Mitchell CbD Action Plan June 2015
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Transcript of Mitchell CbD Action Plan June 2015
Mitchell Community College
Completion by Design Action Plan Revised June 2015
In Fall 2014, Mitchell Community College joined 21 other NC community colleges in the Student
Success Learning Institute (SSLI), a collaborative effort of SuccessNC and Completion by Design
(CbD). In December, the College selected its CbD Team, which began its work in January 2015, in
the words of CbD: “to review, rethink, and ultimately, redesign [our] organizational
systems, policies, and practices to raise student completion rates.”
During Spring 2015, the CbD Team engaged in learning about student success at Mitchell. We
reviewed college, state, and national data; studied “best practices” in the field and at other
colleges; and gathered feedback and ideas from employees and students.
Revisions & New Recommendations
At the May SSLI meeting, state and national leaders praised Mitchell’s CbD work and action plan,
provided recommendations for next steps in the process, and shared new strategies to support
student success. Also in May, the CbD Team reflected on the SSLI feedback, the process to date,
and the activities of each working group, which resulted in this revised plan, submitted to
President Tim Brewer and the President’s Council to consider for implementation during the
next phase of the five-year CbD project.
New recommendations:
1. Develop a campus and community engagement plan for 2015-2016 with a calendar of
scheduled activities, including preliminary dialogues with departments/work areas that
will be directly involved prior to implementation of action plans (see page ;
2. Add a Beyond Financial Aid Working Group to address needs of low-income students
(see page 24);
3. Gather baseline data for each CbD focus and action plan areas (Key Performance
Indicators; student outcomes; program reviews; survey results; etc.);
4. Restructure CbD Team to include Continuing Education, Financial Services, Institutional
Technology, Library, and “front-line” staff; Business, Nursing, and Engineering faculty;
and students
5. Develop CbD marketing plans for internal and external stakeholders; and
6. Coordinate and integrate CbD activities with the College Vision Plan: Long-Range
Strategic Planning, Community Engagement, and Diversity and Inclusion Planning.
Mitchell Community College 2
Completion by Design Action Plan June 2015
2015 Completion by Design Team Members
Adam Atwell Instructor, Criminal Justice
Parks Collins Instructor, Biology
Mary Ann Dietrich Instructor, Office Administration
Eva Eisnaugle Director, Institutional Research and Planning
Kenya Goldsberry Instructor, Chemistry
Mamie Houston Academic Coordinator/Instructor, Developmental English, Mooresville
Donavon Kirby Director, Counseling
Sandra Landry Director, Student Academic Success
Myra Lewis Senior Advisor, Advising Center
Todd Martin Instructor, Psychology
Kirby Moore Director, Admissions and Records
Roxanne Newton Dean, Faculty Development and Student Engagement
Ann Saunders Assistant Director, Financial Aid
Amy Sylvestre Coordinator, Student Activities
Kent Shoffner Instructor, Mathematics/Developmental Mathematics
Emily Weddington Instructor, Spanish
Recommended Additions to the 2015-2016 CbD Team
Continuing Education & Workforce Development Staff Member
Financial Services Staff Member
Institutional Technology Staff Member
Huskins Library Staff Member
Statesville Campus Reception Staff Member
Mooresville Campus Reception Staff Member
Mooresville Campus Student Services Staff Member
Business Instructor
Engineering Instructor
Nursing Instructor
SGA Representatives
AAS Student Representatives
College Transfer Student Representatives
PTK Student Representative
Alumni Representatives
Mitchell Community College 3
Completion by Design Action Plan June 2015
Mitchell’s CbD Team
Report of Activities
January 6 – April 17, 2015
CbD TeamLearning Semester
•19 team & working group meetings & training sessions
•74 research documents shared and created
•3 webinars + Moodle course
Campus Information Sessions
•Employee Assembly Presentations (3)
•Board of Trustees
•MCCEE Board
•President's Council (2)
Campus Community Dialogues
•77 employees attended 7 sessions
•Mooresville Campus (1)
•Statesville Campus (Broad Street & Front Street) (6)
Student Focus Groups
•76 students attended 9 sessions
•Evening/HVAC students (2)
•Statesville Open sessions (4)
•Nursing students (1)
•Mooresville Campus (2)
Mitchell Community College 4
Completion by Design Action Plan June 2015
CbD Team Working Groups and Responsibilities
The CbD Team formed working groups to address the four areas of the Action Plan. The team
recommends adding the Beyond Financial Aid Working Group for 2015-2016 and revising team
members in each of the existing groups.
Stakeholder Engagement Working Group
Purpose: To engage stakeholders in learning about the CbD initiative and its significance; listen to
concerns and welcome resistance; incorporate stakeholders’ ideas in the process;
maintain open dialogue; communicate the need for change; help to establish a culture of
inquiry and data-driven/shared decision-making; and encourage a positive, collaborative,
responsive, student-centered environment for all stakeholders.
Goal: Implement Stakeholder Engagement Plan
Members: Eva Eisnaugle, Sandra Landry, Kirby Moore, Roxanne Newton (leader)
Front Door Experiences and Advising Working Group
Purpose: To learn about where we are and where we need to be to improve student success related
to identifying and engaging new populations of prospective students; admissions; testing;
enrollment; financial aid; orientation; intrusive advising; ACA courses; early alert systems;
and other related services, policies, and processes.
Goal: Front Door Experience and Advising Plan
Members: Myra Lewis, Kirby Moore, Ann Saunders (leader), Kent Shoffner, Emily Weddington,
Roxanne Newton
Accelerating into Programs Working Group
Purpose: To learn about where we are and where we need to be to improve student success related
to college readiness; placement; developmental coursework; learning support structures;
“gatekeeper courses;” and other related services, policies, and processes.
Goal: Accelerating into Programs of Study Plan
Members: Mary Ann Dietrich, Mamie Houston (co-leader), Donavon Kirby (co-leader), Todd
Martin, Roxanne Newton
Structured Programs Working Group
Purpose: To learn about where we are and where we need to be to improve student success related
to streamlining of courses and programs of study (AAS and AFA); articulation (AAS and
AFA); effectiveness of ACA 122 and other transfer readiness efforts; and other related
services, policies, and processes.
Goal: Structured Programs of Study Plan
Members: Adam Atwell, Parks Collins, Kenya Goldsberry (leader), Amy Sylvestre, Roxanne Newton
Beyond Financial Aid Working Group (proposed)
Purpose: To learn about where we are and where we need to be to improve the success rates of low-
income students; to identify low-income students and their needs; to study our readiness to
provide information, referrals, and services; to engage community partners in providing
information and support for low-income students
Goal: Beyond Financial Aid Action Plan
Members: Mamie Houston (leader), Sandra Landry, Roxanne Newton, Samantha Willis, Carolyn
Gray, Kelly Pardue
Mitchell Community College 5
Completion by Design Action Plan June 2015
Stakeholder Engagement Plan
Overview of Stakeholder Engagement Recommendations
1. Implement ongoing communication strategies for continuous engagement with all
stakeholders through the succeeding phases of the Completion by Design project
2. Develop a process for gathering stakeholder data: for students at various points of
contact in their experiences; for employees at various stages of implementation;
and for all stakeholders opportunities to share experiences via a “virtual
suggestion box” and other communication mechanisms
3. Establish an ongoing focus group comprised of a diverse group of new students to
learn about their experiences from application to graduation
I. Purpose/Goals
We hope that the stakeholder engagement workshops will enable us to organize our campus
constituents around a four-fold framework:
1. Engage and unite the campus
We hope to engage all stakeholders in participating fully to discover our common purpose and
to find common ground so that we can create a united community working together for the
good of all. We want to help each person feel valued and engaged in the process. Thus, we
hope to inspire our colleagues and students to work collaboratively as a high-functioning
interdependent team to achieve the greatest possible outcomes for everyone.
2. Envision the future together
We hope to engage all stakeholders in envisioning the future that we want to achieve—the
environment we want to create, the contributions we wish to make in the lives of our students
and colleagues, our reputation in the community, and the services we provide. We will invite the
campus community to imagine the future we want to build together.
3. Gather evidence and inform ourselves
We hope to engage all stakeholders in embracing a culture of evidence as we learn about our
students’ and constituents’ experiences and gather data about “where we are” so that we can
work to achieve our vision. Further, we want to learn from our students and each other. We also
hope to incorporate best practices from other colleges as well as lessons from relevant national
quantitative and qualitative research in our quest to fulfill our mission.
4. Empower our constituents to change
We hope to empower all stakeholders to use their new-found knowledge and evidence to work
collaboratively to implement powerful and positive changes as we strive to achieve our vision
and build a community united to promote deeper engagement and connections, more
significant and higher-level learning, and greater success and satisfaction. Ultimately, Mitchell
will be a place where all learners and employees will work together as a team to help everyone
feel included, valued, and challenged to achieve our highest aspirations.
Mitchell Community College 6
Completion by Design Action Plan June 2015
II. Stakeholders
Our stakeholders include
Students
Faculty
Student Services Staff
Continuing Education and Workforce
Development Staff
IT, Library, Bookstore, Security, and
Financial Services staff members
Support Staff
Administration
Board of Trustees
Alumni
Universities and four-year colleges
Employers
Community members
III. Participants
We hope to engage all campus stakeholders, but because of the CbD timeline, our first groups
will be faculty, staff, and students. We will work both with homogeneous and mixed groups in
workshops for employees and students in groups of 15-20 people from various campus sites.
We will provide information about the project and will serve refreshments.
IV. Data Needs for Stakeholders
We will give an overview of the national, state, and college KPIs and trends by relevant
student populations and offer a basic framework of the Completion by Design initiative
and successes. We will have materials available on our Insider (intranet) site, a Moodle “course”
and provide a simple guide to the data, contextual information, and how to interpret the
information. We will also help our stakeholders understand why the data is important to know
and use in our new “culture of evidence.”
V. When and Where
Our SSLI/CbD Team of 16 faculty and staff members was identified in December 2014 and met
for the first time on January 6, 2015, so we began the stakeholder engagement process late in
the academic year. The project was announced first at an employee assembly in November
2014, and the initiative, Mitchell’s team, and the process were shared in a formal presentation at
the February 4, 2015 employee assembly. The presentation with explanatory notes was sent to
all employees via email on February 5. In addition, presentations about the CbD project were
shared with the President’s Council in January and April, with the Board of Trustees in January,
and with the Endowment for Excellence Board in April 2015.
To fully engage the campus and gather essential stakeholder perspectives, the CbD Stakeholder
Engagement Working Group (SEWG) conducted seven Campus Community Dialogues attended
by 77 employees between February 27 and April 10. Sessions were held on three different
campuses. In order to engage curriculum leaders early in the process, we held our first two
employee sessions for deans, directors, and coordinators. Other employees were invited via
campus-wide email messages to register for sessions using SignUpGenius.
Between March 23 and April 13, the SEWG hosted nine Student Focus Groups, which were
attended by 76 students. We arranged to meet with day and evening students enrolled in a
variety of programs. We met with Student Government Association leaders for input on how
Mitchell Community College 7
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best to engage students, and we invited club advisors to share focus group invitations with their
students. In addition, we attempted to meet with students who were at various stages in their
programs—in particular, we focused on students in their first year (ACA 090 and ACA 122
classes) and in their final semester (HVAC and Nursing.)
VI. Moderators
Moderators and note-takers were members of the CbD Team Stakeholder Engagement Working
Group (SEWG), assisted by others as needed. All SEWG members participated in a day-long
training session conducted by SSLI and Public Agenda staff in October 2014.
VII. Workshop Format
Campus Community Dialogues (CCDs) for employees were organized as two-hour interactive,
collaborative sessions that included a brief overview of the CbD initiative, Key Performance
Indicators, and representative student data. In addition, as a warm-up, participants were invited
to consider who or what helped them to be successful at their first post-secondary credential (or
another goal.) Their responses were shared with the group before discussion of KPIs and CbD
framework questions. A dialogue facilitator and a note-taker led each session. An example
workshop agenda is below.
8:45 Refreshments and fellowship
9:00 Welcome & remarks
Overview of CbD initiative and goals for session
Reflection Exercise
CbD Key Performance Indicators (KPIs)
9:30 Participant responses to the CbD framework/“Big Picture” questions
10:50 Next steps and session evaluation
11:00 Session ends
Student Focus Groups were organized as one-hour dialogues in classes and in open sessions.
The agenda included a brief overview of the purpose of CbD, session goals, and ground rules for
participating. Pizza and soft drinks were provided at the open sessions. Students were asked a
series of questions related to the loss-momentum framework, and a note-taker collected their
responses. At the conclusion of the focus group sessions, the facilitator shared her contact
information and invited students to add responses later or to inquire further about the project if
they wished.
VIII. Analysis
After each Campus Community Dialogue, participants’ responses and evaluation comments
were compiled and sent via email to everyone who participated. The CCD results as well as all
Student Focus Group responses were also shared with the CbD Team for the Working Groups to
use as data for their action plan drafts, which were in progress during this initial engagement
phase.
Mitchell Community College 8
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After the first 16 sessions concluded, the Stakeholder Engagement Working Group then met to
discuss the themes identified in the dialogues and focus groups. SEWG members agreed that
students and employees alike shared both positive and negative experiences, suggesting
inconsistencies in communication, expectations, services, and course offerings, among
others. The disparity of student and employee experiences also indicates the need for greater,
more frequent, and diverse methods of communication across the entire campus
community.
In addition, the data suggest that Mitchell should implement campus-wide integrated and
specialized professional development as well as greater assessment of and accountability
for communication, services, and processes at every stage of the student experience from
recruitment to graduation, transfer, and employment. In every session, employees
commented that they were eager to work together to promote positive change at the institution
but were daunted by the time and effort that would be needed to do so.
If comprehensive and lasting change is to be achieved, the College must engage employees as
equal and integral partners in a democratic, collaborative, and recursive decision-making
and implementation process. Further, the College should recognize the time commitment
that such systemic change will require and must provide employees with the time
necessary to implement a wide range of integral professional development, student
engagement and support strategies, and inter-departmental learning and collaboration.
IX. Follow-up/Information Use/Future Plans
The SEWG has shared individual session reports with the participants who attended them, with
the administration, and with the CbD Team. We will combine all session data into one report to
share with the campus. We will also identify the themes, share action plans, and provide details
about the process and strategies through the next phases of the five-year project.
In 2015-2016, stakeholder engagement will continue as follows:
1. Facilitate dialogues with departments/work areas that will be affected by
implementation plans prior to implementation;
2. Host general dialogue sessions for individual departments and work groups;
3. Facilitate student dialogues with SGA, student clubs, open sessions, and classes;
4. Host an ongoing focus group of students from enrollment to graduation;
5. Publish website, newsletters, brochures, bookmarks, and other marketing products;
Conduct monthly open “data dating” sessions (short, interactive, fun);
6. Establish feedback options (paper and online) for students, employees, and alumni;
7. Conduct monthly open “data dating” sessions (short, interactive, fun); and
8. Invite state and national CbD speakers to campus for professional development.
At each step of implementation, the SEWG will determine the information needs of the CbD
Team and the campus and provide additional opportunities to share feedback in a continuum of
planning, action, evaluation, and revision. Throughout the life of the project, stakeholder
engagement will be a central focus of the team.
Mitchell Community College 9
Completion by Design Action Plan June 2015
Front Door Experiences and Advising Plan
Overview of Front Door Experiences and Advising Recommendations
1. Implement expanded outreach/recruitment efforts to current populations and
identify new populations of unserved and underserved populations
2. Increase Financial Aid awareness and application rates
3. Implement an early alert system to identify and assist at-risk students
4. Streamline, improve, and evaluate admissions, testing, advising, and enrollment
processes
5. Streamline, improve, and evaluate the current blended model of advising
6. Create a College Transfer Advising Center staffed with faculty and professional
advisors
7. Require an ACA/Student Success course (090, 111, or 122) in each degree program
8. Implement “mandatory” in-person or online orientation sessions for all new students
with multiple opportunities for completion
Outreach and Engagement
In order to identify and engage new populations of prospective students, we recommend that
the College continue current outreach initiatives while exploring new opportunities to identify
new populations of unserved and underserved populations, such as older adults, working
parents, GED graduates, and others. These activities would be in conjunction with the current
college-wide marketing plan. Opportunities to engage prospective students may consist of an
increase in marketing efforts to area high schools, including visits by college counselors and
faculty; encouraging early acceptance through the evaluation of Multiple Measures; and
implementing a “Visitation Day” for seniors to tour the College.
Campus dialogue feedback also encouraged continued outreach events such as Discover
Mitchell, Open House, the Literary Festival, Advanced Manufacturing Day, and STEAM Day,
among others. We should improve our marketing of these events to staff and students in the
Iredell-Statesville Schools and Mooresville Graded School District and should generate
additional promotional materials to increase awareness and improve outreach. Mitchell should
also expand marketing about transfer and 2+2 articulation agreements with four-year colleges.
Finally, the College should also explore similar options to engage new populations and should
survey new and prospective students after every point of contact.
Financial Aid
Increase financial aid awareness and application rates.
Enclose the Financial Aid “How to Apply” brochure with Admissions Acceptance letters.
Include a short presentation in all sections of ACA courses offered in the term.
Quarterly visits to Continuing Education’s GED program to help transition them to
curriculum and apply for financial assistance.
Increase the number of Institutional scholarships for those students who have a
remaining unmet need but who are “not eligible” for Title IV assistance.
Mitchell Community College 10
Completion by Design Action Plan June 2015
Early Alert
Standardize a system to track and identify at risk students and provide support to maintain their
enrollment. Once identified “at risk,” increase the number of times a student meets with
counseling or advising.
Notify Instructors at beginning of term who these students are therefore increasing their
awareness for additional support. Campus dialogues support the need for intervention.
Build/Purchase technology that provides early alert system and increase communication
between faculty and student services staff.
http://campustechnology.com/articles/2014/05/07/community-college-uses-student-
tracking-software-to-improve-completion-rates.aspx
Admissions and Enrollment
Streamline admissions and enrollment processes to create a seamless and convenient
experience for entering students—from the first point of contact to registration for classes.
Allow the student to schedule appointment for placement testing after submitting an
admissions application before leaving the Admissions office. If Multiple Measures are evaluated
in person, allow the student to see the Advising Center for an Education Plan immediately. If
placement testing is involved, offer greater flexibility in testing options, including Saturday
testing. If the evaluation of placement is not completed in person, the next contact with the
student should allow him or her to schedule a convenient time for advising. In addition, to
better understand new students’ experiences through these processes, we recommend
implementation of surveys and feedback be implemented at each point of contact.
Advising
1. Develop an Advising Vision and Mission Statement.
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-
Academic-Advising.aspx
2. Develop three primary advising components of advising: curriculum, pedagogy, and
student learning outcomes, and provide professional development training for all
advisors.
3. Create an advising syllabus. http://www.nacada.ksu.edu/Resources/Clearinghouse/View-
Articles/Concept-of-Academic-Advising.aspx
4. Improve the current blended model of advising by implementing the following:
a) Maintain and increase new student advising in the Advising Center for AA and AS
students’ first year (30 credit hours), with the exceptions of those referred to
developmental education advisors (see below). This will require at least a 50%
increase in part-time academic advising staff and funding.
b) Centralize College Transfer Advising faculty for all AA and AS transfer degrees
within the current Advising Center, or within an unoccupied space in the Douglas
O. Eason Student Services Center.
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Completion by Design Action Plan June 2015
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-
Articles/Organizational-Models-for-Advising.aspx
c) Create criteria to select and allow faculty to choose to commit to advising in the
College Transfer Advising Center. Provide faculty incentives for faculty who
commit to advising in the College Transfer Advising Center, perhaps a stipend or
course release time if possible. A faculty advisor coordinator will be needed for
this change to work effectively and efficiently.
d) Assign students needing two or more semesters of developmental coursework to
counseling staff and developmental faculty advisors for the first year of advising.
e) Maintain and enhance AAS advising in AAS programs. New AAS program
students may still utilize the Advising Center for their initial advising sessions.
5. Develop ways to evaluate advising and create ways for advisors to be accountable for
their efforts. http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Using-
Technology-for-Evaluation-andAssessment.aspx
and http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Intentional-use-
of-technology-for-academic-advising.aspx
Student Success Courses
Mitchell Community College offers three different student success courses:
1. College Transfer Success (ACA 122) one credit hour, two contact hours
2. Student Success Strategies (ACA 090) three credit hours, three contact hours
3. College Student Success (ACA 111) one credit hour, one contact hour
ACA 111 is a course for our Early College programs: CCTL and VPAC. This course
prepares our youngest students to become college-ready students.
ACA 090 provides developmental students with the skills to be successful at college.
Some of the topics are: study skills; learning strategies that are essential for success;
promotion of personal development; and an introduction to the College’s physical,
academic, and social environment. Upon completion, students should be able to
manage their learning experience, meet their educational and life goals, and be a
successful college student.
ACA 122 is a course designed to help students to develop a strategic plan for completing
certificates, diplomas, and/or associate degrees. It also assists them in designing a plan
to transfer to a university. It is a part of the Comprehensive Articulation Agreement
(CAA), included in the Universal General Education Transfer Component (UGETC),
Transfer Assured Admissions Policy (TAAP), and the CAA. Students will also learn
essential college resources, learning strategies, test taking skills, essential college policies
and procedures, and many other topics related to developing into a successful college
student.
Mitchell Community College 12
Completion by Design Action Plan June 2015
We recommend that all students enrolled in all programs at Mitchell take a student success
course within their first two consecutive semesters of enrollment, preferably during the first
semester of enrollment. In all student success courses, there should be a section of the course
that would discuss all types of programs that Mitchell offers: transfer degrees, associate
degrees, certificate programs, and diploma programs (AA/AS/AGE/AAS/AFA). The instructor
would differentiate assignments for students on this topic. We understand that further
discussion with all program faculty and coordinators is needed prior to implementation.
ACA 090 could meet our requirement for a student success course if the student is not
enrolled in an AA/AS/AFA program.
ACA 111 could meet our requirement for all CCTL and VPAC students if the student is
not enrolled in an AA/AS/AFA program.
ACA 122 is required for all students enrolled in an AA/AS/AFA program.
“Mandatory” Orientation
Our working group recommends “mandatory” orientation (in-person or online) for all new
freshman and transfer students with multiple opportunities for successful completion of the
activity. Students who are Special Credit, Early College or CCP would be excluded from this
requirement.
Overview
The proposed orientation model would include several formats such as primary in-person
orientations during the Week of Welcome (WOW), on-line orientation, and make-up/late
orientations. The proposed orientation model would allow students to come in meaningful
contact with faculty who teach in their selected major. Faculty would be available to answer
questions and excite the students about their program choices. Student Services staff would
assist in coordinating logistics, as well as setting up informational sessions on topics such as
financial aid, graduation, and college transfer. The MIND center, writing center, library, and
distance learning would provide opportunities for students to learn how to access and use
campus services and technology. In order to help promote a hospitable and welcoming
atmosphere, the college would provide food, live music, and incentives such as early access to
services and educationally appropriate giveaways.
Number of Students Affected
In Fall 2014, there were 699 new students who would have met the criteria to participate in the
proposed orientation model. Of these, there were
321 new full time freshmen;
216 new part-time freshmen;
65 new full-time transfers; and
97 new part-time transfers.
Rationale
One rationale for the requirement of mandatory orientation comes from campus dialogues that
have occurred during Spring 2015. Comments regarding orientation generally indicate that
Mitchell Community College 13
Completion by Design Action Plan June 2015
faculty and staff are enthusiastic about the opportunity to engage with our students in
meaningful and productive ways prior to the first week of classes. Many faculty and staff have
read the research on the benefits of mandatory orientation.
Another strong rationale for requiring mandatory orientation is that institutional studies support
it as both a stand-alone success strategy and as a necessary piece of Completion by Design
efforts. For example, the Survey of Entering Student Engagement (SENSE) 2013 Cohort results
indicate that “an entering developmental student who participates in orientation is 2.14 times
more likely to complete a developmental English course than are students who do not
participate in orientation.” (http://www.ccsse.org/docs/Matter_of_Degrees_3.pdf, page 6)
The College must be careful about the quality of information and experiences that we choose to
share with our students. Although some student surveys support the capacity of orientations to
be informative, others show that orientations can be unsatisfying and irrelevant. In other words,
an orientation experience that matches our students’ needs will help them begin to develop
meaningful connections.
On the other hand, generic orientations with little depth, especially if mandatory, can frustrate
students “if they perceive the sessions to provide information that they already know or feel
they should be able to access easily elsewhere, such as online. These comments and criticisms
from students about what they want to see in an orientation are particularly important for those
colleges that are considering making orientation mandatory.”
(http://www.wested.org/online_pubs/resource1268.pdf)
What formats will orientation use?
Primary orientation will be an in-person event promoted as part of the Week of
Welcome (WOW).
Students taking predominantly online classes will be given the option of completing an
on-line orientation.
Make-up or late orientation will be in-person, but will have abbreviated content. It will
be used for 16-week students who fail to attend primary orientation and for late starting
12-week and second 8-week students.
When will orientations occur?
Primary orientation sessions will occur the week before each term starts, which will be
promoted as the Week of Welcome (WOW). Registration will stop during this week to
allow institutional resources to be dedicated to beginning the new student first year
experience.
Make-up or late orientation will occur during the first two weeks of classes.
Online orientation will be open one week before classes start through the first two weeks
of classes.
What elements will Week of Welcome (WOW) orientation include?
Lunch or dinner with one or more advisors from each student’s program of study
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Completion by Design Action Plan June 2015
o Advisors will be given specific instructions about topics to discuss and questions
to ask.
o Also, college administrators will be present to share information and build a
sense of community with our new students.
Breakout sessions will be held that include customized content related to a student’s
other life responsibilities.
o Parents of traditional college aged students (up to age 23)
o Students with full time jobs
o Students who are over the age of 23
o Students with young children
Introduction to the ACA experience
Presentation from successful alumni
o Recent college transfer graduates
o Graduates working in chosen field
SGA and club information
College activities and events
o Students and staff will preview college related events and activities that will occur
in the upcoming term.
Moodle hands on activity
Tour of the MIND Center
Presentation by Financial Aid
o FA will explain how students maintain good academic standing.
o FA will let students know that it is not too late to apply and be reimbursed should
they qualify for aid.
Admissions and records
o A&R will give an overview of how students graduate.
o A&R will explain important forms (such as change of information).
Free stuff and giveaways
Parking passes and college IDs
Advance access to the college bookstore
What will be the incentives for students to attend orientation?
o Food, free stuff, college IDs, parking passes, and bookstore access.
o Orientation is required. Registration holds will be used to enforce compliance. Students
who wish to register again or adjust their schedules must participate.
o Students who do not attend their scheduled orientation will be contacted about signing
up for one of the other primary orientation sessions that occur before classes start.
o Students who miss primary orientation for whatever reason will be scheduled into one of
the make-up orientations that occur during the first two weeks of classes.
o Students who fail to attend a make-up orientation will be required to complete online
orientation and pass a Moodle based test of first year student knowledge before the
registration hold is lifted.
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Completion by Design Action Plan June 2015
What are the advantages of this orientation model?
10-month faculty will be on campus, which will allow program faculty to meet with
students.
Only students who have officially reserved a seat through payment, financial aid, or
scholarship will be oriented.
Students would receive orientation information in a timely manner versus months ahead
of time. Information presented in orientation will be followed up on during the required
first semester ACA course(s).
The timing of this orientation will minimize the hiring of additional staff. Stopping
registration for one week will allow faculty and staff to concentrate their time and
resources on new students.
Costs
1. The college will need to research available vendors that are capable of helping us build
an effective online orientation option.
2. Part time student employees will be used during the month of August to assist with in-
person orientation. It is estimated that we will need 320 part-time hours for a total cost
of $3,395.00.
3. Food costs are estimated at $3,495.00 assuming an average of $5 per student.
4. Up to $1,000.00 on giveaway items such as t-shirts and hats.
Accelerating into Programs Plan
Overview of Accelerating into Programs Recommendations
1. Implement improvements in developmental education courses including learning
communities; ACA 090; contextual and collaborative learning experiences; and
mapping DRE courses to skills on the writing test
2. Strengthen academic and social support for DE students, including
intrusive/appreciative advising; summer bridge programs; career planning; DE
Road Map/degree checklists; and scholarships for DE completers
3. Improve placement testing policies, including delayed math testing and more
flexible retesting options
4. Implement certificate-to-degree program pathways for success
5. Expand evening course offerings – either at the Mooresville or Statesville
campuses—to ensure completion of degrees
6. Implement an early alert program with specific strategies for students with
identified academic difficulties or on academic probation
7. Develop policies to award credit for prior learning, such as Credit by Exam, CLEP,
and military service credits
Developmental Education
Mitchell Community College implemented the NCCCS developmental math modules sequence
(DMA) in Fall 2013 and the Reading and English sequence (DRE) in Fall 2014. In one Focus
Group, someone stated that “four-week DMA classes are doing well; they have gotten better
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over time.” At this point, DRE instructors believe the DRE classes, as they are offered now, are
not preparing our students to be successful in their first college-level English class; therefore, the
DRE classes will be offered as cohorts beginning in Fall 2015. DRE 096 will be offered the second
eight weeks of the semester; students will then move into a seamless DRE 097/098 for 16 weeks
with the same instructor. Students who test directly into DRE 097 will begin immediately in a
seamless DRE 097/098 for 16 weeks with the same instructor. Once students have completed
DRE 098, they are ready for English 111. Students who test into DRE 098 will begin in DRE 099
and its concurrent ENG 111 course.
Much research has been conducted to find the best ways to assist students through remedial
courses. Mounting evidence suggests, however, that accelerated developmental models-such as
shortening developmental sequence and mainstreaming upper level developmental students
into college-level courses with mandatory supports will lead to improved outcomes for these
students. (CCRC, 2013). The CCRC reported that a northern California community college’s
English faculty aligned remedial learning objectives with college-level English courses and then
offered developmental students the choice of taking a two-semester Reading and Writing
course or an accelerated one-semester course. “CCRC research indicates that those who chose
the accelerated pathway were more likely to complete developmental English, enroll in college-
level English (English 1A), and pass English 1A than students who chose the non-accelerated
pathway.” (CCRC, 2013)
Based on research, campus dialogues, and student focus groups, we recommend these
additional ways to assist with students accelerating through developmental education courses:
Learning Communities (linked classes/build connections for students)
ACA 090 classes (In this course, the instructor becomes a mentor to each student, and
one day is used as Study Hall with a MIND Center tutor and instructor available for
tutoring.)
Road Map/checklist for degrees that include developmental courses
Summer Bridge Program
Contextual Teaching and Learning principles applied in courses
Celebrate the successes of developmental education students (Award scholarships to all
DE completers. We can ask several of our existing donors to designate their donations
for DE scholarships.)
Increased emphasis on collaborative learning experiences in DE courses
Early career planning for DE students–FOCUS 2 assessment with counseling after
completed
Appointed to Advising Center advisor
Intrusive/appreciative advising
Instructors use results of Writing Test to tailor skills taught in DE courses (CCRC, 2013)
References
Designing Meaningful Developmental Reform. Community College Research Center. (2013).
Mitchell Community College Campus Dialogues and Focus Groups. (2015)
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Placement Testing Policies
In order to expedite entry into curriculum programs, new students who require the placement
test for admission should be required to take only the reading, revising and editing, and
WritePlacer portions of the test. These students can then begin their studies and experience
college success prior to taking the math placement test or having to begin the DMA sequence
during their first semester. These students can take the math portion of the placement test
during Advising Month of their first semester and can then plan how to address their
developmental math needs.
Additionally, Mitchell’s retesting policy – which is already among the most lenient when
compared to neighboring community colleges – can be revised to allow certain students to
retest before registering for classes. Within the last few weeks, since we have implemented the
new English portions of the ACCUPLACER, we have allowed students to retest who are only one
or two points away from college-level in English or math. It is unlikely a standard retest policy
will be effective for all students; therefore, we propose leaving the current policy in place while
clearly stating that an exception can be made if the initial scores are within several points of
college-level placement.
Certificate-to-Degree Pathways
A significant barrier to completion of credentials is the inability for students to complete
certificates in a timely manner. Currently, there are no curriculum certificates than can be
completed in one semester (with the exception of BLET). Certificate options within AAS degrees
should be structured so that they can be completed in one semester. This will in all likelihood
require 8-week schedules be utilized so that the typical 16-credit-hour certificate can be
completed in one semester. Using 8-week scheduling will also permit some prerequisites to be
left intact if they are essential for successful knowledge acquisition within the program. Each
AAS program that offers certificates should consider offering certificates that can be completed
in one semester. Another benefit is that students in these accelerated programs will be full-time
students. This is consistent with CbD materials that have indicated students should be
encouraged to take a full course load.
Additionally, developmental students who indicate they want to pursue an applied science
degree should be placed into a certificate program first. This will allow them to complete
workforce relevant training as well as gain knowledge about the college environment, thereby
increasing the likelihood of continued success. These students will be encouraged to retake the
placement test at the conclusion of a certificate and then proceed toward an applied science
degree.
Expand Evening Program Options
A recent review of programs and student completion identified that evening students enrolled
in Associate in Arts required attending classes at least three nights a week for three years
(including summer sessions) to complete a degree. As the economy improves and more of our
prospective students return to work, we should ensure that these individuals have access to our
programs, beginning either at the Statesville Campus or the Mooresville Campus as we build
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capacity to serve students. Since online learning is not for everyone (and internal data indicate
online learners have lower grades) the College should plan to re-invigorate our evening course
offerings. Evening classes could be offered in a hybrid format, which would allow for traditional
instruction, reduce the number of in-person class meetings, and provide a structured means for
students to begin using distance learning technology. In this way, students who test into college
level coursework could take classes two evenings a week and complete their degrees in two
years and one summer session.
Early Alert Program
It is recommended that the College consider the implementation of an early alert program.
Joseph Cuseo, former director of the first-year seminar program at Marymount College,
provides a commonly cited definition of an early alert program as “a formal, proactive feedback
system though which students and student-support agents are alerted to early manifestations of
poor academic performance (e.g., low course grade at or before midterm) or academic
disengagement (high rates of absenteeism)” (as cited in Early Alert Project Action Team, 2014).
Early alert programs exist throughout the nation at various colleges and universities. These
programs often utilize web-based early alert programs such as Starfish and Insight to help
instructors and student services personnel identify, track, and engage at-risk students.
Although early alert systems are generally believed to have the potential to enhance student
success, evidence suggests that this is not always the case. A 2014 study at Western Michigan
University on the impact of their early alert program revealed that it had “no demonstrable
impact on student success or student retention” (Early Alert Project Action Team, 2014).
Therefore, the College should thoroughly investigate the factors that differentiate successful and
unsuccessful approaches prior to creating and implementing its own program. As a start, the
following “best practices” for creating, implementing, and sustaining effective early alert
programs should be considered (Farnum, n.d.):
Emphasis should be focused on identifying and assisting all students who are at risk for
academic failure, not just first-year students.
The tone of communication should be supportive rather than threatening. For example,
the best approaches are often less formal, more frequent, less intimidating, and more
closely linked to the faculty member who is teaching the course.
Efforts should be made to enhance faculty buy-in. For example, faculty should be
encouraged to attend workshops on the potential benefits of early alert programs,
faculty should participate in the development of early alert programs, and faculty
should be provided with feedback on the status of any of their students who are
referred to early alert programs.
In its CBD Action Plan, Sampson Community College (SCC) (2014) has laid out specific
procedures for the implementation of their early alert program. During the development of our
own early alert program, it is recommended that the College consider strategies used by SSC:
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The development of an academic performance improvement plan that students will
complete to help them identify why they are having academic difficulties and what
strategies might help them improve their grades,
The requirement that students on academic probation meet with a counselor in Student
Services prior to midterm and the end of the semester for progress updates, and
The requirement that students on academic probation must have their instructors and
academic advisor sign a form indicating that they are in good standing prior to being
allowed to pre-register for the next semester.
References
Early Alert Project Action Team (2014, April). Early Alert Project Action Team Final Report.
Retrieved April 10, 2015 from
http://www.tauaft.org/wp-content/uploads/2013/04/EAPAT-FINAL-Report-4-14-14.pdf
Farnum, J. O. (n.d.). Best practices in early alert programs. Retrieved April 10, 2015 from
http://www.ecsu.edu/academics/docs/facultyStaffConference/bestPractices-
CaseExamplesinEarlyAlert.pdf
Sampson Community College (2014, October 30). Completion by Design Action Plan.
Unpublished manuscript.
Credit for Prior Learning
The working group recommends other approaches that will accelerate student completion of
credentials, including Credit by Exam, College Level Examination Program (CLEP), military service
credit, Advanced Placement (AP) tests, and other prior learning credits (PLCs.) According to a
study by the Council for Adult and Experential Learning (CAEL), students who earned credit for
prior learning were twice as likely to complete their degrees.
Credit by Exam
Currently Credit by Examination is available to students who qualify for the exam in order to
accelerate in their studies and who are currently enrolled. Although Credit by Examination is
available, the Accelerating into Programs Working Group discussed that it may be underutilized
for two possible reasons: 1) Students are not aware of Credit by Examination and 2) Faculty may
not know that this option is still available.
We recommend that the College develop a list of the courses that have credit by exam and
determine whether software is available to assist with scoring exams. We also recommend that
the College provide an array of marketing to students and advisors about earning credits for
CLEP and military service courses (among others.) We further recommend that the College
develop a committee to review and make available viable options for awarding credit for prior
learning.
Reference
“Fueling the Race to Postsecondary Success.” Council for Adult and Experential Learning. March
2010. <http://www.cael.org> Accessed April 24, 2015.
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Structured Programs Plan
Overview of Structured Programs Recommendations
1. Implement a self-evaluation process for structuring each program of study
2. Streamline and standardize course offerings for college transfer programs
3. Conduct comprehensive assessments using CbD Key Performance Indicators for
each program of study
4. Implement a continuous communication/alignment process to ensure program
viability and relevance
5. Facilitate professional development for program coordinators and faculty
regarding structured program principles and the self-evaluation process
Purpose and Goals
Students often have a hard time completing degree programs when they are presented with an
overwhelming number of classes as options. Evidence reviewed from multiple sources as well as
Completion by Design projects from other colleges shows that streamlining programs of study
by reducing available options of classes can improve the chances for successful completion by
students. When presented with too many options, students often find it difficult to determine
the best, or most efficient, route for completing a program.
Stakeholders and Participants
Faculty will primarily be involved in the process of developing more structured programs of
study. Academic administrators and feedback from other sources (e.g., program advisory
committees, local employers, representatives of transfer institutions) will provide additional
assistance. Successful completion of programs is important because it brings in a broader range
of stakeholders. Outgoing students, current students, and incoming students would all benefit
from more efficiently structured programs. Mitchell could also benefit from increased support
from the community.
Faculty and program coordinators will lead the effort to examine and further structure the
programs of study offered. Deans and coordinators will work directly with faculty to learn how
to best improve the student experience in course selection. Mitchell’s existing Curriculum
Council is charged with the oversight and approval of program changes. The Registrar would
also have an interest in changes to program structure
Comprehensive Articulation Agreement (CAA)
As part of the CAA revisions, Mitchell Community College concentrated its efforts on
restructuring the Associate in Arts and Associate in Science programs to provide more narrowly
focused programs of study that emphasized completion of the Universal General Education
Transfer Core (UGETC). Changes to the Combined Course Library and Mitchell Community
College catalog that stem from the new CAA will help students as they navigate these college
transfer programs. However, there are still classes that could be eliminated from the course
catalog that would help structure the programs further.
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Articulation
If deans, program coordinators, and faculty decide that revisions need to be made to programs,
the changes will be submitted to Curriculum Council for consideration. If approved, the
proposed changes are submitted to the Vice President of Instruction and then to the NC
Community College System for approval. The College’s catalog will then be updated and made
publicly available, announced through emails and other avenues of communication.
Faculty and Staff
Having a more efficient structure in programs of study will not only be helpful to students as
they choose classes to complete a program, but it will also benefit the faculty and staff.
Increased structure in programs would make it easier for faculty and staff who serve as academic
advisors, both formal and informal. Reducing the number of “elective” classes in some programs
would allow for more efficient scheduling as well as fewer partially-filled sections of particular
courses.
Program Assessment
To assess the effectiveness of pathways to degree, certificate, and diploma completion,
structured programs at the College would benefit from performing a self-evaluation of their
academic areas. The Completion by Design initiative uses nine key performance indicators
(KPIs). For structured programs at Mitchell, we recommend an assessment of these KPIs:
KPI #5: The proportion of students earning 12 credits in one year
KPI #8: The proportion of students who in five years:
o Transfer to a 4-year college or university with a credential
o Receive a diploma
o Receive a certificate
o Transfer to a 4-year college or university without a credential
o Are still enrolled in the final year with 30+ college credits completed, with
no credential or transfer
o Receive an associate’s degree
To illustrate how programs can be evaluated using these metrics, we provide enrollment and
completion examples of two structured programs at the College. First, we examine the
Associate in General Education (AGE) degree program under KPIs five and eight. These data are
presented in the aggregate, including students’ prospective majors within the AGE (self-
identified). Between Fall semesters 2009 and 2014, AGE enrollments totaled 2676 students;
however, between 2008 and 2014 only 31 students completed the AGE degree.
According to the 2012 Program Review of the AGE at Mitchell, only one percent of students
graduated within four years, and 11.7% completed any type of degree within four years. At the
time of the 2012 report, 364 students had self-selected in the AGE pre-nursing track, but only
five of these students graduated with the Associate in Applied Science in Nursing (AAS) from
Mitchell.
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To further illustrate the value of evaluating programs using these criteria, we look at a de-
identified AAS degree program at the College. Between Fall semesters 2009 and 2014,
enrollments within this program totaled 55 students. Out of these enrollments, only two
students earned this AAS degree in same time frame.
Structured programs at the College would benefit from performing an evaluation of their
academic areas under these key performance indicators to ensure the smooth flow of
enrollments toward completion, and ultimately assess program effectiveness. As a result, data
may indicate that certain programs might not be the best fit for successful and timely
completion, as indicated in the 2012 Program Review for the AGE.
Furthermore, AGE students can be directed toward the Associate in Arts (AA) or the Associate in
Science (AS) programs and still pursue their intended field of study. In summary, programs
need to be systematically evaluated to (a) track the success of students enrolled, and (b) identify
barriers and shortcomings related to student completion and program effectiveness.
Individual programs need to be evaluated to track the success of students enrolled and also to
identify barriers and shortcomings related to student completion.
Program Assessment Outcomes
After completing the assessment, each program will identify goals and/or deliverables that
will address the following:
How can our academic program options and requirements be more clearly defined for
students?
How could our programs be better structured so that students know which courses to
take and when to take them?
How can we help our students to complete their courses as quickly as possible?
Are we offering courses when students need them to complete their programs of study
in a timely manner?
How could we improve our tracking and advising of students to ensure that they are
making progress toward completion of their program?
Each program may identify different deliverables or outcomes. Potential outcomes may
consist of, but are not limited to:
Consolidation of program offerings: Are there courses that are listed in the catalog that are not
generally offered and could be removed? Are there courses that students do not typically take
and could be eliminated and replaced with additional sections of courses that consistently fill or
satisfy multiple completion routes.
Review of prerequisites: Are all prerequisites vital to student success in a particular course? How
does the total credits needed for completion compare to other institutions?
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Course timing/sequencing: Are there courses that are offered too seldom? Does the sequencing
help or hinder student completion? Could a course be combined or eliminated? What successes
and failures rates are seen in each course and why?
Student course/road maps: During the self-study, programs may produce road maps. Road
maps would only include courses that are consistently offered, identify courses that can only be
taken during certain semesters, and identify courses that, if not taken as mapped, will postpone
student completion. More than one road map may be necessary to accommodate multiple
student entry points. For example, different road maps may be needed for full-time students,
part-time students, students who begin with developmental courses, students who start in the
Spring semester, as well as students with other timelines for completion.
Checklist for certificate/diploma/degree completion
Automatic completion of certificate or diploma along the path to degree completion
Faculty/staff/student training plan: Programs may determine that faculty/staff/students
are not fully aware of the requirements for completion of their program. A plan to disseminate
this information could be developed. Students may need additional information on cost, time
commitments, career opportunities, and other support.
Student tracking plan: Using the Completion by Design Key Performance Indicators, programs
may decide to set and track higher completion goals. Or, because each program is unique, the
traditional completion tracking numbers may not be a good indication of student success.
Programs may find other ways to track and document student success. Programs may
determine ways to track and document the primary causes for students who do not complete a
degree or certificate.
These outcomes are just a few examples and are not meant to limit the results of the self-study
that each program completes.
Communication/Alignment
As programs complete the self-study and begin to identify and complete outcomes,
communication to stakeholders/participants is important for success. Communication could be
in the form of emails, or program representatives could present new information at meetings of
stakeholders. A program may determine that annual surveys or focus groups would be useful to
receive feedback and monitor faculty and student needs and expectations. Program specific
social activities might provide an informal way to engage and inform faculty and students. Each
program can determine the most effective way to communicate and encourage alignment of
goals. See Figure 1 below.
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Figure 1
Beyond Financial Aid Working Group DRAFT Action Plan
At the May SSLI meeting, the CbD Team learned about a new Lumina Foundation initiative,
Beyond Financial Aid, a project that is designed to help colleges implement comprehensive
support systems for low-income students.
The CbD Team recommends adding the Beyond Financial Aid Working Group (BFAWG), a
new college and community partner team to
1. study the national project findings,
2. assess our campus ability to respond to students’ needs, and
3. recommend solutions that will result in low-income student completion, transfer,
and employment.
Working with community agencies, Mitchell will improve our ability to help students break the
cycle of poverty and inequality and will provide our community with skilled workers and
engaged citizens.
If approved, Mitchell employees in the BFAWG will first identify the low-income students on
campus and will engage with them to identify their needs. Then the group will use a national
self-assessment tool to identify Mitchell’s strengths and weaknesses in responding to students’
ongoing financial needs. We then will engage leaders from local agencies and selected students
to serve on the BFA team and to develop action plan recommendations.
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Identified Areas of Need for Low-income Adult Students
1. Food
2. Housing
3. Income
4. Childcare
5. Transportation
6. Extensive Counseling
Beyond Financial Aid Working Group (one representative from local service agencies)
The BFA Working Group will meet once a month on the same day and time. Monthly meetings
may rotate to each agency's location in order for members to become familiar with agency
offerings and locations. The first two meetings will be held at Mitchell campuses.
BFA Community Partner Luncheon
To engage the service agencies in our community, we will invite the directors or CEOs to a lunch
meeting to introduce the initiative to them and develop a plan for collaboration. A suggested
agenda for the meeting:
1. Introduction
2. Why Are We Here?
3. Ice Breaker
4. What We Need From You
• Services you provide that a college student may qualify to receive; how to apply for services;
and contact information
• A designated person to serve on the BFA Working Group
• Commitment to serve as a Community Partner; sign a partnership agreement
Action Steps
1. Information from each agency will be placed into one document to be distributed to
students and placed on MCC's website.
2. BFA will be presented to employees via campus meetings and email messages.
3. BFA will be presented to students during orientation, Mitchell e-mail, and ACA classes.
4. Training will be provided to all employees to assist with information needs and referrals.
5. Surveys of students and employees will help identify ongoing learning and training needs.
Community Partner Agencies (partial listing)
1. Department of Social Services (Food stamps, income, health insurance, childcare)
2. Statesville Housing Authority (Subsidized housing)
3. Mooresville Housing Authority (Subsidized housing)
4. Mooresville Christian Mission (Food, clothing, and assistance with bills)
5. Yokefellow (Assistance with bills, clothing and household items)
6. Fifth Street Ministries (Housing, food, clothing, counseling)
7. Partnership for Young Children (Counseling, child care resources, parenting)
8. Salvation Army (Assistance with bills, clothing, food, and household items)
9. Children’s Hope Alliance (Barium Springs-Counseling)
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10. Baptist Center (Food)
11. Mooresville Soup Kitchen (Food)
12. I-CARE (Pre-school childcare, employability skills and training with stipend)
13. ICATS (Transportation)
14. Iredell County Health Department (Health care)
15. Habitat for Humanity (Housing, financial counseling)
16. First Citizens Bank (Financial counseling)
17. Easter Seals UCP NC (Adult and child disabilities, rehabilitation, veterans services)
18. Purple Heart Homes (Veterans services, housing)
Conclusion
During four months of working together to gather feedback from the campus community—
specifically from employees and students—and conducting external and internal research about
how best to foster greater student success, Mitchell’s Completion by Design Team
enthusiastically embraces the key goals of the project:
1. Increasing dramatically the number of students who earn certificates and degrees,
2. Improving the success rates of students who transfer to four-year institutions, and
3. Raising the value of certificates and degrees in the labor market.
We further espouse CbD principles of a democratic and transformative environment that
empowers employees to collaborate in discovering innovative solutions and in making data-
driven decisions, all of which are also embedded in the College’s Foundational Competencies.
As a result of participating in the Completion by Design project, we believe that Mitchell
Community College will become even more focused on our students’ success and well-being
while fostering deeper and more significant learning outcomes.
The CbD Team is eager to continue our work during the next phase of the project, integrating
the project with other initiatives in the College Vision Plan as together we help our students be
prepared to excel in their studies, in their careers, and in their lives.