Priority Area and Intervention Rationale
Measurable Outcomes
Priority Area: |
Improving Success Outcomes for First Year Students |
Core Strategies: |
BPCC 1st Student Success Course Academic Advising for first-time students Intervention Strategies for Students in Developmental Math |
Evidence/Rationale:
BPCC 1st Student Success Course. Retention rates declined significantly over the previous years with only 52.42% returning first to second year (first-time, full-time students) in fall 2005, and only 44.89% returning in fall 2006. 
Retention rates of other freshmen (full-time) were 49.66% in fall 2005, and 48.44% in fall 2006. Notable barriers encountered were identified in the aggregate focus group data as lack of study skills, lack of time management, poor academic preparation, and an overall lack of knowledge on the college environment. According to Ishler and Upcraft (2005, p. 41), “one of the most widely researched environmental influences on first-year student persistence is the first-year seminar. While seminars may vary in structure, content, grading, and credits . . . . . The first-year seminar is one of the most powerful predictors of first-year student persistence into the sophomore year. In general, first-year students who take these seminars are more likely to persist into the third semester.” After reviewing the data, it is evident that a 100 level mandatory course for 1st time – full time students should be developed. Students who are part time will be required to take the course within the first 12 hours at BPCC. A letter grade will be given to students enrolled in the course - BPCC 101 as studies show that students say they put more effort into letter-graded classes than pass/fail classes. These findings are consistent with the claims in the literature that grades are a strong motivator (Bell, 1994; Ebel, 1980).
Academic Advising for first-time students. The BPCC 1st Core Team conducted focus groups with students in their 2nd semester at Bossier Parish Community College. Many of the students reported that some of the barriers that they experienced were lack of advising, lack of knowledgeable advisors, and lack of awareness of transfer information. After review of this information and CCSSE 2005 survey data showing only 52.2% of students believe that BPCC supports learners, the team decided to include professional development in advising for faculty and staff as an activity within this core intervention strategy. In the Fall 2007 semester, BPCC will launch a new Academic Advising Center based on a “split model” in which the initial advising for all first-time and transfer students into BPCC will be handled by the Academic Advising Center and faculty will retain advising responsibility for all other students (King and Kerr, 2005).
Intervention Strategies for Students in Developmental Math. The BPCC 1st Core Team conducted focus groups with students enrolled in Math 102 and students enrolled in their 2nd semester of courses at BPCC. Students recognized The Learning Center (TLC) and its support services as a marquee service for students yet indicated the need for the following: (a) more tutors to support the numbers visiting TLC, (b) better trained Math tutors, (c) more collaboration between math faculty and TLC staff and tutors, and (d) increase hours and marketing of services. The 2006 ACT- Student Opinion Survey data shows the percent of BPCC students who use College Sponsored Tutorial Services at 17.6%. These numbers may indicate a relationship between lack of knowledge of services provided and number of students who use these services.
Measurable Changes after Three Years:
- Student Success course will be developed (Fall 2007)
- 1 section of the Student Success Course will be piloted in Spring 2008 semester with a cohort of 20 to 25 students first-time, full-time Associate degree seeking students.
- 4 sections of the Student Success Course will be offered with a cohort of 50 to 100 (approximately 11% of target population) first-time, full-time Associate degree seeking students. (Spring 2008)
- First-time, full-time associate degree seeking students enrolled in the student success courses will persist to the 3rd semester at a greater percentage compared to all other first-time, full-time associate degree seeking students. (Year 2)
- 8 sections of the Student Success Course will be offered with a cohort of 150 to 200 (approximately 22% of target population) full-time Associate Degree seeking students. (Fall 2009)
- Based on the delivery of interventions in years 1 and 2, overall first-time, full-time associate degree seeking students will show a 2% increase in fall-to-fall retention. (Year 3)
- 100% of students in the cohort will receive academic advising from the academic advising center. (Years 1, 2 and 3)
- A minimum of 75% of students in the cohort—first-year, full-time Associate degree seeking students enrolled in developmental mathematics courses and the student success course—will participate in integrated learning assistance activities (tutoring, workshops on difficult topics) organized by the Math Coordinator. (Year 2)
- Increase the success rate of first-time, full-time degree seeking students taking developmental math by 5% from the 2006 baselines of 63.3% for Math 097, 53.7% for Math 098, and 41.5% for Math 099.