Title V / Basic Skills / Plato / Curriculum Technology / Intervention / MCLite / Tracking / ESL
Component One:
Strengthening the Instructional Program
Component One will completely revamp and revitalize developmental studies and infuse basic skills curriculum in College-Level and Occupational/Technical courses at MC. Computer-assisted instruction (CAI) and multimedia-assisted instruction (MAI) will be integrated in developmental and college-level classes to meet the learning needs of at-risk, underprepared students and improve MC's ability to address diverse student needs.
All developmental courses, Reading, Writing, and Math, will be redesigned in context and delivery.
Because the problem of underpreparedness among our students is so pervasive and severe, MC will not limit efforts to update curriculum and instructional methodologies to developmental studies courses.
Because half of MC students are exempt from THEA, the State mandatory testing, students enrolled in certificate programs in the Occupational/Technical Divisions are not assessed at all prior to placement. In response there is no systematic method addressing basic skills deficiencies.
This project will allow for the integration of basic skills throughout college courses including the occupational and technical area of the College. As faculty work with the Curriculum/Technology Specialist to redesign curricula and develop basic skills, they will also be introduced to new instructional delivery systems and methodologies such as CAI, web-based instruction, and other technologies proven successful with underprepared learners.
The basic skills across the curriculum model will be developed as Lead teachers collaborate with the Basic Skills and Curriculum/Technology Specialist to design and pilot the model.
ESL will be addressed at the college level.
This component will develop a wide array of new services that MC can use to assist students in achieving their educational goals.
The component will allow for the development of new systems at MC that have been shown to be effective with at-risk students.
Intrusive advisement, orientation, early alert, and workshops will be developed and piloted over a five-year period. A computer-based student tracking system will be developed.
The student tracking system is imperative if the college is to provide accessible student information that allows for timely intervention, intrusive advisement, and outcomes assessment.
Only one assessment tool, COMPASS, is currently available at MC and that is only used for TASP liable students. Faculty and staff require additional diagnostic information about individual students to ensure appropriate advisement and placement, especially ESL students.
An additional assessment will be developed and piloted to provide in depth diagnostic information particularly for ESL students. A tutor training program will be developed and pilot tested.
Component Three is the foundation for Components One and Two. This comprehensive training component will equip faculty and staff with the skills proven to be effective with at-risk, underprepared and diverse students.
Through survey, faculty and staff indicate a strong willingness to participate in professional development activities. Our faculty and staff are committed to helping students succeed but they are not skilled in the strategies shown to be effective with underprepared, non-traditional, and minority students.
Component Three will provide the Teaching Learning Center (TLC) and the training they need to help students succeed. Full and part-time faculty will learn basic skills instructional strategies and become skilled in the use of computer assisted instructional (CAI) and media-assisted instructional (MAI) delivery systems. They will learn how to become active users of the TLC.
Faculty will learn about the diversity among cultures and learning styles, effective strategies for teaching a diverse student body, outcomes assessment, and collaborative learning in culture and learning styles. As a result, faculty will integrate basic skills strategies, diversity, CAI, and MAI systems into curricula. Component Three will dramatically transform instructional programs at MC.
Professional development for student services staff will enable the effective use of proven retention strategies including intrusive advisement methods, early alert, student tracking, and outcomes assessment.
A tutor training and tutor referral system will be developed and implemented. Student services staff will also learn about diverse learning styles and cultures to improve the success of all students. Student services staff and faculty advisors will also be trained to use the new student tracking system.