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’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)



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


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


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



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.



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



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.



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.



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.



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.

http://campustechnology.com/articles/2014/05/07/community-college-uses-student-tracking-software-to-improve-completion-rates.aspx

http://campustechnology.com/articles/2014/05/07/community-college-uses-student-tracking-software-to-improve-completion-rates.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-Academic-Advising.aspx






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.

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-Models-for-Advising.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-Models-for-Advising.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Using-Technology-for-Evaluation-andAssessment.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Using-Technology-for-Evaluation-andAssessment.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Intentional-use-of-technology-for-academic-advising.aspx

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Intentional-use-of-technology-for-academic-advising.aspx



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



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

http://www.ccsse.org/docs/Matter_of_Degrees_3.pdf

http://www.wested.org/online_pubs/resource1268.pdf



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.



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



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)



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



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:



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.

http://www.tauaft.org/wp-

http://www.ecsu.edu/academics/docs/facultyStaffConference/bestPractices-CaseExamplesinEarlyAlert.pdf

http://www.ecsu.edu/academics/docs/facultyStaffConference/bestPractices-CaseExamplesinEarlyAlert.pdf

http://www.cael.org/



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.



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.



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?



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.



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.



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)



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.

mitchell cbd action plan june 2015

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