Knowing Our Students, and Helping Them Succeed

54.8% Latino Students (38.8% college-wide) 67.6% Female v. 32.4% Male (61.4% v. 38.6% college-wide) Average Age = 26 23% Growth in popula- tion of Latino students over the past 5 years v. overall decrease of 12.6% FTE enrollment

DegreeWorks – Used by Advisors (Faculty & Staff) Starfish Early Success – Used College-wide TutorTrac – Used by Tutoring/Student Success FYS – Student Success Center: Success Coaches (Title V) Summer Bridge; Tertulias; Cultural Enrichment Starfish: LA Center, Early College, International Students, Vets, TRiO, Advising, Athletics, Clubs/Organizations

SUMMER BRIDGE STUDENTS Overall GPA for all students was 2.61; for Latinos it was 2.42; for Summer Bridge students in the same time frame it was Summer Bridge students are retained at a rate of 79% v. overall student retention of 62.5%. STARFISH EARLY SUCCESS In Fall 2014, Latino students who were ‘flagged’ and came to SSC for services had 11.3% higher CCR and 19% higher retention rates than Latinos flagged who did NOT come in for services.

A more integrated, holistic student experience with respect to services and supports so that more students are touched more intentionally by services. Scaling up access to and use of successful interventions and strategies, while maintaining effective use of resources. Rigorous assessment of interventions and student outcomes.

To understand the student experience and measure learning outcomes, NECC employs both quantitative and qualitative methods. Program Reviews and assessments are done regularly, and KPIs include measures of course completion, retention, graduation and transfer, among other things. Professional development of staff and faculty around issues of diversity, culturally relevant curriculum and pedagogical approaches is also testament to our commitment to student success.

Promote a diverse, inclusive learning environment by recruiting and retaining students, faculty and staff who reflect the demographic changes in our society. Enhance student access and success through effective uses of technology, the development of flexibly delivered academic programs, and the implementation of high-impact practices.

Traditional Undergraduate Program: 497 PGS Undergraduate: 692 PGS Graduate: 318 Female: 66%; Male: 44% White: 40% African-American: 32%; Hispanic: 15%. First Generation: 45% Pell Recipients: 42% Albertus Magnus College

Establishment of the Center for Teaching and Learning Excellence: Coordination and Promotion of Academic Support Services Accessibility Coordination Team At-Risk Student Behavior Intervention Team First year program ePortfolio initiative Peer tutoring Experiential learning: student/faculty collaborative research; practica and internships; study abroad; service learning

1985: Inauguration of Accelerated Degree Programs 1994: Introduction of the New Dimensions Program 2009: Establishment of first fully online program 2015: Creation and implementation of the FLEX option

Retention Rates Black or African-American, full-time, first-time, degree/certificate seeking undergraduates: 70% (first out of 24 institutions) Hispanic/Latino, full-time, first-time, degree/certificate seeking undergraduates: 50% (seventh out of 24 institutions; 3 institutions had 50% graduation rates) White, full-time, first-time, degree/certificate seeking undergraduates: 58% (one of two institutions with the highest graduation rate among the 24 institution s) Noel-Levitz Student Satisfaction Inventory My academic advisor is knowledgeable about requirements in my major. My academic advisor is approachable. My academic advisor is concerned about my success as an individual. The instruction in my major field is excellent. Alumni Surveys Alumni surveys show significant growth in interest to pursue further study from 2011 to Undergraduate Program alumni surveys show a growth from 9% to 39% of students planning to seek further education, and the percentage in the Accelerated Degree Program grew from 23.9% to 40%. ETS Proficiency Profile Growth in written communication. Critical thinking is a challenge. ePortfolio Assessment: Written Communication and Critical Thinking Growth in written communication. Critical thinking is a challenge.

Effective use of Technology to Support Pedagogy Enhancement of faculty training Student orientation and remediation Flexible Delivery of Academic Programs Curriculum review Implementation of best practices in course design Student achievement of higher- order student learning outcomes Refinement of student learning outcomes – focus on digital literacy and critical thinking. Course redesign Goal: Student Access Success and Retention