Findings and Recommendations
A clear policy statement should be written by the Dean of Student Development and Assessment which confirms all matriculating students are mandated to be assessed; noting exceptions (i.e. transfer credits, etc.) A statement urging the assessment of non-matriculating students should be included. This policy should be in college publications including the catalog and the web. A pamphlet designed for students should be produced which describes the assessments. This pamphlet should be mailed to all students prior to assessment. The CCRI website should contain several pages regarding the assessments including practice tests.
Students identified as needing two or more assessment-required courses should not be allowed to revise their schedules through Pipeline once Advising and Counseling has developed a schedule with the student. Additional advising staff may be required in order to meet change requests. Close collaboration with Enrollment Services staff will be required to handle simple time/date changes to accommodate student needs.
A policy should be considered to conditionally accept all new students until they have been assessed. Once assessed, student would be matriculated in a program based on their assessment results.
Students who are assessed and who require two or more assessment-designated courses should be automatically enrolled in a new program - General Studies Prep. Full-time students should take a combination of assessment-designated courses and at least one non-developmental course in order to be eligible for Financial Aid. Once students have successfully completed their required courses (grade of "C" or better), students would fill out a Change of Program form to be matriculated into their program of choice. These students would be tracked, monitored, and assisted by the new Student Success Centers. General Studies Prep should be developed/refined during fall 2004 and piloted spring 2005.
All academic departments should engage in corequisite and prerequisite assignment for all introductory level/gatekeeper courses for basic skills areas (i.e. Math, reading, and writing). This work should be completed by April 2005. Prerequisite checking is critical to the success of this effort and an immediate solution to the "successful completion" prerequisite is essential.
A repeat course policy, along with related policies that impact developmental education (i.e. WP/WF, general withdrawal timelines, Incomplete, Audit, Attendance, etc.) must be reviewed, drafted, discussed and implemented by the end of fall semester 2004.
A centralized model for Developmental Studies Instructional Technology, although not in the original report, should be researched and considered by all three sub-committees of DEIT.
The math department should be charged to create a short review session as an option for students who would like to review/preview for the math assessment to increase the number of students who test out of MATH 0500. Resources should be allocated to the math department to offer this session free to all entering students. This review session should be designed and offered as soon as possible.
A sub-committee of DEIT should work to develop a Summer Academy program to package developmental coursework for summer completion prior to fall enrollment. This Summer Academy should be designed over the next academic year and implemented in summer 2005. Efforts should be made by the college to secure grant funds to offer this academy to a select population free of charge.
Class size needs to be examined for all courses offered as developmental courses based on best-practice. Recommendations for class size revisions should be completed during the fall semester 2004.
A sub-committee of DEIT should investigate ways to revise the current registration schedule, procedures and processes to maximize student success.
Substantial revisions should be made to the college catalog to increase its use as an advising/self-advisement tool. Layout should include course sequencing recommendations in semester format (i.e. see previous catalogs from the `80s) so students/advisors may use it more effectively.
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