation1:Implementmandatoryadvisingforalldegree-seekingandcertificate-seekingstudents
• Recommendation2:ImplementtheIntrusiveAdvisingModel• Recommendation3:Explorethe"AppreciativeAdvising”approachtoguidethe
advisingprogramsandinteractionswithstudents• Recommendation4:Continuetoemployandaddstaffadvisorsasneeded• Recommendation5:ImplementtheFirstYearExperienceclassinfall2016• Recommendation6:Strengthenadvisororientation,training,anddevelopment
programs• Recommendation7:Definerolesandresponsibilities• Recommendation8:Implementanongoingadvisingassessmentandrecognition
program.
ConcurrenttoCollegediscussionsonstudentsuccess,theTennesseeBoardofRegents
(TBR)madeadeterminationthatalllearningsupportdeficiencieswouldberemediatedthrough
co-requisiteexperienceswithcollege-levelcourses.Asaresult,advisingincomingstudentswith
learningsupportneeds(~70%ofincomingstudents)shifteddrasticallyinpreparationforfall
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2015.Forthatreason,afirst-timestudentadvisingmanualwascreatedin2015andmandatory
advisortrainingtookplaceforthefirst-timeforallfull-timefacultyduringAugustofthatyear.
Bothofthoseactionsaddressedrecommendation6oftheAdvisingTaskForcetostrengthen
advisortraininganddefinerolesandresponsibilitiesofboththeadvisorandtheadvisee.Fall
2015wasalsothesemesterthatNashvilleStateimplementedDegreeWorksforalldegree
seekingstudents.DegreeWorksisasoftwarepackagethatprovidesdegreeauditssothat
studentscanseehowtheircourseworkappliestoadegreeorcertificateandwhichclassesthey
lackforadegree.Withit,advisorsandstudentscanrun“what-if”reportstodeterminehowa
changeinanacademicpathwouldaffectprogressiontograduation.
AtthesametimethattheQEPtopicwasbeingdeveloped,severalotherinitiativeswere
occurringwhichalignedwiththetopicofimprovingstudentsuccessthroughthefirstyear
experience.ThePresidentrequestedthatacommitteebeformedtolookintoaformationofa
FirstYearExperience(FYE)course,anidentifiedhigh-impactpractice.Theworkofthe
committeeconcludedwithaclassproposalthathighlightedtheimportanceofadvising,an
understandingofcollegeresources,andtimemanagementandstudyskillstoimprovestudent
success.TBRhadstartedmonitoringhighimpactpracticesacrossthecommunitycollege
systemand,throughactionsattheleveloftheBoard,allinstitutionswereallowedtoincrease
thenumberofhoursnecessarytoearnanAssociate’sDegreebyasmanyasthreetorequirea
FirstYearExperiencecollegesuccesscourse.ThePresidentapprovedtherecommendationsof
boththeFYECommitteeandtheAdvisingTaskForce,and,uponrecommendationofthe
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CurriculumCommittee,aone-credit,firstyearexperiencecourse(NSCC1010:FirstYear
Experience)becameagraduationrequirementforalldegreesatNashvilleStateeffectivefall
2016.
QEPPHASEONE:TOPICFORMATION
Duringthesummerof2015,thePresidentaskedMargaret(Faye)Jones,theDeanof
LearningResources,todevelopateamtoleadthecampus-wideefforttoselectthetopicfor
theQualityEnhancementPlan(QEP)associatedwiththe2017reaffirmationofaccreditation.
DeanJonesformedacommitteeconsistingoffacultyandstaffrepresentingalldivisionsand
majordepartmentsatthecollege.Oncefall2015classesbegan,thecommitteeaskedmembers
oftheirdivisionsormajordepartmentareastosendtopicsforaplanthatwouldimprove
studentsuccess.Thecommitteetookthatlistofallsuggestions,eliminatedduplicateanswers,
andsentasurveytotheentirecollegerequestingindividualopinionsonwhichfivetopics
shouldbeselectedforfurtherresearch.Whilethecommitteeexpectedthewinnowingprocess
totakeseveralroundsofsurveying,itturnedoutthattherewasagreatdealofagreement
amongmembersoftheCollegeaboutthetopfiveprojectsthatwouldbebeneficialtopursue.
Thosefivetopicswereasfollows:
• Morestructuredadvising• Developingcollege-levelstudyskills• Improvingreadingcomprehensionandfollowingdirections• Amandatoryfreshmanorientation• Afreshmanexperiencecourse.
ThecommitteethenpolledstudentsenrolledatthetimeinENGL1020:English
CompositionII.Thecommitteeconcludedthatstudentsenrolledinthissecond-semester
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coursecouldreflectonwhatwouldhavebeenthemostbeneficialtothemasbeginningcollege
students.Onehundredandtwenty-sixstudentsrespondedtothesurvey.“Morestructured
advising”and“instructiononcollegelevelstudyskills”werethemostfrequentresponsestothe
questioninwhichstudentswereaskedtoidentifywhichactivitieswouldhavebeenthemost
helpfultotheirsuccess.Atthesametime,otherstakeholderswerepolledfortheiropinion,
includingtheExecutiveCommittee,theBoardofTrusteesoftheFoundation(a501cdedicated
tosupportingthecollege),andseveraldivisions’advisorycommittees.
TheQEPtopicformationcommitteeheldtwoopenforumsoneachofthefivetopicson
thefollowingschedule,allin2015.
• DevelopingCollege-levelStudySkills:October14(noon)andOctober15(3pm)• MandatoryFreshmanOrientation:October19(1pm)andOctober20(2pm)• ReadingComprehensionandFollowingDirections:October26(11am),andOctober
27(3pm)• Advising:November2(noon),andNovember3(3pm)• FirstYearExperience:November9(noon)andNovember10(2pm).
Allcollege-widediscussionswerelocatedontheNashvillecampusbutbroadcastliveto
allcampuses.Priortoeachforum,thechairalsosentoutemailswithlinkstoothercommunity
collegeswhohadchosenthetopicfortheirQEPtoallowthecampuscommunitytolearnof
variouswaysthetopichadbeenhandled.Eachopenforumsessionhadthefollowing
components:
• Theneedforimprovementintheareaofdiscussion• Advantages/disadvantagesofusingtheareaastheQEPtopic• Abilitytoassesssuccessofinitiativesrelatedtothisarea
Aftereachsession,thecommitteesentoutasummaryoftheopenforumtomembers
ofthecollegecommunityandsolicitedfeedbackfromthosewhohadnotbeenabletoattend.
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Attheconclusionofallcampusforums,afinalsurveywasadministeredtothecampustogauge
finalopinionsontheQEPTopicselection.Onehundredandsixty-eightmembersofthecampus
communityresponded.Themajority(61%)ofrespondentsindicatedthattheQEPtopicshould
beacombinationofthepresentedtopicswiththehighestratedthreetopicsbeingafocuson
studentstudyskills,amandatoryfreshmanexperiencecourse,andafocusonacademic
advising.Afterfurtherdeliberation,theprojectwasentitled“ImprovingStudentSuccess
throughtheFirstYearExperience,”sothatthetopicsproposedbythecampuscouldbe
incorporatedintoaholisticfirstyearexperience.TheQEPtopicwasannouncedtothecollege
communityinFebruary2016,andplanningoftheproject(phasetwo)began.
LITERATUREREVIEW
Manycollegestakeacafeteriaapproachtoincreasingstudentretention–creatinga
firstyearexperienceseminar,mentoringprogram,orsomeothersingularactivitymeanttobe
acureall(Tinto2).NashvilleStateaimstotakeacomprehensiveapproachofimproving
students’firstyearbyhelpingthemcomplete:
• Personalizedacademicplans• Connectionsbetweenacademicandcareerplanning• Anunderstandingofcampusresources• Connectionbetweencoursematerialandtheirfuture• Personalreflectionexperiencesontheireducation.
Whilemanyoftheseactivitiesaregroundedinthefreshmanorientationcourse,asTinto
suggests,theaimisonalteringthecharacterofstudentexperiences(2).
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Inareviewoftheliteratureonstudentsuccessvariables,KimberlyBurnsatMiddlesex
CommunityCollegereportedthatthefollowingstudentcharacteristicsarehighlycorrelated
withgraduationrates:
• Stronghighschoolpreparation• Immediateentrytocollegerightafterhighschool• Highincomefamilies• Parentswhoattendedcollege• Full-timestudents.
Unfortunately,manycommunitycollegestudentshavefewofthosecharacteristics,thus
startingcollegeatadisadvantage.ThisiscertainlytrueoftheaveragestudentatNashvilleState
CommunityCollege.Infact,manybringcharacteristicsthatadverselyaffecttheirchancesof
success:
• Caringforchildrenathome• Beingasingleparent• Strugglingfinancially• Delayingcollegeenrollment• Beingafirst-generationcollegestudent• Commuting• Workingfull-time(Burns).
TurnerandThompsonfoundfourotherfactorsthatimpedestudentsuccess:adearthof
activitiesaimedatfreshmen,ineffectivestudyskills,weakrelationshipswithfaculty,andpoor
academicadvisementandsupport(100).Studentswhofeelstressedandalienatedarealso
morelikelytowithdraw,despitetheiracademicability(DaughertyandLane356).Studentswith
disabilities,thosewhosufferfrommentalhealthissues,andthosefromminorityethnicgroups
alsotendtohavelowerretentionratesduringtheirfirstyearofcollege(O’Keeffe).
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Theresultsaretelling:Fewerthan33%ofallcommunitycollegestudentsintheUnited
Statesgraduateinthreeyears.Fewerthanhalfgraduateineight.Asmallminoritygoontoearn
abachelor’sdegree(Burns).GraduationratesatNashvilleStateareevenlowerthanthese
disappointingnationaltrends.Evenmorediscouraging,IreneSancheznotesthatwhilethe
numberofminoritystudentsincollegeincreasedbetween1976and1996,theretentionrate
didnot.TheannualConditionofCollege&ReadinessReportfor2015(ACT)foundthatalmosta
thirdofstudentswhotooktheACTdidnotmeetanyoftheCollegeReadinessBenchmarks.The
resultsforTennesseewerealsodiscouraging:58%mettheEnglishbenchmark;38%metthe
readingbenchmark;30%metthemathbenchmark;and29%metthesciencebenchmark.
Nationwide,almost25%ofAmericanfreshmenmustenrollinsomesortofremediation
coursework,costingatotalof1.5billiondollarsannually,andthosestudentsaremorelikely
nottofinishcollege(BarryandDannenberg).
RobertReasonandhisassociatespointoutintheirreviewof6687firstyearstudent
NationalSurveyofStudentEngagement(NSSE)surveys,themajorityofvariablesthataffect
studentsuccesshappentothemduringtheirfirstyearofschoolandarenotduetothe
personalcharacteristicstheybringtocollege.Students’perceptionofthesupporttheyreceived
intheirfirstyearservedasastrongpredictorofacademiccompetence(164).InaNoel-Levitz
surveyin2014,studentsintwo-yearcollegesidentifiedthefollowingasneedstobeaddressed
aftertheirfirstsemesterofcollege:helpinimprovingmathandwritingskills,discussionof
qualificationsnecessaryforcertainoccupations,helpwithaneducationplantogetagoodjob,
anddiscussionofsalariesandoutlooksforcareers.Thequestionthusbecomeshowcommunity
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collegescanprovideservicesthatwillmakeupfordeficienciesandprovidestudentswith
appropriateinformationforfuturecareers.
Formanycolleges,thefirststepinthisprocessisthefreshmanexperiencecourse.In
2009,almost95%ofuniversitieshadsometypeofprogram(Jamelske375).AccordingtoJoe
Cuseo,itsveryubiquitymeansthatthefreshmanexperiencecourseisoneofthemostheavily-
researchedcollegecourses.Therefore,thereisawealthofinformationoncorrelationswith
studentsuccessandbestpractices.Cuseofoundapositivecorrelationbetweenparticipatingin
afreshman-experiencecourseand
• Completionoffirstsemester• Completionoffirstyear• Completionofadegree• Timetakentoearnadegree• Gradepointaverage(3-5).
AsGeorgeKuhandhisassociatespointout,collegesshouldinvestigatehowtheycan
makethefreshmanyear“morechallengingandsatisfying”forstudenttoincreasetheir
engagementandretention(557).Awell-designedfirstyearexperiencecangivestudentsthe
supporttheyneed,bothacademicallyandemotionally,tosucceedintheircollegecareers.
Researchindicatesthatthefollowingfirstyearexperiencesimprovestudentoutcomes:
• ArequiredFYEcourse• Academicadvising• Academicandcareerplanning• Socialinteractions• Awarenessofcampusresources• Personalreflection.
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ARequiredFYECourse
InastatisticalanalysisoftheVirginiacommunitycollegesystem,ChoandKarpfound
thatstudentsenrolledinacollegesuccesscourseduringtheirfirstsemesterweremorelikelyto
earncollege-levelcreditsduringtheirfirstyearandtopersistintotheirsecondthanthosenot
enrolledinsuchacourse(86).Jamelskefoundapositiveeffectonthefreshmanexperience
courseforbelow-averagestudents,withthosestudentstendingtohaveahigherGPAthan
comparablestudentsnotenrolledinsuchacourse(373).Usinglongitudinaldatafromthe
WabashNationalStudyofLiberalArtsEducation,RyanPadgettandhisassociatesconcluded
thatanacademicallyrigorousfreshmanexperiencecoursecanbeapowerfultoolindeveloping
thesuccessfulstudent(145).Therefore,theFYEcourseislogicalpointtoserveasthe
centerpieceofthefirstyearexperience.
Giventheresearchthatsuccessincollegerequiresmorethanacademicskill(O’Gara,
Karp,Hughes;KarpandBork;BersandYounger)andthatstudentsmayperceivetestingintoa
FYEcourseasvalidationthattheydonotbelongincollege,theFYE(FirstYearExperience)
courseneedstobearequirementforallstudents.Furthermore,FYEcoursesshouldhave:
HighExpectations
Coursesshouldhavehighexpectations(Tinto,Padgett,etal.;Cruce,Wolniak,etal.).If
thefreshmanexperiencecourseistoteachstudentshowtohandlethedemandsofcollege,
oneofthebestwaystodosoistohavecollege-levelexpectations.Thiscanalsoteachstudents
theexpectationstheyneedtomeetinordertoremainincollege.Forexample,Trotterand
RobertsfoundthatBritishcollegeswithstrictpoliciesonattendancehadhigherretentionrates.
Studentsuccessisrelatedtohowmeaningfulstudentsperceivethecoursetobe;therefore,the
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curriculumshouldhaveconcreteobjectivesthatarenarrowenoughtoallowfordepthand
practice.ResearchhasfoundthistobemuchmoreeffectiveinFYEcoursesthanalecture-based
classthatsuperficiallycoversabroadrangeoftopics.Pedagogicaldecisionsshouldfocuson
reflectionand“learning-for-application”(KarpandStacey;Karpetal).
StudySkillsInstruction
Instructioninstudyskillsshouldbeakeypartofthecurriculum(Braunsteinetal.;
Barbatis;SoriaandStebleton;PorterandSwing).Whilestudentsneedtobeabletohandlethe
workloadofcollege,manycometoitill-preparedtotakenotes,towritedocumentedpapers,
andtostudyformulti-chaptertests.Afreshmanexperiencecoursecanputthemonalevel
playingfieldwithstudentswhohavehadsuchinstruction.NamokChoifoundthatstudents
whohadstudyskillsinstructionreportedbothanincreaseintheirskillsaswellasintheir
confidenceintheirabilitytosucceed.TheFYEcourseshouldhelpstudentsdeveloppersonal
habits–timemanagement,note-takingskills,studyskills,self-assessmentskills–andhelp
themrecognizehowthosehabitscontributetosuccess(O’Gara,Karp,Hughes;Karp).They
shouldalsoaddresstheunwrittenexpectationsofcollegesuchas“culturalknow-how”and
allowstudentstopracticehelp-seekingbehaviors(KarpandBork;Karp).
AdministrativeEffectiveness
ToensuresuccessfulimplementationofanFYEcourse,onepersonshouldbeassigned
tooverseetheprojectratherthanaddingresponsibilitiestomultiplepeoplewhowillnotbeas
investedinitssuccess.TheFYEteamshouldconsistofcampus-widefacultyandstaff,andthe
purposeofimplementingtheFYEcourseneedstofocusonmorethanonlyretention,asthis
couldleadtolowerstandards(Mayo).MelindaKarpandGeorgiaStaceyalsoemphasizethe
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importanceofcampus-widefacultyinvolvement:“Disciplinaryfacultyshouldparticipatein
developinglearningobjectivesandreinforceconceptsintheirowncourses”(5).Susan
Bickerstaffandherassociatesnotethatinordertosupportfacultyinthisprogram,“Colleges
mayneedtoofferlearningopportunitiesforinstructorstodevelopstrategiestocreate
experiencesofearnedsuccessforthestudentsintheirclasses.”JenniferLatino,thedirectorof
thefirstyearexperienceatCampbellUniversity,stressestheneedtokeepthefocusonthe
currentneedsofstudents:“It’seasytogettoocomfortablewiththefirstyearseminar.
Often...institutionscontinuetofocusonthesamelearningoutcomestheyidentifiedyears
ago,withoutpausingtocheckifthoseoutcomesstillrespondtotheneedsof...current
students”(qtd.InFusch).
AcademicAdvising
AccordingtoJalynnRobertsandRobertStyron,“Perhapsthemostcrucialaspectofa
student’sinteractionandengagementwithaninstitutionofhigherlearningistherelationship
withhis/heradvisor”(3).CharlieNutt,executivedirectorofNACADA,agreesstatingthat“any
retentioneffortmustclearlyrecognizethevalueofacademicadvising”and“academicadvising
ismuchmorethanschedulingcourses.”Formaleblackstudents,whoareatagreaterriskof
notcompletingcollege,meetingwithanadvisorisastrongpredictorofacademicintegration
(Wood,Newman,andHarris10).Someresearchers(FikeandFike)havefoundthatwithdrawals
andtheattendantdropincredithourscarriedandcompletedinthefallsemestercanreduce
fall-springretention(83).Theinclusionofasolidadvisingcomponentaspartofthefirstyear
experiencemayhelpstudentstoidentifyoptionsotherthandroppingacoursewhenthey
becomefrustratedwiththeirstudies.LaurenO’Garaandherassociatesdiscoveredintheir
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surveyofstudentsthat“studentsperceivefacultytobethebestsourceforacademicadvising”
(12).Upcraftetal.stressthatacademicadvisingprogramsthatincludeprofessional
developmentandtrainingforadvisorscanbeanimportantcomponentofcreatingacampus
culturethatimprovesstudentsuccess.
AcademicandCareerPlanning
Intheirseminalwork“Challenging&SupportingtheFirst-YearStudent,”Upcraft,
Gardner,andBarefootfocusontheneedtoframeacademicadvisingwithinthecontextofthe
missionoftheinstitution.Knowingbestpracticesinadvising,suchastheneedtodevelopa
personalizeddegreeplan,theneedtomakeconnectionsbetweenacademicplansandcareer
goals,andarealizationofpersonalcommitmentsoutsideoftheclassroomiskey,butafocuson
institutionalmissionhelpsstudentsrealizethattheyareapartofanacademiccommunity.
WorkdoneinthestateofTennessee(DenleyandKnox)showedthatsimpleguidelinesin
academicplanning,suchastakingmath,Englishcomposition,andhoursinastudent’sfocus
area,canmakeasignificantdifferenceinastudent’slikelihoodforsuccess.Counselingand
advisingwithcareerplanningandinternshipsarelinkedtoincreasedretentioninfour-year
publicinstitutions(HableyandMcClanahan6).Voluntarydropouts–thosestudentscapableof
collegelevelcoursework–mostoftenleaveduetothelackofaclearconnectionbetweentheir
academicandcareergoals.Asmanyasthreeoutoffourenteringcollegefreshmenareunsure
oftheircareerplans.Thesestudentsaremorelikelytochangemajors,thusreflectingtheir
needforacademicandcareergoalsetting(Fralick).
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FacultyInteractions
Severalstudies(PacarellaandTerenzini;RobertsandStyron;SoriaandStebleton:Tinto;
Wood,Newman,andHarris;UmbachandWawrzynski;Cruceetal.)indicatethatdevelopinga
relationshipwithfacultycanhaveapositiveeffectonretentionandstudentengagement.In
fact,ofthetenvariablesthatinfluencestudentacademiccompetenceasreportedinNSSE,
threerelatedtofaculty(Reason,Terenzini,andDomingo).“Studentswhoreportedfeelingthat
thefacultyandstaffattheirinstitutionprovidedtheacademicandnon-academicsupportthey
needed,andwhofelttheyhadgoodrelationshipswithfacultymembersandadministrative
staffweremorelikely...toreportgreatergainsinacademiccompetence.”Afreshman
experiencecourse,especiallyonetaughtbyfull-timefacultycancertainlyaidstudentsin
learninghowtomosteffectivelyinteractwithfaculty.Forexample,theinstructorcanserveasa
resourcewhenstudentshavedifficultiesinotherclasses.Theinstructorcanalsoadvise
studentsonhowtousefacultyofficehours(SoriaandStrebleton682).Thisaspectmaybe
especiallyimportantforfirst-generation,workingclassstudentswhomaybeintimidatedby
goingtofacultyforsupport(Longwell-Grice407).
PeerInteractions
InherreviewofFYEcourseimplementationatcommunitycolleges,TeresaMayo
asserts,“Astructuredandrequiredfirstyearprogramwillprovideacommonsetofgoals,
therebycontributingtoincreasedretentionandsuccessfulgraduaterates.Afirstyear
experience,whichincludesco-curricular(nonacademic)andcurricular(academic)components,
developsstrongrelationshipsbothinandoutofclassandincreasespersistencetograduation.”
Sinceresearchshowsthatretentiondependspartlyonstudentsdevelopingstrongrelationships
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withfacultyandpeers,FYEcoursesatacommunitycollege,wherethereisahighpercentageof
part-timestudents,shouldespeciallyfocusonincreasingparticipationincampusactivitiesto
enhancestudents’commitmenttothecollege(Mayo;O’Gara,Karp,andHughes;Karp).A
connectiontootherstudentsalsocorrelateswithstudentretention(Tinto;Barbatis).Promoting
involvementinfirstyearexperiencescanpromotesuchinteractionbyallowingstudentstoget
toknowoneanotherinanon-threateningenvironmentandbyprovidingwaysforstudentsto
engageincampusactivities.AsJalynnRobertsandRobertStyronpointout,“Oneimportant
factorwhichaffectscollegestudents’persistenceisthatofbeingsociallyintegratedand
connectedwithothers,especiallyotherstudents”(3).AtWheatonCollege,studentssaidthe
freshmanexperiencecourseallowedthemtodevelopmeaningfulpeerrelationshipsanda
“senseofunitywithstudentsandfaculty”(Kuhetal.).Inastudyof305freshmen,JeffJacobs
andTimArchie,administeringtheSenseofCommunityIndex,foundthatstudentswhofeltthey
belongedtoacommunityoncampusweremorelikelytopersistintheirstudies.Howwella
studentadjuststotheacademicenvironmentofcollegeisthuscloselytiedtotheirdeveloping
senseofbelongingwiththecollege.Oncestudentsbegincollege,takingmeasurestoensure
thattheybecomewellintegratedacademicallymayhelpguardagainstadeclineinsenseof
belonging(Hausmann,Schofield,andWoods804-805).
InadditiontothesocialbondsformedinaFYEcourse,newstudentorientationforfirst-
timefreshmencanhelpcultivatesocialrelationshipsthatfosterasenseofbelongingin
students.Orientation“canbeviewedasaformofanticipatorysocialization”(Pascarella,
Terrenzini,&Wolfe).Afirstyearexperiencecoursealongwithnewstudentorientation
providesstudentswiththesocialfoundationtobesuccessfulcollegestudents.
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AwarenessofCampusResources
Especiallyforfirst-generationstudents,thewaysofcollegecanseemchallengingand
undecipherable.Awell-roundedfreshmanexperiencecoursecanhelpthemnavigatetheirway
throughinformationoncampuspolicies(PorterandSwing91).Suchacoursecanensurethat
studentsareawareofcounseling,mentoring,andtutoringopportunitiesaswellasworkshops
andculturalevents(Burns).MarciaLaskeyandCaroleHetzel,intheirstudyoftheConditional
AcceptanceProgramataprivateuniversity,foundthatstudentswhoregularlyattended
tutoringsessionshadhigherGPAsandretentionrates(33).Also,studentsatGeorgeMason
Universityreportedthatafreshmansuccesscoursetaughtthemaboutwhatsortofeffort
wouldberequiredtobesuccessfulandalsoabouttheresourcesavailabletohelpthem(Kuhet
al.).Ifstudentsperceivetheircampusenvironmentassupportive,theyfeelacademicallymore
competent(Reason,Terenzini,andDomingo).Butevensimple,straightforwardinformationcan
helpwithretention.OdedGurantzfoundthatearlystudentregistrationforclassesiscrucialto
theiracademicsuccess(555).Sincelateregistrationiscorrelatedwithalackofretention,
simpleinformationaboutwhentoregisterandwhatoptionstotakewhencoursesarefullcan
helpretainstudents.Academicplanning,advising,andmandatoryorientationthroughthefirst
yearexperiencegivesstudentsthetoolstheyneedforaseamlessregistrationprocess.
AccordingtoastudybyLaurenO’Garaandherassociatesthatexaminedthestudent
perspectiveatcommunitycolleges,theFYEcourseismostvaluablewhenitnotonlyprovides
informationaboutcampusresources,butalsohelpsstudentsfeelcomfortableusingthem:
“Informationpluscomfortleadstotheuseofservices.”Toachievethis,theyandothers
recommendgivingguidedtoursofthecampusearlyinthesemester,invitingcampus
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representativestoclass,andstructuringopportunitiesforstudentstoexploreresources
(O’Gara,Karp,Hughes;Bickerstaff,Barragan,andRucks-Ahidiana).PatriciaKarpsaysitthisway:
“Makenonacademicsupportsintrusivesothatstudentsareforcedtoencounterthem”(3).
ReflectionandtheAcademicMindset
Drs.DenleyandKnoxtookadifferentapproachtotrackingstudentsuccessinthestate
ofTennesseewiththeirsystem-widelookintotheeffectsofacademicmindsetin
underpreparedfirst-timestudents.Afterasurveyofseveralthousandstudentsinthestateof
Tennessee,acorrelationwasfoundbetweenstudentsuccessandthefollowingmindset
principles:confidenceinkeepinguptodatewithcoursework,senseofcommunity,confidence
intalkingwithfaculty,andperceivedpurposeofcoursework.Thosestudentswhowalkedinto
theclassroomthinkingthattherewasavalueinthecontentoftheclassandthattheyhadthe
abilitytomastertheworkweremoresuccessfulthanthosestudentswhodidnotfeeltheyhad
thetoolstosucceedand/orsawnovalueincoursework.
Similarly,gritmaybeanindicatorofstudentswhopossesstheaforementioned
academicmindset.AsdefinedbyDuckworthetal.,gritis“perseveranceandpassionforlong-
termgoals”(1087).Inherstudyofover3,500collegestudentsacrossninedifferentcolleges,
follow-throughwasthegreatestpredictorofsignificantstudentaccomplishmentsacrossa
varietyofdisciplines.Followthrough(orgrit)wasnotpositivelycorrelatedwithIQandproved
tobeastrongindicatorofsuccessinlife(Duckworth1099).
AccordingtoBailey,Jaggars,andJenkins,“Toapplyskillsandinformationaboutcareers,
coursesequences,andstudystrategiesinthelongrun,studentsneedtodevelopthe
metacognitiveskillsthatallowthemtorecognizechangeasitoccurs,reflectonhowchange
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affectstheirownsituation,andcreateplanstomanagethechange.Buildingsuchskillsrequires
practice,whichcouldbeaccomplishedthroughin-classreflectionanddiscussionaswellasout-
of-classappliedassignments”(67).Studentsneedtoacquirethehigherorderthinkingskills
necessarytoreflectonhowlifechangesmayaffecttheiracademicandcareergoals.
Thisemphasisonreflectionservesastherealthreadthattiestogetherthefirstyear
experiencesandbuildsafoundationforstudentretention.Asdemonstratedintheliterature
review,thegroundworkforasuccessfulfirstyearrequiresamulti-prongedapproachrather
thanasingularquickfix.
QEPPHASETWO:PLANDEVELOPMENT
PhasetwooftheNashvilleStateQEPprocessincludedfleshingoutwhattheNashville
Statefirstyearexperienceencompasses,developinganassessmentplantoteststudent
learningoutcomes,budgeting,andmarketingtheplantomembersofthecollege.The
endeavorwasledbya16personQEPSteeringCommitteethatconsistedoffaculty,staffand
students.ThecommitteebeganmeetinginFebruary2016anddevelopedatimelineforproject
developmentthatwouldtakeplaceoverthefollowingeighteenmonths.Atthesametime,a
groupoffacultyandstaffcompletedareviewoftheliteraturetodeterminebestpracticeson
firstyearexperiencesforcommunitycollegestudents.Thefirstdraftoftheliteraturereview
waspresentedtothesteeringcommitteeinMayof2016.
WorkonthenewNSCC1010:FirstYearExperiencecoursewastakingplace
simultaneouslybyacommitteeoffacultyandstaffwhowerechargedwithcreatingaclassthat
wouldincreasestudentsuccessandthatcouldbetakentoscaleinfall2016.Thecoursewas
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designedasafiveweekcoursethatwouldmeeteveryotherweek.Acomprehensivemaster
shellwascreatedwithinDesire2Learn(D2L)sothatfacultywouldstartthesemesterwitha
completesetofresourcesandactivities,includingatesttogaugestudentlearningduringthe
class.Fivemodulesthatcoincidewithoriginalcourseoutcomeswerecreatedwithsuggested
activitiesandassignments.Theassignmentsweregearedtowarditemsthatstudentswould
encounterintraditionalclasses;forexample:uploadingadocumentintotheD2Ldropbox,
postingadiscussionpost,andcompletingaquizwithinD2L.Courseactivitiesandconversations
werefocusedonkeyinformationaboutNashvilleStateandtheresourcesavailabletostudents.
Inlatefall2016,severalmembersoftheQEPsteeringcommitteeattendedatwo-day
completionacademysponsoredbyTBR.Thegoaloftheacademywastofocusonhow
institutionscouldchangetheirapproachtostudentsuccessinlightoftheworkdoneatthe
systemlevelthatshowedthatfactorssuchasanarchitecteddegreeplan,seeingvaluein
coursework,andsolidadvisingmodelscorrelatedtostudentsuccess.Theteamatthe
completionacademyfocusedonexperiencesinthefirstyearinlightoftheestablishedQEP
topic.OnMarch15,2016thosemembersinvolvedintheacademybroughttheinformationto
theQEPSteeringCommitteeandpitchedthattheNashvilleStatefirstyearexperience
encompassthefollowingactivities:NewStudentOrientation,theNSCC1010:FirstYear
Experiencecourse,academicadvising,careerplanning,andpersonalreflectiononeducationon
thepartofthestudent.Inlightofliteratureonbestpracticesfromarticlesfrombothinandout
ofTennessee,theQEPSteeringCommitteeapprovedthosefiveexperiencesasappropriatefoci
forfirstyeareffortsatNashvilleState.
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TheQEPCommitteespentthenextweeksdiscussingstudentlearningoutcomesforthe
QEP.StudentlearningoutcomesfromtheNSCC1010:FirstYearExperiencecoursewere
reviewed.However,thecommitteemadeaconcertedefforttodeterminestudentlearning
outcomesthatwouldencompasstheentirefirstyearexperienceandnotsimplyduplicatethose
fromthefirstyearexperiencecourse.StudentlearningoutcomesfortheQEPareasfollows:
Asaresultoftheirfirstyearexperience,studentsatNashvilleStatewill:
1. Createapersonalizedacademicplanthatincludescollege-levelmath,Englishcomposition,and9hoursinthefocusareainthefirstacademicyear.
2. Describeconnectionsbetweendegreechoiceandultimatecareerchoiceafteraninterestinventory(Kuder).
3. DifferentiateresourcesavailabletostudentsthroughNashvilleStatetosupportstudentsuccess.
4. Articulateconnectionsbetweentheircoursesandtheirultimateacademicgoals.5. Reflectontheirpersonalgrowthasaresultoftheireducation.
FirstYearExperiences
Anycomprehensiveplanonimprovingstudentsuccessthroughthefirstyearexperience
requiresfirst,adefinitionofthoseexperiences,andsecond,areviewandsystematic
improvementovertimeofallfacetsofthefirstyear.Areviewofhistoricalpracticeforthefive
experiencesofthefirstyearatNashvilleStateandtheintentionalimprovementsinthoseareas
asaresultofacollege-widefocusonstudentsuccessfollow.
NewStudentOrientation
Onedoesnothavetolookdeeplyintoliteratureonbestpracticestofindthatawell-
organizednewstudentorientationprocessisakeytostudentsuccess.Priortofall2016,new
studentorientationwasnotarequirementforenrollmentintoNashvilleState.Newstudent
orientationmeetingswereencouragedhowever,andseveraloptionswereavailable
throughoutthesummer.Thoseorientationswereastand-and-delivermodel,wherein
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prospectivestudentswouldcongregateintoanauditoriumandrepresentativesfromstudent
affairsandacademicaffairswouldannouncevariouspiecesofinformationandanswerany
questionsoftheaudience.Afterthepresentationportionwascomplete,studentswouldgotoa
make-shiftadvisinglabwheretheywouldmeetwithfacultyorstaffonafirst-come,first-served
basistoregisterforcoursesfortheupcomingterm.Theadvisinglabsimultaneouslytookwalk-
inreturningstudentswhowantedhelpbuildingaschedule.Staffnumbersforthelabwere
increasedaroundnewstudentorientationmeetings,butthosepeakadvisingtimestypicallyled
tolongwaittimes.Itwascommonforstudentstoattendanewstudentorientation,butnot
actuallyregisterduetotheinconvenienceoftheprocess.Thiswasaparticularproblemfor
first-timestudents,whowererequiredtomeetwithanacademicadvisorpriortoregistering
forcourses.
AftertheQEPtopicwasannouncedtothecollege,theAdmissionsstaffbegantorevise
thewayinwhichnewstudentorientationwashandled.Inthefallof2016,newstudent
orientationbecame“mandatory”inthatitwaslistedasarequirementofadmissionforallfirst-
timestudents.Thewordmandatoryiswritteninquotes,becausenostudenthasbeenturned
awayforfailuretoattend,asthemissionofNashvilleStateistoserveallstudentsinthe
community.However,duringtheapplicationprocess,first-timestudentsarerequiredtoselect
atimetocometoaNewStudentOrientationevent.Thosemeetingsaresmall(30studentsor
fewer)andtakeplaceinacomputerlab,sothatstudentscanlogintothecollegesystemand
navigatetheirstudentaccountinrealtime.Availablestudentservices,suchasadmissions,
records,andlibraryandcareerservices,arereviewedwhilethestudentisloggedontoeither
thecollegewebsiteortheirMyNSCCaccount.Studentsareshownhowtocheckpersonal
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financialaidstatus,bills,andfindcontactinformationfortheiracademicadvisor.Attheendof
theevent,studentsareshownhowtouseDegreeWorksandSchedulePlannertobuilda
scheduleofclassesthatwillapplytotheirchosendegree.Admissionsstaffhelpstudentsenroll
fortheirfirstsemesterofcoursework.
Studentswhodonotattendnewstudentorientationandneedtoregisterforclassesare
advisedbyfacultyorAdmissionsstaff.Thisisparticularlytrueduringlateregistration,which
takesplacetheweekbeforeclassesandafterschedulednewstudentorientationsend.
However,full-timefacultyareoncampusduringlateregistrationandsoadvisingincoming
studentsindividuallyismoremanageable.Allstudentswhodoattendanewstudent
orientationaretrackedusinganotationinBanner.Inthatway,longtermsuccessofthose
studentswhoattendanewstudentorientationcanbecomparedtothosefirst-timestudents
whoregisterasawalk-in.Transferandreturningstudentsareregisteredbytheirassigned
academicadvisor.
NSCC1010:FirstYearExperienceCourse
Awelldesigned,mandatoryfirstyearexperiencecoursethatprovidesstudentswith
skillsandknowledgetohelpthemsucceedcorrelateswithstudentsuccess.NashvilleState
implementedamandatoryfirstyearexperiencecourseforalldegreeseeking,first-time
studentsbeginningwiththe2016-2017catalog.AllfacultyassignedtoNSCC1010courses
receivetrainingpriortoeachterm.
Infall2016,62sectionsofNSCC1010:FirstYearExperiencewereofferedwithatotal
enrollmentof1543students.Tenofthesectionsweretaughtbyadjunctfacultyorstaff,with
theremaining52taughtbyfull-timefaculty.Thecollege-widesuccessratewas67%witha
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courseretentionaverageof95%.Thecourseincludedapre-posttesttodetermineifstudent
learningoutcomesforthecourseweremet.Datashoweda5%improvementoverpre-test
scores.Facultyfeedbackonthetestsuggestedthatscoresweremostlikelyaffectedbythe
simplicityofseveralquestions,therebyincreasingthepre-testscores.Thepre-posttestwas
revisedbytheNSCC1010Committeeinpreparationforthespring2017terminanattemptto
increasetherigorofthemeasurement.
Afacultysurveyconductedattheendofthefall2016termshowed54%ofthefaculty
felttheoriginalscheduleofstudentsattendingclassonalternatingweeksimpededstudent
success.Studentconfusiononmeetingdatesandan“outofsight,outofmind”mentalitywere
thehighestrankedconcerns.Asurveyofstudentsintheclassshowedaslightdivisiononthe
issue;withaslightmajorityansweringthatconsecutivemeetingswouldimprovethecourse.
Duetotheseresponses,thescheduleforspring2017wasbuiltsotheclasswouldmeetforfive
consecutiveweeksduringa7-weekterm.
Fall2016tospring2017retentionratesforstudentswhosuccessfullycompletedNSCC
1010was86.9%comparedtothecollegeoverallretentionrateof70.7%forthesametime
frame.
Inspring2017,26sectionsofNSCC1010wereofferedwith497studentsenrolled.One
eveningsectionwaslabeledforadultstudents,althoughenrollmentwasnotlimitedtoadults.
Sevenoutofthe11enrolledmetthedefinitionof“adultlearner”inthatstudentswere25
yearsorolder.Anendofcoursesurveyshowedthat71%ofthestudentsagreedthatthefive
consecutiveweekschedulesupportedstudentsuccess.Open-endedstudentcomments
coveredthefullrangeofopinions–from“thisclassisawasteoftimeandshouldnotmeetat
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all”to“thisclassneedstobelongersothatIhaveachancetolearneverythingIcanabout
NSCC.”Withthenewfive-weekdeliverymodelinplace,thecollege-widesuccessratedropped
slightlyto64.2%andtheretentionratetothefollowingsemesterroseto96.8%.
Aftertwosemestersofimplementation,theNSCC1010committeerevisedstudent
learningoutcomestodeterminebenchmarkingandmeasuresuccess.NSCC1010student
learningoutcomesareasfollows:
Uponcompletionofthecourse,studentswillbeableto:
• Identifystudentsupportresourcesforachievingacademicsuccess.• Createacademicandcareergoals.• Explainandapplystrategiesthatsupportacademicsuccess.• Describepersonalbarrierstoacademicsuccessandhowtheywillovercomethem.
Inaddition,theQEPSteeringCommitteeadded/revised22questionsonthetest(appendixpg.
60)administeredinNSCC1010tomeasurestudentawarenessofresourcesatNashvilleStateat
theendofthecourse.
AcademicAdvising
Academicadvisingiscriticalbecauseitprovidesnotonlyaresourcetostudents
regardingacademicplanningbutalsoaconnectionwiththeacademicadvisor,whoisoftenthe
pointpersonwithwhomthestudentdevelopstherelationshipthatconnectsthemtothe
institution.NashvilleStatehasanacademicadvisingsystemthatreliesprimarilyonfull-time
faculty.GrantfundingsupportstwoAAScompletioncoachesontheMaincampus.Inaddition,
satellitecampuses,whohavefewerfull-timefacultyingeneral,havestaffmemberswhoserve
asacademicadvisorsaspartoftheirduties.Until2015,academicadvisingwaslargely
consideredasemester-by-semesterprospectinwhichadvisorsfunctionedmoreasaidesin
planningschedulesofclassesandcross-checkingthatcoursesinwhichastudentenrolled
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wouldcounttowardstheirdeclaredmajor.Manyfacultyadvisorssawacademicadvising
responsibilitiesasclericalinnatureandresistedtheinteraction.
In2015,NashvilleStateimplementedDegreeWorks,whichprovidesadegreeauditso
studentscanlogintoapersonalaccountandseewhichclassestheyhavecompletedontheir
degreeplan,aswellaswhichcoursesremain.Inaddition,DegreeWorkshasa“what-if”
functionthatenablesstudentstorunreportstodeterminetheirprogresstowardsgraduationif
theyweretochangetheirmajor.In2016,thecollegeaddedSchedulePlanner,aninteractive
toolforusewithDegreeWorksthatenablesstudentstoselectcoursestheywishtocompletein
asemester.SchedulePlannerprovidesthemwithscheduleoptionsbycreatingpossibilities
fromthecollegescheduleofclasses.Theimplementationofthesetwoproductslargely
replacedthesemester-by-semesteracademicadvisorneedbyprovidingstudentswith
technologytomakeeducateddecisionsregardingcoursesontheirown.Theseupdates
providedthebasisforaparadigmshiftinwhichacademicadvisingbecameanacademic
planninginitiativetohelpstudentsplantheireducationaswellastieacademicplanningto
careerplanning.
Mandatoryacademicadvisingtrainingwasrequiredofallfull-timefacultyandstaff
advisorsduringAugustof2015.TrainingincludedareviewofDegreeWorksandanoverviewof
anewNashvilleStatestudentadvisingmanual.Emphasiswasplacedontheneedtouse
establishedadvisingsheets,whichshowabestcasescenarioofmulti-semesterplansforeach
program.Advisingsheetsprovidestudentswithabeginningpointtocreateindividualized
degreeplanssothatstudentscanseetheiracademictrajectoryfrombeginningtograduation.
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Inthesummerof2016,thecollegeunderwentanationalsearchforanewAssociate
VicePresidentofAcademicAffairs(AVPAA).Thenewpositionwascreatedtooverseeseveral
areas,includingdirectingthecollege’sadvisinginitiativesandproceduresandimplementing
strategiessupportingstudentpersistenceandgraduation.UponhishireinNovember2016,the
newAVPAAbecameamemberoftheQEPSteeringCommitteeandbeganacollege-wide
reviewofacademicadvisingatNashvilleState.InJanuary2017,afacultyinservicewasheld
duringwhichfull-timefacultyandadmissionsstaffbrainstormedwhatwasworkingandareas
ofimprovementnecessaryintheNashvilleStateadvisingmodel.Asaresultofthatmeeting,a
college-wideadvisingcommitteewasformedthatdevelopedathree-phaseplanof
improvement.Theplaninvolvedcreatinganonline“advisingtoolbox”thatprovidedacademic
advisorswithallpertinentinformationaboutdegreeplans,possiblecareers,frequentlyasked
questions,andcriticalinformationforallprogramsofstudy.Trainingonthe“advisingtoolbox”
tookplaceinAugust2017atallcampuses.
Inadditiontothein-housefocusonprovidingupdatedandaccurateadvising
information,membersoftheadvisingcommitteereceivedfundingtosupporttwoprofessional
developmentdaysforacademicadvisorswhereinpanelspeakerswouldbebroughttocampus
tospeakandassistinbreakoutsessionsonadvising.ThefirstNashvilleStateAdvisingAcademy
daywillbeheldinJanuary2018andwillfeaturepanelspeakersfromtheNationalAcademic
AdvisingAssociation(NACADA).Thesefirsttwoprofessionaldevelopmentopportunitieswillbe
coveredbyagrantfromtheTennesseeBoardofRegents.Additionalprofessionaldevelopment
fundingof$15,000peryearisalsoallocatedintheQEPbudget(appendixpg.67)forallfive
yearsoftheproject.
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NashvilleStateisdedicatedtoimprovingtheAcademicAdvisingsystemasaresultof
theAcademicAdvisingTaskforcerecommendationsfrom2015.Itisalsoapartofourfocuson
improvingstudentsuccessthroughthefirstyearexperience.
CareerPlanning
ThemissionofNashvilleStateistoprovideawiderangeofeducationalopportunitiesto
citizensintheservicearea.Tothatend,NashvilleStateofferstechnicalcertificates,Associates
ofAppliedSciencedegrees(A.A.S.),andAssociatesleveldegrees(A.A.,AFA,A.S.,AST).
TechnicalcertificatesandA.A.S.degreesaredesignedtopreparegraduatesfortheworkforce,
whileAssociatesDegreesareprimarilyintendedfortransfer.TheOfficeofCareerServices
offerscareercounseling,internshipopportunities,employmentlistings,andhelpwithresume
reviewsandmockinterviewsinanattempttohelpstudentsmeettheircareergoals.TheCareer
ServicespageontheNashvilleStatewebsiteprovidesstudentswithaccesstocareer
assessmentsandaccesstotheCollegeCentralNetwork–aservicethatprovidesinformation
aboutregionaljobs,internshipandco-opopportunities,andjobplacementskills.
Startinginthefallof2016,theDirectorofCareerServicesbeganattendingNSCC1010:
FirstYearExperiencesclassestoofferashortpresentationtostudentsabouttheresources
availabletothemthroughtheoffice.Thispracticeincreasedthenumberofone-on-onestudent
appointmentsthatwerescheduledwithCareerServices,whichhadlargelybeensuggestedto
individualstudentsduringinteractionswithfacultypriortothecourseimplementation.Oneof
theopportunitiespresentedtostudentsduringNSCC1010iscooperativeeducation/internship
(paidandnon-paid)experiencethatisavailabletoNashvilleStatestudents.Historically,
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internshipopportunitiesareunderutilizedbecausemechanismstogetinformationtostudents
reliedheavilyonemailandinformationprovidedduringannualCareerDays.
ActivitiesoftheOfficeofCareerServicesarelargelylimitedbystaffing.Priortothe
summerof2017,theOfficewasstaffedbyaDirector,asecretary,andpart-timelabor.Asa
resultofthecollege-wideQEPtopic,thedecisionwasmadetohireafull-timeCareerCounselor
whobeganinsummer2017.TheOfficeofCareerServicesisworkingondevelopinga“Career
Exploration”workshopseriesthatwillrunatallcampussitesatleasttwotimeseachsemester.
Theworkshopswillguidestudentsthroughcareerexplorationinthefirsteventandthenhelp
developemploymentskills,likeresumewritingandinterviewskills,towardstheendofthe
semester.Theseworkshopswillbeannouncedonline,inNSCC1010classes,andviaemailand
signage.Thenewcareercounselorisalsoworkingwithfacultytodevelopassignmentson
careerplanning,suchasapresentationprojectinSpeechclasses.
NashvilleStateiscommittedtoincreasingaccesstocareercounselingforstudentsand
willcontinuetoimproveaccesstocareerplanningcounselingbyprovidingstudentswith
informationandsupportduringtheirfirstyearexperienceandbeyond.
PersonalGrowth
Drs.DenleyandKnox(2016)dataminedstudentdatafromtensofthousandsof
studentsintheStateofTennesseeanddevelopedaprojecttodeterminetheroleofnon-
cognitivefactorsinachievementandretention(20).Theybuiltontheworkofothers
(Pascarella;PascarellaandTerenzini;GutmanandSchoon)todeterminehowideasofacademic
mindsetandasenseofbelongingaffectedstudentsuccess.Surveyresultsfromover5000
studentsinTennesseeshowedacorrelationbetweenimprovedacademicsuccessandstudents
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feelingtheywereapartofacommunity,knowingtheywereprovidedwithresourcesnecessary
tosucceed,anddeterminingclassroomcontenttobevaluabletotheirlives.NashvilleState
studentswereincludedinthesurvey,whichgavetheQEPSteeringCommitteeparticularly
importantinsightintofirstyearstudents.
Takingdirectionfromliterature,QEPSteeringCommitteefacultyworkedtodevelop
writingassignmentsthatwouldpromptstudentstoreflectonhowtheireducationalexperience
fitsinthecontextoftheirlives.Theintentistoencouragestudentstoseetheiracademic
pursuitsassomethingthataffectsthematalltimesandhelpsthemtogrow.Likewise,
assignmentsembeddedintheNSCC1010:FirstYearExperiencecoursewillrequirestudentsto
reviewclassdescriptionsanddescribehowclasscontentwillhelpthemreachtheirgoals.Itis
thehopeofthecommitteethatstudentreflectionontheirexperiencesduringtheirfirstyear
willhelpthemstayoncourseandpersistandgraduateataratehigherthaniftheyhadnot
beeninvolvedintheQEP.
Assessment
BytheendoftheirfirstyearatNashvilleState,studentswillhavehadtheopportunity
toengageinfiveexperiencesdesignedtoimprovethelikelihoodoftheiracademicsuccess:new
studentorientation,afirstyearexperiencecourse,academicadvising,careerplanning,and
personalreflection.TheQEPSteeringCommitteedevelopedfivestudentlearningoutcomes
thatexpressexpectationsoffirstyearstudentsasaresultoftheseexperiences(Table5).The
QEPSteeringCommitteealsodevelopedNSCC1010:FirstYearExperienceactivitiesthat
promoteeachstudentlearningoutcome.TheQEPimplementationcommitteewillmonitorthe
effectivenessoftheseNSCC1010activitiesandfirstyearexperiencesbyanalyzingappropriate
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studentsuccessmeasuresattheendofthefirstyear.AdescriptionoftheNSCC1010activities
andstudentsuccessmeasureswewillusefollows.
Table5.Studentlearningoutcomeswithactivitiesandsuccessmeasures.
StudentLearningOutcomes:Studentswill-
BeginningofFirstYearNSCC1010Activities
EndofFirstYearSuccessMeasures
1.Createapersonalizedacademicplanthatincludescollege-levelmath,Englishcomposition,and9hoursinthefocusareainthefirstacademicyear.
NSCC1010AcademicPlanAssignment(appendixpg.53)
DegreeWorkspercentdegreeprogressionatendoffirstyear.
2.Describeconnectionsbetweendegreechoiceandultimatecareerchoiceafteraninterestinventory(Kuder).
NSCC1010CareerGoalsandReflectionAssignment(appendixpg.57)
CCSSE*resultsandotherbenchmarkindicatorsofsuccess**
3.DifferentiateresourcesavailabletostudentsthroughNashvilleStatetosupportstudentsuccess.
NSCC1010UnderstandingResourcesTest(appendixpg.60);NSCC1010CareerGoalsandReflectionAssignment(appendixpg.57)
CCSSE*resultsandotherbenchmarkindicatorsofsuccess**
4.Articulateconnectionsbetweentheircoursesandtheirultimateacademicgoals.
NSCC1010AcademicPlanAssignment(appendixpg.53)
CCSSE*resultsandotherbenchmarkindicatorsofsuccess**
5.Reflectontheirpersonalgrowthasaresultoftheireducation.
NSCC1010CareerGoalsandReflectionAssignment(appendixpg.57)
ReflectionAssignment(appendixpg.65)attheendofsecondtermindicatorcourse(appendixpg.66)
*CCSSEistheCommunityCollegeSurveyofStudentEngagement
**Benchmarkindicatorsofsuccessaredescribedbeginningonpage40.
StudentLearningOutcome1:AcademicPlan
CreatinganacademicplanisthecornerstoneoutcomeofourQEP.Studentcompletion
ofanaccurate,reasonableandefficientacademicplanwillbenefitfromnewstudent
orientation,afirstyearexperiencecourse,academicadvising,careerplanning,andpersonal
reflection.Sincedegreeseeking,first-timestudentsarerequiredtotaketheNSCC1010:First
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YearExperiencecourseasagraduationrequirement,thatclassrequiresstudentscompletethe
AcademicPlanAssignment(appendixpg.53).Studentsobtainanadvisingsheetfortheirmajor
anddegree.Thentheycomposeapersonalizedplanthatshowsasemesterbysemestercourse
scheduleuntilgraduation.Studentsareprovidedwithguidelinesandarubric(appendixpg.54)
bywhichtheirplanisscored.Studentsmustincorporatecollegelevelmath,English
composition,andninehoursintheirfocusareainthefirstyearoftheplantoreceiveatop
score.ThosestudentswhoearnlowscoresareprovidedhelpbyNSCC1010facultytobuilda
solidacademicplan.
Beginningfall2018,finalacademicplanswillbebuiltintothestudent’sDegreeWorks
account.Thiswaybothstudentsandacademicadvisorscaneasilyaccesstheplan.Until
NashvilleState’sDegreeWorksprogramisupdatedtoincludethiscapabilityinspring2018,
studentswillcompletetheplaninaWorddocumentthattheywillemailtotheiradvisor
(appendixpg.55).
TheAcademicPlanAssignmentandtheCareerGoalsandReflectionAssignment
describedinStudentLearningOutcome2makeup50%oftheNSCC1010gradetoemphasize
theirimportancetostudentsuccess.
TheQEPImplementationCommitteewilldeterminepercentdegreeprogressionusing
DegreeWorksforfirstyearstudentsattheendoftheirfirstyear.Thecommitteewillcompare
degreeprogressiondataforthosestudentswhosuccessfullycompletedNSCC1010toother
firstyearstudentsinthesamecohort.ThecommitteeexpectsNSCC1010completerswillhave
ahigherpercentdegreeprogression.
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NotallfirstyearstudentswilltakeNSCC1010.Forexample,thecourseisnotrequired
forreturningstudentswhoalreadyhaveearnedcollegecredit.Tohelpstudentswhoarenotin
NSCC1010makeacademicplans,theAcademicPlanAssignmentwillbeusedasamodelfor
academicadvisorsandtheiradvisees.Allacademicadvisorswillhaveaccesstotheassignment
andtrainingontheuseoftheassignmentasanadvisorwillbegininspring2018andcontinue
infutureinservices.
StudentLearningOutcome2:CareerConnections
DuringNSCC1010:FirstYearExperience,studentstakeaKuderCareerInterests
Assessment,andthenwriteareflectionontheconnectionsbetweentheircareergoalsand
theirNashvilleStatedegreechoiceintheCareerGoalsandReflectionAssignment(appendix
pgs.57-58;SeeReflectionQuestion1).ThisassignmentiscompletedpriortotheAcademicPlan
Assignment.Studentsareprovidedwithguidelinesandarubric(appendixpg.59)bywhichthe
assignmentisscored.TheQEPimplementationcommitteewillmonitormultiplestudent
successmeasures,includingCCSSEsurveyresults,todeterminetheeffectsofthestudents’
descriptionsofcareeranddegreeconnectionsontheirsubsequentsuccess(SeeBenchmark
IndicatorsofSuccessbeginningpg.40).
StudentLearningOutcome3:DifferentiatingResources
DuringNSCC1010:FirstYearExperience,studentsarepresentedwithinformationabout
resourcesavailabletothemthroughNashvilleState.Atestisadministeredattheendofthe
coursetodetermineifstudentslearnedtodifferentiateamongavailableresources(appendix
pg.60).AnalysisofthesetestscoresbyNSCC1010instructorswillhelptheseinstructors
improvethepresentationofresourceinformationintheirclasses.Studentsinthiscoursealso
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reflectontheresourcestheywillneedtoachievetheiracademicgoalsintheCareerGoalsand
ReflectionAssignmentusedinStudentLearningOutcome2(appendixpg.58;SeeReflection
Question2).TheQEPimplementationcommitteewillmonitormultiplestudentsuccess
measures,includingCCSSEsurveyresults,todeterminetheeffectsofstudentsdifferentiating
resourcesontheirsubsequentsuccess(SeeBenchmarkIndicatorsofSuccessbeginningpg.40).
StudentLearningOutcome4:CourseworkConnections
DuringNSCC1010:FirstYearExperience,studentscompletetheAcademicPlan
Assignment(SeeStudentLearningOutcome1),whichasksstudentstoreflectuponthevalueof
eachcourseintheirplantowardsachievingtheirultimateacademicgoals(appendixpg.53).
Thisassignmenthasalsobeensharedwithacademicadvisorsandcareerservicesstaff,sothat
studentsoutsideofNSCC1010maybeadvisedontheimportanceofarequiredcoursethat
maynotseemdirectlyrelatedtotheiracademicandcareergoals.OnceDegreeWorksis
updatedtoincludetheacademicplan,studentswillrecordcoursevaluestatementsas“notes”
attachedtoeachcourse.Untilthen,studentsrecordthevaluestatementsintheWord
documentthatcontainstheiracademicplan(appendixpg.55).TheQEPimplementation
committeewillmonitormultiplestudentsuccessmeasures,includingCCSSEsurveyresults,to
determinetheeffectsofstudentsarticulatingconnectionsbetweencoursesandacademicgoals
ontheirsubsequentsuccess(SeeBenchmarkIndicatorsofSuccessbeginningpg.40).
StudentLearningOutcome5:PersonalReflection
DuringNSCC1010:FirstYearExperience,studentscompleteaCareerGoalsand
ReflectionAssignment(SeeStudentLearningOutcomes2&3)thatasksstudentstoreflect
upontheeffecttheirexperiencesatNashvilleStatewillhaveontheirpersonalgrowth
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(appendixpg.58;SeeReflectionQuestion3).Studentanswerstothisinitialreflectionquestion
willbecollectedbytheQEPImplementationCommitteeandassessedonafourpointscale
(appendixpg.64)sotheymayserveasabasisforcomparisontoafinalreflectionwrittenatthe
endofthefirstyear.Thefinalreflectionwillbecompletedattheendofasecondtermcourse
andassessedbytheQEPImplementationCommitteeusingthesamefourpointscale(appendix
pg.65).Secondtermcoursesfrequentlytakenbyourfirstyearstudentswereselectedby
faculty(appendixpg.66).Thesestudentswillbeaskedtoreflectontheiracademicplansand
personalgrowthattheendoftheirfirstyear(appendixpg.65).Thecommitteewillmonitorand
comparetheinitialandfinalreflectionscoreswiththeexpectationfinalscoreswillbehigher
thaninitialscores
FacultyandStaffTraining
TheNSCC1010activitiesdescribedabovehavebeenpilotedandrevisedsincethe
summerof2017.NSCC1010facultytraininghasoccurredatthebeginningofeachtermsince
thecoursebeganinfall2016.Trainingforallfull-timefacultyandstaffonQEPrelatedtopics,
tookplaceinAugust2017.Trainingwillcontinueasneededinfutureinservices.
BaselineData
InordertomonitorthesuccessofNashvilleState’sQEPovertime,baselinedatawere
generatedforseveralstudentsuccessmeasures,includingCCSSEvalues,studentpersistence,
retentionrates,andgraduationrates.Baselinedatawereusedtodeterminebenchmark
indicatorsofsuccessoverthetimeofQEPimplementation.
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NashvilleStateCommunityCollegeconductedtheCCSSEsurveyinthespringtermof
2017.BaselineCCSSEscores(unweighted)from2017forareasthatwillbeaffectedbythefull
QEPimplementationareshowninTable6.
Table6:NashvilleStatebaselineunweightedCCSSEresultsbystudentbreakoutgroupin2017.
DataPoint BreakoutGroup (Baseline)2017Score
ActiveandCollaborativeLearning Part-time 44.0Full-time 52.1
StudentEffort Part-time 45.0Full-time 58.0
Student-FacultyInteraction Part-time 46.0Full-time 53.8
SupportforLearners Part-time 40.8Full-time 52.5
Severaladditionalstudentsuccessmeasuresweremonitoredforfouryearspriortofall
2017todeterminebaselinedatapriortoQEPimplementation(Tables7–12).Thestudent
successmeasuredatawerecombinedtocreatethebaselinedatapointsindicatedinTable13.
Table7.Falltospringretentionrateforfirst-timefreshmenforpreviousfouryears.
StartTerm Total ReturnSpring PercentofTotalFall2013 1508 1167 77.4%Fall2014 1643 1308 79.6%Fall2015 2101 1580 75.2%Fall2016 * * *
*DatapointisnotyetavailablefromtheTennesseeHigherEducationCommission(THEC).
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Table8.Falltofallretentionrateforfirst-timefreshmenforpreviousfouryears.
StartTerm Total ReturnFall PercentofTotalFall2013 1508 716 47.5%Fall2014 1643 786 47.8%Fall2015 2101 866 41.2%Fall2016 * * *
*DatapointisnotyetavailablefromtheTHEC.
Table9.AverageGPAforfirst-timefreshmenforpreviousfouryears.
AcademicYear AverageGPAafter1stYear
2013-2014 2.5612014-2015 2.4282015-2016 2.2542016-2017 2.127
Table10.Persistencemarkersforfirst-timefreshmenforpreviousfouryearsduringfallandspringterms.
AcademicYear Total
12orMoreCredits
Percent12+
24orMoreCredits
Percent24+
36orMoreCredits
Percent36+
2013-2014 1507* 812 53.9% 240 15.9% 2 0.13%2014-2015 1639* 949 57.9% 291 17.8% 5 0.31%2015-2016 2099* 1276 60.8% 555 26.4% 2 0.1%2016-2017 1851 1063 57.4% 484 26.15% 4 0.22%
*Studentswhodidnotcompleteanycredithoursdonotappearonthisreport,whichexplainsthestudentnumberdifferenceonthischartandtheretentionchartsabove.Table11.Earnedvs.attemptedcreditsforfirst-timefreshmenforpreviousfouryears.
AcademicYear
EarnedCredits
AttemptedCredits
PercentofCreditsEarned
2013-2014 18567 27744 66.9%2014-2015 21168 32159 65.8%2015-2016 29927 44679 67.0%2016-2017 26180 39865 65.7%
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Table12.6-yeargraduationrateforfirst-time,full-timefreshmenforlastfourcohortyears.
CohortYear 6-YearCycleGraduationYear
GraduationRate
2008 2014 16.3%2009 2015 22.5%2010 2016 23.2%2011 2017 *
*DatapointisnotyetavailablefromtheTHEC.
Table13.Studentsuccessmeasuredata(Tables7–12)werecombinedtocreatethebaselinedatapointsindicatedbelow.
DataPoint(Baseline)Averagefor
PreviousYearsFalltoSpringRetention 77.2%FalltoFallRetention 45.1%GPA 2.32PercentStudentsEarning12CreditsinFirstYear 57.8%
PercentStudentsEarning24CreditsinFirstYear 22.1%
PercentStudentsEarning36CreditsinFirstYear 0.18%
PercentCreditsEarnedvs.AttemptedinFirstYear 66.4%
6-YearGraduationRate 21.0%
BenchmarkIndicatorsofSuccess
ThemissionofNashvilleStateistopreparestudentsinthecommunityforthe
workforceorfortransfertoanotherinstitutionofhigherlearning.Insupportofthemission,the
firstyearexperienceatNashvilleStateaimstoincreasestudentpersistence,performance,and
rateofgraduation.
Baselineindicatorsinthosemeasurementsofstudentsuccesswerecalculatedusing
recentdataasdescribedabove(Tables6&13).Thenbaselinevalueswereusedtogenerate
benchmarkindicatorsofsuccessforthedurationoftheproject(Tables14&15).
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CCSSEbenchmarkswerescaledtohitaveragecohortcollegescores(aspresentedin
2017)byyeartwoandthentosupersedethosescoresintheremainingyearsofQEP
implementation(Table14).Theoneexceptionisinfull-timestudentscoresforstudenteffort,
forwhichNashvilleStateoutperformedthecohortscorein2017.Thatvalueissimplysetto
increasebyonepointeachyear.
Table14.BenchmarksforstudentsuccessforCCSSEdataduringthefiveyearQEP.
DataPoints BreakoutGroup
Baseline2017Score
AfterQEPYear12018-19
AfterQEPYear22019-20
AfterQEPYear32020-21
AfterQEPYear42021-22
AfterQEPYear52022-23
ActiveandCollaborativeLearning
Part-time 44.0 45.3 46.5 47.5 48.5 49.5Full-time 52.1 54.0 55.8 56.8 57.8 58.8
StudentEffort Part-time 45.0 45.8 46.6 47.6 48.6 49.6Full-time 58.0 59.0 60.0 61.0 62.0 63.0
Student-FacultyInteraction
Part-time 46.0 46.7 47.4 48.4 49.4 50.4Full-time 53.8 54.7 55.6 56.6 57.6 58.6
SupportforLearners Part-time 40.8 44.6 48.3 49.3 50.3 51.3Full-time 52.5 53.0 53.5 54.5 55.5 56.5
Benchmarksofsuccessfortheotherstudentsuccessmeasuresweredeterminedusing
incrementalincreasesovertimetomoveperformanceinlinewiththosevaluesrepresenting
the90thpercentileinstitutionsinthe2016NationalCommunityCollegeBenchmarkProject
(NCCBP)report(Table15).Anincrementalincreaseof1.5%peryearwasusedinthose
categoriesforwhichNCCBPdatawereunavailable.
Studentsuccessmeasuredatawillbecollectedattheendofeachacademicyearforour
firstyearstudents,beginningin2018-19.TheNashvilleStateCommunitybelievesthatthe
resultofourQEPonimprovingstudentsuccessthroughthefirstyearexperiencewillimprove
thesestudentsuccessmeasuresaswereachthebenchmarkseachyearofourQEP.
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Table15.BenchmarksforstudentsuccessmeasuresofthefiveyearQEP.
DataPoint BaselineAverageforPreviousYears
AfterQEPYear12018-19
AfterQEPYear22019-20
AfterQEPYear32020-21
AfterQEPYear42021-22
AfterQEPYear52022-23
FalltoSpringRetention 77.2% 77.3% 77.4% 77.5% 77.6% 77.75%*FalltoFallRetention 45.1% 47.85% 50.6% 53.4% 56.1% 56.21%*GPA 2.32 2.54 2.75 2.85 3.02 3.18*%StudentsEarning12CreditsinFirstYear 57.8% 59.3% 60.8% 62.3% 63.8% 65.3%**
%StudentsEarning24CreditsinFirstYear 22.1% 23.6% 25.1% 26.6% 28.1% 29.6%**
%StudentsEarning36CreditsinFirstYear 0.18% 1.68% 3.18% 4.68% 6.18% 7.68**
%CreditsEarnedvs.AttemptedinFirstYear 66.4% 68.8% 71.1% 73% 74.2% 75.82%*
6-YearGraduationRate 21.0% N/A 23.4% 26.5% 29.3% 32.0%*
*Valuestakenfrom90thpercentileinstitutionfromtheNCCBP2016report.6-yeargraduationrateisbetweenthereported90thpercentilevalesforfull-timeandpart-timestudents.
**Valuesafteryearfiverepresentanincrementalincreaseof1.5%peryear.
BudgetandMarketing
TheQEPSteeringCommitteewasresponsibleforboththecreationofafive-yearbudget
andthemarketingoftheQEP.ThebudgetwasapprovedbyNashvilleState’sPresidentin
March2017andincludesover$100,000ofsupportfortheprojectperyear(appendixpg.67).
Marketing,QEPImplementationFacultyLeadSalary,andprofessionaldevelopmentfunds
constituteover50%ofannualexpendituresoftheQEPbudget.
MarketingtheplantothecollegecommunityrequiredmorethantheQEPSteering
Committee.EachsatellitecampusDirectornominatedafacultyandstaffQEPliaisonwhowould
serveasthemaincontactsforQEPontheircampus.Campusliaisonsbegancallingintosteering
committeemeetingsinsummer2017andwereinvolvedinsatellitecampusmeetingsoffaculty
andstaffthattookplacetoreviewtheQEPinApril2017asplansdeveloped.College-wide
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presentationsweremadeinAugust2016,January2017,andAugust2017toeducatecollege
employeesontheparticularsoftheplanusingearlymarketingmaterials.Facultytrainingand
stafftrainingsessionswereheldonallcampuslocationsinAugust2017sothatallNashville
Stateemployeeswouldbeawareoftheparticularsoftheplanandhowtheycouldhelp
increasestudentsuccessthroughthefirstyearexperience.Facultytrainingswereattendedby
142full-timefaculty,and125staffattendedoneofseventrainingsessions.
TwoQEPlogosweredevelopedasmarketingmaterial;onebyafacultymemberandthe
otherthroughastudentlogocontest.Aflierwasdevelopedtoexplaintheplantoincoming
studentsatnewstudentorientations,andcopiesweredistributedtoallcampuses.AllNew
StudentOrientationsincludedareviewoftheQEPbeginninginsummer2017sothatincoming
studentswereawareoftheplanfromtheirfirsttimeoncampus.Particularsoftheplanare
reinforcedtostudentsinclassrooms,particularlytheNSCC1010:FirstYearExperiencecourse,
aswellasthroughmeetingswithacademicadvisorsandstudentservicesstaff.Posters,
bookmarks,andyardsignswereplacedatallcampuslocationsinpreparationforthefall2017
term.
Adedicatedwebsitewascreatedinsummer2017asalinktotheNashvilleStatehome
page,anditcanbeaccessedatww2.nscc.edu/QEP.Thewebsiteprovidesinformationforthe
entirecampuscommunityontheplan,explainshowtogetinvolved,andprovidestestimonials
fromstudentswhohaveparticipatedineachofthefivefirstyearexperiences.Studentswere
allemailedalinktothewebsiteinAugust2017toinformthemofwheretofindmore
informationontheplan,andlinkstotheQEPpagewerepostedinallD2Lshellsbeginningfall
2017.
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QEPPHASETHREE:PLANIMPLEMENTATION UponreceivingfeedbackfromtheOn-SiteCommitteeofSACSCOCinNovember2017,
NashvilleState’sQEPwillshiftintotheImplementationPhase,althoughdatacollectionwill
begininfall2017.Thethirdphaseoftheprojectwillbeledbyafacultymember(appendixpg.
68)beginninginspring2018.ArequestforapplicationsforthepositionwasmadeinAugust
2017,andtheQEPSteeringCommitteemadearecommendationtotheVicePresidentin
September.Dr.JessicaRabbacceptedthepositionasfacultyleadandwillleadacommitteeof
faculty,staff,andstudentsthroughthefiveyearplan.
TheQEPImplementationCommittee,tobeformedbytheFacultyQEPLeadduring
spring2018,willincluderepresentativesoffaculty,staff,andstudentsateachcampus.One
branchofthecommitteewillworktosupportandconnectthefiveexperiencesoftheQEP:new
studentorientation,thefirstyearexperiencecourse,academicadvising,careerplanning,and
personalreflection.
Asecondbranchofthecommitteewillcollectandanalyzeassessmentdata.This
subcommitteewilldeterminepercentdegreeprogressioninDegreeWorksforourfirstyear
studentsasdescribedinStudentLearningOutcome1.Thissubcommitteewillassessfirstyear
studentreflectionsasdescribedinStudentLearningOutcome5.Thissubcommitteewillalso
collectandanalyzethestudentsuccessmeasuredataasdescribedinBenchmarkIndicatorsof
Success.
Bi-annualmeetingsofthewholeQEPImplementationCommitteewillinvolvean
intentionalreviewofdatatodetermineifachangetotheQEPiswarranted.Improvement
planswillbecreatedifpercentdegreeprogression,reflectionscores,orstudentsuccess
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45
measuredatadonotmeetexpectations.Thisprocesswillbecarefullydocumentedandwillbe
reviewedbyanadhoccommitteeconvenedbytheExecutiveVicePresidentforAcademicand
StudentAffairsbeforefundamentalimprovementstotheplanareapproved.Anannualreport
willbesubmittedbytheQEPImplementationCommitteetotheExecutiveVicePresidentfor
AcademicandStudentAffairsandtheAssociateVicePresidentforInstitutionalResearchfor
reviewbeginningin2018untilthecompletionoftheplan.Updateswillbeprovidedtothe
Collegeasawholethroughemail.TheQEPImplementationCommitteewillalsoberesponsible
forgeneratingtheQEPImpactReportthatwillbesubmittedtoSACSCOCin2023.
ThemissionofNashvilleStateCommunityCollegeistoprovidecomprehensive
educationalprogramsandpartnerships,exemplaryservices,anaccessible,progressivelearning
environment,andresponsibleleadershiptothecommunityitservesinordertoimprovethe
qualityoflifeforallofthestakeholders.Thecollegecommunityworkedtogethertoselecta
topicforourcurrentQEPandthereiswide-spreadsupportforplanimplementation.Nashville
Statewillimprovestudentsuccessthroughthefirstyearexperiencefornewstudentsasa
resultoftheimplementationofthisplan.
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TheConditionofCollege&CareerReadiness2015.Rep.ACT,20Aug.2015.Web.1Apr.2016.
Cornell,R.,&Mosley,M.L.(2006).IntertwiningCollegewithRealLife:TheCommunityCollege
First-YearExperience.PeerReview,8(3),23-25.Cruce,TyM.,GregoryC.Wolniak,TriciaA.Seifert,andErnestT.Pascarella."ImpactsofGood
PracticesonCognitiveDevelopment,LearningOrientations,andGraduateDegreePlansDuringtheFirstYearofCollege."JournalofCollegeStudentDevelopment47.4(2006):365-83.ProjectMUSE[JohnsHopkinsUP].Web.26Apr.2016.
Cuseo,Joe."TheEmpiricalCaseforthePositiveImpactoftheFirst-YearSeminarResearchon
StudentOutcomes."CompletionMatters.InstitutefortheStudyofKnowledgeManagementinEducation,24Sept.2010.Web.12Feb.2016.<http://www.completionmatters.org/resource/cuseo-collection-papers-dr-joseph-cuseo>.
Daugherty,TimothyK.,andEricJ.Lane."ALongitudinalStudyofAcademicandSocialPredictors
ofCollegeAttrition."SocialBehaviorandPersonality27.4(1999):355-62.Print.Denley,Tristan,andPamelaKnox.“BuildingStudentSuccesswithaCo-RequisiteRemediation
ModelandMindsetKnow-How.”TennesseeBoardofRegentsTechnicalBrief.No.5.December2016.
Duckworth,AngelaL.,etal.“Grit:PerseveranceandPassionforLong-TermGoals.”Journalof
PersonalityandSocialPsychology,vol.92,no.6,June2007,pp.1087-1101.EBSCOhost.Web.9Aug.2017.
Farlowe,Art."FYECourseasanAdvisingTool."FYECourseanAdvisingTool.NACADA,2006.
Web.09May2016.Fike,D.S.,andR.Fike."PredictorsofFirst-YearStudentRetentionintheCommunity
College."CommunityCollegeReview36.2(2008):68-88.SagePublications.SagePublications,2011.Web.11Apr.2016.
Fralick,MarshaA.“CollegeSuccess:AStudyofPositiveandNegativeAttrition.”Community
CollegeReview20no.5(Spring931993):29AcademicSearchPremier,EBSCOhostWeb.9Aug.2017.
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48
Fusch,Daniel."MissedOpportunitiesinFirst-YearSeminars|AcademicImpressions."Academic
Impressions.AcademicImpressions,6July2012.Web.10May2016.Gurantz,Oded."WhoLosesOut?:RegistrationOrder,CourseAvailability,andStudent
BehaviorsinCommunityCollege."TheJournalofHigherEducation86.4(2015):524-63.AcademicSearchPremier[EBSCO].Web.11Mar.2016.
Gutman,L.M.,andSchoon,I.“TheImpactofNon-CognitiveSkillsonOutcomesforYoung
People.”LiteratureReview,21.London,UK:InstituteofEducation,UniversityofLondon.November2013.
Habley,WesleyR.,andRandyMcClanahan."WhatWorksinStudentRetention?Four-Year
PublicColleges."ACT,Inc.(2004).Hausmann,LeslieR.M.,JanetWardSchofield,andRochelleL.Woods."SenseofBelongingasa
PredictorofIntentionstoPersistAmongAfricanAmericanandWhiteFirst-YearCollegeStudents."ResearchinHigherEducationResHighEduc48.7(2007):803-39.Print.
Jacobs,Jeff,andTimArchie."InvestigatingSenseofCommunityinFirst-YearCollege
Students."JournalofExperientialEducation30.3(2008):282-85.AcademicSearchPremier[EBSCO].Web.28Mar.2016.
Jamelske,Eric."MeasuringtheImpactofaUniversityFirst-YearExperienceProgramonStudent
GPAandRetention."HigherEducation57.3(2009):373-91.JSTOR.Web.04Apr.2016.Karp,M.M.(2011).Towardanewunderstandingofnon-academicstudentsupport:Four
mechanismsencouragingpositivestudentoutcomesinthecommunitycollege(CCRCWorkingPaperNo.28).NewYork,NY:CommunityCollegeResearchCenter,TeachersCollege,ColumbiaUniversity.CommunityCollegeResearchCenter.
Karp,M.M.,Bickerstaff,S.,Rucks-Ahidiana,Z.,Bork,R.H.,Barrgan,M.,&Edgecombe,N.
(2012).College101coursesforappliedlearningandstudentsuccess(CCRCWorkingPaperNo.49).NewYork,NY:ColumbiaUniversity,TeachersCollege,CommunityCollegeResearchCenter
Karp,M.M.,&Bork,R.H.(2012).“Theynevertoldmewhattoexpect,soIdidn’tknowwhatto
do”:Definingandclarifyingtheroleofacommunitycollegestudent.(CCRCWorkingPaperNo.47).NewYork,NY:ColumbiaUniversity,TeachersCollege,CommunityCollegeResearchCenter.
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49
Karp,MelindaMechurandGeorgiaWestStacey(2013).Studentsuccesscoursesforsustained
impact:ResearchOverview.CommunityCollegeResearchCenter,1-8.Kuh,GeorgeD.,TyM.Cruce,RickShoup,JillianKinzie,andRobertM.Gonyea."Unmaskingthe
EffectsofStudentEngagementonFirst-YearCollegeGradesandPersistence."TheJournalofHigherEducation79.5(2008):540-63.JSTOR[JSTOR].Web.27Apr.2016.
Kuh,GeorgeD.,JillianKinzie,JohnH.Schuh,andElizabethJ.Whitt.StudentSuccessinCollege:
CreatingConditionsThatMatter.Chichester:JohnWiley&Sons,2005.Print.Laskey,MarciaL.,andCaroleJ.Hetzel."InvestigatingFactorsRelatedtoRetentionofAt-risk
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Longwell-Grice,Rob,andHopeLongwell-Grice."TestingTinto:HowDoRetentionTheories
WorkforFirst-Generation,Working-ClassStudents?"J.CollegeStudentRetention9.4(2007):407-20.Print.
McKinney,Lyle,andHeatherNovak."TheRelationshipBetweenFAFSAFilingandPersistence
AmongFirst-YearCommunityCollegeStudents."CommunityCollegeReview41.1(2012):63-85.AcademicSearchPremier[EBSCO].Web.5Apr.2016.
Mayo,T.(2013).First-YearCourseRequirementsandRetentionforCommunityColleges.
CommunityCollegeJournalOfResearch&Practice,37(10),764-768.Noel-Levitz.(2014).Changesinfreshmanattitudesfollowingasemesterofclassesand
interventions.Coralville,Iowa:Author.Retrievedfrom:www.noellevitz.com/FreshmanReport.
Nutt,Charlie."AdvisingandStudentRetentionArticle."AdvisingandRetention.NACADA,2003.
Web.09May2016.O’Gara,L.,Karp,M.M.,&Hughes,K.L.(2008).Studentsuccesscoursesinthecommunity
college:Anexploratorystudyofstudentperspectives.CommunityCollegeReview,36,195–218.
O'Keeffe,Patrick."ASenseofBelonging:ImprovingStudentRetention."CollegeStudent
Journal47.4(2013):605-13.AcademicOneFile[Gale].Web.27Apr.2016.
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Padgett,RyanD.,JenniferR.Keup,andErnestT.Pascarella."TheImpactofFirst-YearSeminars
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Pascarella,ErnestT.“HowCollegeAffectsstudents:TenDirectionstoFutureResearch.”Journal
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51
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APPENDICESTABLEOFCONTENTS NSCC1010AcademicPlanAssignment………………….……………………………………………………..………53
NSCC1010CareerGoalsandReflectionAssignment…………………………………………………….………57
NSCC1010UnderstandingResourcesTest………………….…………………………………………………..…..60
NSCC1010InitialReflection…………………………….……………………………………………………………..…… 64
SecondTermCourseFinalReflection…………………………...……………………………………………..………65
SecondTermCourses……………………………….………………………………………..……………………………....66
QEPBudget……………………………………………………….…………………………………….………………..………… 67
QEPLeadFacultyJobDescription………………………….………………………………….……………………….... 68
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NSCC1010AcademicPlanAssignment
Thisassignmentconsistsoftwoparts.Bothpartsshouldbesubmittedtothe“AcademicPlan”assignmentdropbox.
Part1:StandardAdvisingSheet
SubmitanelectroniccopyofthestandardadvisingsheetforyourcurrentdegreeatNashvilleStateortheonethatwillbeyourcurrentdegreeonceyoucompletea“ChangeofMajorForm.”Therearetwowaysyoumaysubmitthestandardadvisingsheet.
• Option1:ThisoptionisbestforTennesseeTransferPathway(TTP)degrees.GotoDegreeWorksviamyNSCC.Theworksheettabshowstheclassesyouneedtotake.Ifyouplantochangeyourdegree,selectthe“Whatif”optionandselecttheappropriatedegree.Oncetheworksheettabshowsthecoursesforyourintendeddegree,clickthe“SaveasPDF”buttonnearthetopofthepage.UploadthisPDFtotheassignmentdropbox.
• Option2:ThisoptionisbestforUniversityParalleldegreesandAASdegreesbecausetheycontainimportantinformationyoumaynotseeinDegreeWorks.Gotothe“Academics”pageontheNSCCwebsite(www.nscc.edu).Thengoto“Degrees&Certificates.”Selecttheappropriatedegree.Thenselect“AdvisingSheets.”Selecttheappropriateadvisingsheet.Saveanelectroniccopyofthedocumentanduploadtotheassignmentdrobox.
• Youmayalsocompletebothoptions.Itdoesnothurttohaveasmuchinformationaspossible,soyoucanmakeinformedchoices.
Part2:PersonalizedAdvisingSheet
Usingtheadvisingsheet(s)fromPart1asyourguide,youwillmakeyourownpersonalizedacademicplan.Openandcompletetheattached“PersonalizedAdvisingSheet.”Pleasecarefullyreadtheguidelinesbelow.
• Arrangethecoursesforyourdegreeatapacethatworksforyouuntilyoucanfinishyourdegreeandgraduate.
• Includelearningsupportclasses,ifappropriate.• Includepre-requisiteclasses,ifappropriate(thisisespeciallylikelyforMathclassesrequiredin
yourdegree).• Completerequiredcollege-levelmathclassesinyourfirstyearortakematheachsemesteruntil
youfinish.• CompleterequiredEnglishcompositionclassesinyourfirstyear.• Complete9credits(usually3courses)inyourfocusareainyourfirstyear.• Nexttothenameofeachcourseintheplan,writeastatementthatdescribeshowthecourse
willhelpyouachieveyouracademicgoals.TwosamplestatementsforcommoncoursesareincludedinthePersonalizedAcademicPlan.
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AcademicPlanRubric
Theplanwillbegradedaccordingtofollowingrubric.Oncetheplanhasbeengradedandconsideredsatisfactorybyyourinstructor,youwillneedtoemailtheplantoyouradvisorandccyourNSCC1010instructorasevidenceyoudidso.Thisemailwillcountasaseparategrade.
Category 4Points 3Points 2Points 1Point 0PointsSubmissionofStandardAdvisingSheet
AStandardAdvisingSheetsubmittedthatservedasaguideforthePersonalizedAdvisingSheet.
N/A N/A N/A NoStandardAdvisingSheetSubmittedorthewrongStandardAdvisingSheetSubmitted.
PersonalizedAdvisingSheetCourses
ThecourseslistedinthePersonalizedAdvisingSheetareareasonablecompletionoftheStandardAdvisingSheetwithlearningsupportclassesandpre-requisiteswhenappropriate.
75-99%oftheappropriatecoursesarelisted.
50-74%oftheappropriatecoursesarelisted.
Fewerthan50%oftheappropriatecoursesarelisted.
NoPersonalizedAdvisingSheetSubmitted.
Personalizedplanincludescollege-levelmath,Englishcomposition,and9hoursinthefocusareainthefirstacademicyear.
PersonalizedAdvisingSheetincludescollege-levelmath,Englishcomposition,and9-hoursinthefocusareainthefirstacademicyear.
PersonalizedAdvisingSheetincludestwoofthethreegoalsinthefirstyear(math,Englishand/or9-hoursinfocusarea).
PersonalizedAdvisingSheetincludesoneofthethreegoalsinthefirstyear(math,Englishand/or9-hoursinfocusarea).
PersonalizedAdvisingSheethasoneortwocoursesinthefocusareainthefirstyear,butnocollege-levelmathorEnglishcomposition.
PersonalizedAdvisingSheetreachesnoneofthegoalsornoPersonalAdvisingSheetsubmitted.
PersonalizedAdvisingSheetarticulatesconnectionsbetweencoursesandacademicgoals.
AllcoursevaluecommentsonthePersonalizedAdvisingSheetarticulateconnectionsbetweenthecourseandacademicgoals.
75-99%ofcoursevaluecommentsonthePersonalizedAdvisingSheetarticulateconnectionsbetweenthecourseandacademicgoals.
50-74%ofcoursevaluecommentsonthePersonalizedAdvisingSheetarticulateconnectionsbetweenthecourseandacademicgoals.
Fewerthan50%ofcoursevaluecommentsonthePersonalizedAdvisingSheetarticulateconnectionsbetweenthecourseandacademicgoals.
NocoursevaluecommentsornoPersonalizedAdvisingSheetsubmitted.
MechanicsofPlan
Nospelling,grammar,orpunctuationerrors.
Fewspelling,grammar,orpunctuationerrors.
Manyspelling,grammar,orpunctuationerrors.
Waytoomanyspelling,grammar,orpunctuationerrors.
NoPersonalizedAdvisingSheetSubmitted.
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PersonalizedAdvisingSheetName:
Major(andConcentrationifappropriate)andDegree:
MyAdvisor:
MyAdvisor’sContactInformation(phonenumber,emailaddress,office):
SemesterIExpecttoGraduate:
SemesterIWillNeedtoApplyforGraduation:
Semester(Fall,Spring,Summer)andYear:
CourseNumberandName ValuetoGoalsStatementNSCC1010FirstYearExperience Thiscoursewillhelpsetmeupforsuccessbyteachingme
resourcesavailabletomeduringmyeducationatNashvilleState.
ENGL1010EnglishComp1 Thiscoursewillhelpmepresentideasclearlyinwritingwhichwillimprovemyabilitytocommunicateeffectively.
Semester(Fall,Spring,Summer)andYear:
CourseNumberandName ValuetoGoalsStatement
Semester(Fall,Spring,Summer)andYear:
CourseNumberandName ValuetoGoalsStatement
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Semester(Fall,Spring,Summer)andYear:
CourseNumberandName ValuetoGoalsStatement
Semester(Fall,Spring,Summer)andYear:
CourseNumberandName ValuetoGoalsStatement
AddordeletesemestersasappropriateforyourPersonalizedAdvisingSheet.
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NSCC1010CareerGoalsandReflectionAssignment
Thisassignmentconsistsoftwoparts.Bothpartsshouldbesubmittedtothe“CareerInterestsandReflection”assignmentdropbox.
Part1:KuderCareerInterestsAssessment
• GotoKuder®Journeyathttp://www.kuderjourney.com• Select‘NewUsers’fromtheloginareatobegintheregistrationprocess.• Select‘Student’andchooseyourgradelevelfromthedropdownmenu.Or,select
‘Adult’andchooseyourusertypefromthedropdownmenu.• Click‘Continue’tocreateyouraccount.• Duringtheprocessyouwillneedtocreateauniqueusernameandpassword.• Youwillalsobeaskedtoenteryour‘ActivationCode’thatwasprovidedbyyourschool
oragency.OuractivationcodeisJ4264327KSJ• Besuretochecktheboxnextto"Ihavereadandagreetothetermsandconditionsof
use"afterreadingthisinformation.• Click‘Register’tocompletetheprocess.• YouonlyneedtodoandsubmittheresultsoftheKuderCareerInterestsAssessment.It
shouldtakeabout9minutes.• Youarewelcometodotheotherassessments.TheresultsoftheKuderCareerInterests
Assessmentwillprovideyoucareerpathwayideasgivenyourinterests.However,youmaywanttoalsoknowcareerpathwayideasgivenyourskillsandvalues.Takingtheassessmentsbelowcanshowyouwaystheresultsoverlap.
o KuderSkillsConfidenceAssessmento KuderWorkValuesAssessment
• SubmittheresultsthatshowyourtopfivecareerpathwaysbasedontheKuderCareerInterestsAssessmenttotheassignmentdropbox.Youmaysubmittheresultsbysubmittingascreenshot,aphotograph,apdf,oraworddocumentthatincludestheresults.
• Theresultsaremeanttoprovideyouwithideas.Theresultsarenotmeanttodetermineyourcareer.Thatisuptoyou.
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Part2:Reflection
Forthisreflection,youwillwriteaoneparagraphresponseforeachofthefollowingquestions,foratotalofthreeparagraphs.Eachparagraphshouldbeapproximately100wordsinlength,withthetotalwordcountforallthreeparagraphsbetween300-450words.
1. Whatareyourcareergoalsandhowwillthosegoalsaffectyourdegreechoiceat
NashvilleState?
2. Whatadditionalskillsandresourcesdoyouthinkyouwillneedtosuccessfullycomplete
yourdegreeatNashvilleState?
3. HowwillyourexperiencesatNashvilleStatehelpyougrowasaperson?
Part2Tips
Besuretostarteachparagraphwithastrongtopicsentencebasedoffthequestion.Forexample,forparagraph1,mytopicsentencecouldlooksomethinglikethis:
Iwanttobeanurse,andsoIamcurrentlyahealthsciencesmajoratNashvilleState.
Then,besuretogivespecificexamplesandanalyzethoseexamplestosupportyourpoints.Forexample,withtheabovetopicsentence,Icouldwrite:
Iwanttobeanursebecausehelpingpeopleismyprimarygoal.However,myKuderCareerInterestsresultssuggestedcareerpathwaysinscienceandcomputertechnology.Ihavealwaysbeeninterestedinscienceandcomputers,butIwouldrathermyjobinvolvehelpingpeoplefeelbetter.IthinkmyinterestinscienceandcomputerswillhelpmesucceedintheclassesIneedtotakeasahealthsciencesmajor.Thereareimportantscienceandmathpre-requisitesfornursingschool.Thehealthsciencesdegreewillallowmetotakethepre-requisites,andthenIcanapplytonursingschool.
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CareerGoalsandReflectionRubric
Category 4Points 3Points 2Points 1Point 0PointsSubmissionofKuderCareerInterestsAssessmentResults
KuderResultsSubmitted.
N/A N/A N/A NoKuderResultsSubmitted.
ReflectionAnswertoQuestion1:WhatareyourcareergoalsandhowwillthosegoalsaffectyourdegreechoiceatNashvilleState?
Answerisapproximately100wordsormore,anddoesanswerquestionclearlyandcompletely.
Answerislessthan100words,butdoesstillanswerquestionclearlyandcompletely.
Answerisapproximately100wordsormore,butdoesnotanswerquestionclearlyorcompletely.
Answerislessthan100words,anddoesnotanswerquestionclearlyorcompletely.
Noanswersubmittedtothisquestion.
ReflectionAnswertoQuestion2:WhatadditionalskillsandresourcesdoyouthinkyouwillneedtosuccessfullycompleteyourdegreeatNashvilleState?
Answerisapproximately100wordsormore,anddoesanswerquestionclearlyandcompletely.
Answerislessthan100words,butdoesstillanswerquestionclearlyandcompletely.
Answerisapproximately100wordsormore,butdoesnotanswerquestionclearlyorcompletely.
Answerislessthan100words,anddoesnotanswerquestionclearlyorcompletely.
Noanswersubmittedtothisquestion.
ReflectionAnswertoQuestion3:HowwillyourexperiencesatNashvilleStatehelpyougrowasaperson?
Answerisapproximately100wordsormore,anddoesanswerquestionclearlyandcompletely.
Answerislessthan100words,butdoesstillanswerquestionclearlyandcompletely.
Answerisapproximately100wordsormore,butdoesnotanswerquestionclearlyorcompletely.
Answerislessthan100words,anddoesnotanswerquestionclearlyorcompletely.
Noanswersubmittedtothisquestion.
MechanicsofPlan
Nospelling,grammar,orpunctuationerrors
Fewspelling,grammar,orpunctuationerrors
Manyspelling,grammar,orpunctuationerrors
Waytoomanyspelling,grammar,orpunctuationerrors
Nowrittenanswerssubmitted.
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NSCC1010UnderstandingResourcesTest
Answersinbold
1. StudentswithdisabilitiesmustgothroughtheAccessCentertoreceive:a. Academicaccommodationsb. Transportationc. Courseassignmentwaiversd. ThereisnoAccessCenteratNSCC
2. NSCCTestingServicesareavailable:
a. OntheMaincampusonlyb. OntheMainandSoutheastcampusesonlyc. AtallNSCCcampusesd. OnMain,Southeast,andClarksvillecampusesonly
3. Thestudentpolicyhandbookdirectsstudentswithgrievancesorconcernstocontact:
a. Thepresidentofthecollegeb. Theregistrarc. His/herparentsd. Thedeanofstudents
4. Whichtypeoffinancialaidmustbepaidback?
a. Pellgrantb. Work-studysalaryc. Studentloansd. Academicscholarships
5. WhichofthefollowingisservicescanIgetfromCareerServices?
a. Locatingjobsandinternshipsb. Locatingwork-studyjobsoncampusc. Resumewritingandinterviewingtipsandtechniquesd. aandc
6. Todesignyourlong-termgraduationplanyouwillneedtodothefollowing.
a. Understandthecorecurriculumrequirementsandtherequirementsforyourchosenfieldofstudy
b. Knowallthecoursesthatareofferedinyourcollegesystemc. Visitwithyouradvisord. Alloftheabove.
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7. FreetutorsareavailabletoNSCCstudents:
a. Onlineb. IntheircampusLearningCenterc. Freetutorsaren’tavailabletoNSCCstudentsd. BothonlineandintheircampusLearningCenter
8. Youradvisorisyourbestresourceforhelpwithwhat?a. Choosingtherightclassesforregistrationinordertograduateinatimelymannerb. Sortingoutfinancialaidissuesc. Applyingforinternshipsd. Noneoftheabove
9. You’vedecidedtochangeyourmajor.What’sthebestfirstcourseofaction?
a. Downloadthe“ChangeofMajor”formandturnitintoRecordsb. Makeanappointmentwithyouradvisortodiscussyouracademicplans.c. Itisnotagoodcourseofactiontochangeyourmajor.d. Gotoadmissionsandaskforanewadvisor.
10. Youneedtopayafee.Wheredoyougo?
a. Recordsb. FinancialAidc. TheBursarormyNSCCstudentaccountd. TheBursarorFinancialAid
11. It’sSaturdaynightandyourealizeyouhaveasmallresearchprojectdueonMonday.The
projectrequiresyoutousetheMayfieldLibrary.ThelibraryiscloseduntilMondaymorning.What’sthebestcourseofaction?
a. Askyourinstructorforanextension.b. Thelibrary’sonlineresourcesareavailable24/7.Gettowork!c. ShowupearlyMondayandwriteitbeforeclassstarts.d. Takeazeroonthatassignmentbutcheckyoursyllabuscarefullytoavoidsuch
problemsinthefuture.
12. WherecanyoufindwhenandwhichemployersandtransferuniversitiesarevisingNSCCcampuses?a. OnthecampusmonitorsandCareerServiceswebpageb. OntheCareerServiceswebpageandthestudenthandbookc. Inthestudenthandbookandthecollegecatalogd. Onlyinthecollegecatalog
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13. NashvilleStatehasthefollowingtypesofstudentorganizationsEXCEPT:
a. Honorsocietiesb. Career-focusedstudentorganizationsc. Specialinternetorganizationsd. SportsTeams
14. HowdoIgetacopyofthestudentpolicyhandbook?
a. AtNewStudentOrientationb. InNSCC1010classc. Onthecollegewebsited. Thecollegedoesn’thaveastudentpolicyhandbook.
15. WhatservicesareavailableintheLearningResourceCenter?
a. TutoringandPrintingb. Proofreadingc. FinancialAidinformationd. RecordsInformation
16. WhatinformationcanIfindonmyNSCC?
a. IsthereaholdonmyaccountanddoIowemoney?b. WheredoIpark?c. HowmuchdoIhavetopayforbooksthissemester?d. Hasmyfinancialaidbeenprocessedandwhoismyadvisor?e. aanddonly
17. WhereshouldIcheckforimportantinformation?
a. myNSCCemailb. D2Lemailc. Campusmonitorsd. Alloftheabovee. Noneoftheabove–nothingimportanteverhappensincollege
18. Advisingsheetsareavailableonthecollegewebsiteforeveryprograma. Trueb. False
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19. WherecanIfindoutwhomyacademicadvisoris?
a. Collegecatalogb. myNSCCc. DegreeWorksd. StudentHandbooke. bandc
20. Totakeatestinthetestingcenter,studentsneed:
a. ToregisteronlineandtakeaphotoIDtotheTestingCenter.b. Toarriveatleast10minutesbeforethecenterclosesandhaveaphotoID.c. Toknowthepassword.d. Toknowtheclasstitleandsectionforwhichtheywilltest.
21.DegreeWorksisdesignedto:
a. Updateyouonyourprogresstowarddegreecompletionandprovideyouwithalistofcoursesneededtocompleteyourdegree.
b. Registeryouforyourclasses.c. Helpyouseehowchangingyourmajorwillimpactyourgraduationtimeline.d. aandc
22.ToresetyourmyNSCCpassword,contact:
a. Thelibraryb. Youradvisorc. TheComputerHelpDeskd. TheOfficeofAdmissions
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NSCC1010InitialReflection
InitialReflectionQuestion
ThisisQuestion3fromtheNSCC1010CareerGoalsandReflectionAssignment(appendixpg.58).
3. HowwillyourexperiencesatNashvilleStatehelpyougrowasaperson?
AnswerstotheabovequestionwillbecollectedbytheQEPImplementationCommitteefromNSCC1010instructorsandthenassessedwiththefollowingrubric.
InitialReflectionRubric
Category 4Points 3Points 2Points 1Point 0PointsReflectionAnswertoQuestion3:HowhaveyourexperiencesatNashvilleStatehelpedyougrowasaperson?
Morethan2insightfulconnectionsortwodeepconnectionsaremadebetweenNashvilleStateexperiencesandpersonalgrowth.
1or2insightfulconnectionsaremade,oronedeepconnectionismade,betweenNashvilleStateexperiencesandpersonalgrowth.
SuperficialconnectionsaremadebetweenNashvilleStateexperiencesandpersonalgrowth.
NoconnectionsmadebetweenNashvilleStateexperiencesandpersonalgrowth.
Noanswersubmittedtothisquestion.
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SecondTermCourseFinalReflection
FinalReflectionQuestions
1. HowhaveyourexperiencesatNashvilleStateaffectedyouracademicplans?
2. HowhaveyourexperiencesatNashvilleStatehelpedyougrowasaperson?
FinalReflectionRubric
Category 4Points 3Points 2Points 1Point 0PointsReflectionAnswertoQuestion1:HowhaveyourexperiencesatNashvilleStateaffectedyouracademicplans?
Morethan2insightfulconnectionsortwodeepconnectionsaremadebetweenNashvilleStateexperiencesandacademicplans.
1or2insightfulconnectionsaremade,oronedeepconnectionismade,betweenNashvilleStateexperiencesandacademicplans.
SuperficialconnectionsaremadebetweenNashvilleStateexperiencesandacademicplans.
NoconnectionsmadebetweenNashvilleStateexperiencesandacademicplans.
Noanswersubmittedtothisquestion.
ReflectionAnswertoQuestion2:HowhaveyourexperiencesatNashvilleStatehelpedyougrowasaperson?
Morethan2insightfulconnectionsortwodeepconnectionsaremadebetweenNashvilleStateexperiencesandpersonalgrowth.
1or2insightfulconnectionsaremade,oronedeepconnectionismade,betweenNashvilleStateexperiencesandpersonalgrowth.
SuperficialconnectionsaremadebetweenNashvilleStateexperiencesandpersonalgrowth.
NoconnectionsmadebetweenNashvilleStateexperiencesandpersonalgrowth.
Noanswersubmittedtothisquestion.
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SecondTermCourses
Coursesdeterminedbyfacultytobestandardsecondtermcoursesinastudent’sfirstyearatNashvilleState.
Class: MajorsCovered:ACCT1020 AccountingADMN1311 AdministrativeProfessionalTechnology
CAD1200 ArchitecturalEngineeringTechnology,CivilandConstructionEngineering
CHEM1120 ChemistryCISP1020 ComputerScienceCIT1220 CivilEngineeringCITC1301 ComputerInformationTechnologyCRMJ1340 LawEnforcementCULA1325 CulinaryArtsECED2340 EarlyChildhoodEducationEETH1400 ElectricalEngineeringENGR2110 MechanicalEngineering,Pre-Engineering,Pre-IndustrialTechnologyHCMT2315 HealthcareManagementHMGT1250 HospitalityandTourismManagementINFS1010 InformationSystemsIPCT1335 IndustrialProcessControlTechnologyLEGL1320 ParalegalStudiesMUS1072 MusicPHIL1111 PhilosophyPHO1240 VisualCommunicationsSOCI2010 SociologySPCH1010 Mathematics
ENGL1020
Finance,Business,Economics,Management,Marketing,English,SpeechCommunications,Art,Biology,Physics,CriminalJustice,ChildDevelopment,ElementaryEducation,MiddleGradesEducation,SecondaryEducation,SpecialEducation,ExerciseScience,HealthScience,Pre-HealthProfessions,Pre-OccupationalTherapy,Pre-PhysicalTherapy,SurgicalTechnology,Geography,History,PoliticalScience,Psychology,SocialWork
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QEPBudget
BudgetItems Year12018-19
Year22019-20
Year32020-21
Year42021-22
Year52022-23
QEPImplementationLead(50%facultyload+benefits)
$29,250 $29,250 $29,250 $29,250 $29,250
WebsiteandMarketing $20,000 $10,000 $10,000 $10,000 $10,000
Operating $2,500 $2,500 $2,500 $2,500 $2,500
ProfessionalDevelopment $20,000 $15,000 $15,000 $15,000 $15,000
College-wideAssessments:
CCSSEIDEA
$10,000$18,000
$10,000$18,000
$10,000$18,000
$10,000$18,000
$10,000$18,000
DegreeWorks™Maintenance $5,600 $5,600 $6,000 $6,000 $6,000
SchedulePlanner™Maintenance $12,750 $16,000 $20,000 $20,000 $20,000
Total $118,100 $106,350 $110,750 $110,750 $110,750
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QEPLeadFacultyJobDescription
JOB DESCRIPTION
TITLE: Faculty Lead, Quality Enhancement Plan Implementation
REPORTING SENIOR: Dean/Director
JOB OBJECTIVES: To provide leadership, coordination, and data analysis for the implementation of the Nashville State Quality Enhancement Plan (QEP)
ESSENTIAL JOB FUNCTIONS:
A. Serve as the primary contact for the QEP. B. Manage QEP budget. C. Serve as chair for the QEP Implementation Committee, which will meet twice a year to review data from
each fall and spring term and makes recommendations for plan updates. D. Continue to market and train new employees on the QEP. E. Manage data collection on student learning outcomes in QEP each term. F. Track student data over time.
G. Manage and communicate any change in QEP as a result of ongoing data analysis to college community. H. Write an annual report each year of implementation to provide framework for the QEP impact report to be
submitted to SACSCOC in 2023. MINIMUM JOB STANDARDS:
Full-time term or tenured faculty status at Nashville State Community College with experience in data analysis. A minimum of five years full-time service at Nashville State is required.
JOB LOCATION: Occasional travel throughout the service area is required.
SALARY: Released time of 7.5 TLC per semester. Overloads may not be awarded to a faculty member in this role except in those cases that variable credits mean that a teaching load of 7.5 cannot be reached.
EMPLOYMENT DOCUMENTS: Current Federal law requires identification and eligibility verification prior to employment. Only U.S. citizens and aliens authorized to work in the United States may be employed.
4/25/2018