Going PLACES: Planning Life, Academic & Career Education Strategies is the Colleges response to institutional needs that were identified by our data.
Conclusions Reached through Data Analysis and Research CCC students have not developed the critical thinking skills associated with planning & life management that they need to be successful.
Conclusions Reached through Data Analysis and Research Learning outcomes identified as critical to students ability to be successful academic/life planners were to some extent taught in the existing ACA, Success and Study Skills course.
Conclusions Reached through Data Analysis and Research Students who take an ACA course are retained in greater numbers and are more successful in later courses than students who do not take an ACA course.
Conclusions Reached through Data Analysis and Research Enrollments in ACA classes were lower than expected based on the number of curriculum students who were required to take the course.
Conclusions Reached through Data Analysis and Research Among the sections of ACA, Success and Study Skills, there was little consistency in GPA, successful completion (A, B, or C) or quality of a common project.
Conclusions Reached through Data Analysis and Research Advising was an area of the College that needed improvement according to students, faculty, and staff.
Purpose Through course-centered advising, Going PLACES will improve student learning and the learning environment by giving students the skills, knowledge, and attitudes they need to create and execute a successful life plan. Through course-centered advising, Going PLACES will improve student learning and the learning environment by giving students the skills, knowledge, and attitudes they need to create and execute a successful life plan.
Goals 1.Augment and expand student learning by providing a foundation and preparation for college work and the college experience.
Goals 2.Provide information regarding career & life planning so that students can make informed, responsible choices about their academic and career options.
Goals 3.Assist students in acquiring problem-solving and critical thinking skills to enhance their personal growth and the development of responsibility.
Goals 4.Enhance the student learning environment by strengthening partnerships among administration, academic affairs, and students affairs.
Strategies Focus on a redesigned Success & Study Skills class for first-year students that encompasses the broad principles of academic advising.
Strategies Teach the classes in a dedicated classroom making use of laptop computers, movable furniture and a smart board.
Strategies Monitor the requirement that, where the class is a program requirement, it is taken in a students first six semester hours.
Strategies Structure the course as a series of modules designed and implemented collaboratively by ACA class facilitators, curriculum faculty and college staff.
Strategies Use ACA facilitators as academic advisors for the students enrolled in their class.
Strategies Where appropriate, use POGIL (Process Oriented Guided Inquiry Learning) as the teaching method. The technique seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively in collaborative teams.
Strategies Train faculty and staff to teach the ACA, Success and Study Skills class.
Strategies Develop an electronic PLACES Portfolio. The PLACES Portfolio will be developed & maintained by the student, will be accessible to instructors, advisors or potential employers, and in addition will provide a vehicle for assessment of the students work.
ACA 115 Success & Study Skills Advising Centered Teach College Success Skills Introduce College Resources Focus on Personal Growth and Responsibility Introduce Technology
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