Summary of Student Life Cycle

Summary of Student Life Cycle

Mission Statement
(Draft-From Valencia) A system of shared responsibilities between students and the college that results in social and academic integration, education and career plans, and the acquisition of study and life skills.

Developmental Advising-Definition

Developmental Advising is a student-centered approach toward developing a relationship among students, faculty and other college professionals. This alliance develops through mutual trust, shared responsibilities, and commitment to helping students identify, cla4rify, and realize their personal, academic, career, and life goals. Developmental Advising is an ongoing growth process which assists students in the exploration, clarification, communication, and implementation of realistic choices based on self-awareness of abilities, interests, and values.

Student Progression

The model is learner-centered: fundamentally the question is then, how do students experience this model? From the “student perspective”, the model was designed as a five-stage process over time with specific learner-outcomes and learner-performance indicators for each stage.

At this time, Delgado Student Affairs departments have contributed to the development of this model. In terms of finalizing and confirming the outcomes and indicators for each stage, it is ready to be circulated through academic and functional areas of the college for further input, especially in stages 3-5.

Summary of Student Life Cycle Stages

Stage 1 – Deciding

Definition:Covers the period from when students have initial contact with college to the time they make a postsecondary educational(career) choice.

Outcome: As a result of learning at this stage…

Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process in a timely manner.

Performance Indicators: We know we’re on track at this stage if students…

Believe that college education is possible
Know what Delgado Community College offers that can help achieve their academic and career goals
Have the skills to become admitted and register for classes
Satisfy admissions’ requirements, including immunizations in a timely manner, transcripts evaluated
Have the skills to make a financial plan for obtaining a college education
Financial aid process is understood and completed in a timely manner
Uses financial aid information regarding his/her options
Make initial choices about educational and career interests and discuss them with advisors and others
Knows how to behave. Knows their rights and responsibilities as a student and successful learner
Fully participate and have timely completion of application, assessment, orientation, financial aid and enrollment processes before the start of classes.
Attend an orientation session (online or FTF) use the college catalog, campus map, class schedule, and also activate their email account, E2campus, use academic calendar to plan life and school (transport, kids, work, etc.); get books and school supplies, 90% register, get correct schedules (syllabi?), can explain what their rights and responsibilities are as a student
Start course work in college-level courses or are appropriately placed in college preparatory courses based on current skill level in reading, mathematics and English
Have a proven readiness for class (through pre-reqs/placement or advising), take, get, and understand placement scores

Guiding Principles: The way we define how students will succeed at this stage is based on our belief that…

Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado.
Students who experience college procedures consistently on all campuses are more likely to have a good impression.
Consistent and reliable financial aid information and assistance provided to students and parents will increase the number of students who enroll in college.
Students are more likely to attend college if they have career and/or personal interests requiring education.
Students are more likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve their career and/or personal goals.
Frequent and consistent messages about enrollment and readiness increase students’ likelihood of starting school successfully.

Stage 2 – Starting

Definition: Covers the period when the student applies to college as a degree-seeking student to their completion of 15 credit hours. (checking on hours)

Outcome: As a result of learning at this stage…

Students make academic and social connections and successfully complete their first year course work at the College.

Performance Indicators: We know we’re on track at this stage if students…

Research and select a career path
Receive assistance with career exploration
Be motivated to work and to learn
Have a positive impression to this point
Establish and update an education plan
Be able to explain the purpose of their general education courses and how each of their program-specific courses is related to others
Know why they are taking each class on the schedule
Meet with an academic advisor and develop a schedule, review college policies and use the information on study skill information sessions
Be prepared to enter/continue college level course work
Can adapt to different teaching styles by understanding their own learning style
Have their books and supplies on day 1
Know and use office hours, tutoring, open labs, library
Follows guidelines on student conduct
Know how to read and write at the college level
Make significant progress towards completing the college prep sequence, if necessary
Develop relationship with their College Coach
Meet with an academic advisor and develop a schedule, review college policies and use the information on study skill information sessions
Participate in campus and college wide events and activities
Engage in some type of interaction with faculty or students outside of the classroom (ex. Student organizations, participates in on campus activities, etc.)
Have instructors who are his/her partner in learning
Demonstrate persistence in enrollment and at least 75% successful completion of course work

Guiding Principles: The way we define how students will succeed at this stage is based on our belief that…

The more Delgado can “de-mystify” the college experience so that it is explicit to new students “what they should do when and WHY”, the more new students will be successful in college.
Students who experience college procedures consistently on all campuses are more likely to “start right.”
Students who have career and educational plans early in their college experience will have more success in college.
New students who enroll in CCSS 107 have better success in college as demonstrated by research.
Students who make social connections with faculty and peers early in their college experience will have more success in college.
Students are more likely to succeed if they experience high engagement at the college.
Technology systems that allow students to get information on career and educational programs and to conduct business with Delgado easily will result in increased student success in college.

Stage 3 – Progressing

Definition: Covers the period in which the students are completing certificate/degree or necessary requirements; approximately between the completion of 16 and 45 credit hours.

Outcome: As a result of learning at this stage…

Students become increasingly self-sufficient in their ability to implement career and educational goals.

Performance Indicators: We know we’re on track at this stage if students…

Commit to educational plans that guide their course choices each session
Be able to relay the requirements for their chosen program and what they need to do to get there
Know the length of their program and # of semesters needed to complete it, the course & section number, instructors’ name, student ID#
Self-assess and respond to progress in attaining the Delgado Core Competencies/Characteristics
Select portfolio entries that reflect skills required to achieve academic and career goals
Pursue options for continued education or employment after graduation

Guiding Principles: The way we define how students will succeed at this stage is based on our belief that…

Students who are self-sufficient and motivated are more likely to succeed in college.
Technology can provide information on career and educational planning, which students can access on their own, resulting in increased degree completion.
Students who learn how to learn are more successful in college.
Students should be able to document and articulate what they have learned in terms of the Delgado core competencies.
Providing students with regular feedback, such as advising and degree audits, will result in increased degree completion.

Stage 4 – Graduating

Definition:Covers the period when students are making preparation to complete their degree and transition to a 4 yr college/university or into the workplace; generally from the completion of 45 credit hours and beyond.

Outcome: As a result of learning at this stage…

Students make appropriate preparation to transition to the workplace or to transfer to an upper division college/university

Performance Indicators: We know we’re on track at this stage if students…

Define plans for continued education or employment after graduation
Complete the Associate’s degree with 72 credit hours or less
Utilize a portfolio that reflects their curricular and co-curricular growth and achievement
Write a resume that documents their educational experiences and workplace skills
Students articulate what they have learned and what they can do

Guiding Principles: The way we define how students will succeed at this stage is based on our belief that…

Technology access should provide information to students to plan for their transfer to a 4-year college or for job search.
Students who complete an associate degree should have a resume and job search skills.
Students should have defined a plan to graduate, transfer, or pursue employment by the time they complete ??? credit hours.
Students pursuing employment should be able to identify potential employers for whom they are qualified.
Students who plan to transfer to a 4-year college should be able to identify and have completed the pre-requisites for their major.

Stage 5 – Lifelong Learning

Definition: Covers the return of students to the college after they have graduated.

Outcome: As a result of learning at this stage…

Students are able to recreate the experience of goal-setting, career choice, and educational planning in periods of career transition, retooling, or acquiring new skills.

Performance Indicators: We know we’re on track at this stage if students…

Set goals for themselves which reflect their ability to think critically, evaluate options, communicate their need for educational and career training, and to actively pursue the opportunities provided by the college
Utilize college services to meet their goals
Maintain a portfolio and resume which reflect continual movement toward self-actualization
Be self-motivated to seek educational opportunities that enhance and update skills
Maintain a mutually beneficial relationship with the College (?)

Guiding Principles: The way we define how students will succeed at this stage is based on our belief that…

Learning enhances a person’s life.
Students who have been motivated by their college experience will continue to learn and encourage others to learn.
In the Information Age, it is necessary to update skills frequently.
Students will maintain a life-long relationship with Delgado if we offer opportunities they need to stay current in their professional and leisure pursuits.

Glossary

College:
Developmental Advising: a student-centered approach toward developing a relationship among students, faculty and other college professionals. This alliance develops through mutual trust, shared responsibilities, and commitment to helping students identify, clarify, and realize their personal, academic, career and life goals. Developmental Advising is an ongoing growth process which assists students in the exploration, clarification, communication, and implementation of realistic choices based on self-awareness of abilities, interests, and values.
Engagement:
Enrolled:
Financial Assistance:
Graduate:
Guiding Principle: these are the big ideas, beliefs, and values that we use to make decisions. They drive how we state the outcomes and the performance indicators. Completes the statement, “The way we define how students will succeed at this stage is based on our belief that…”
Learning Centered: a way of being in which learning is the primary focus of all decisions made and actions taken at the college
Outcome: a result that can be seen, monitored, and measured. Answers the question, “As a result of learning, students will be able to. . . .”
Performance Indicator: factors that must occur along the way in order to achieve the outcome. Answers the question, “We know we’re on track if students….”

Stage 1 – Deciding
Definition:Covers the period from when students have initial contact with college to the time they make a postsecondary educational(career) choice.
Outcome: i.e. Students make thoughtful and informed choices about college choice based on an awareness of their general career and academic interests, and complete the enrollment process in a timely manner.
Guiding Principles:Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado. Students who experience college procedures consistently on all campuses are more likely to have a good impression. Consistent and reliable financial aid information and assistance provided to students and parents will increase the number of students who enroll in college. Students are more likely to attend college if they have career and/or personal interests requiring education. Students are more likely to attend Delgado if they feel a connection to the college and can see how our programs help achieve theircareer and/or personal goals. Frequent and consistent messages about enrollment and readiness increase students’ likelihood of starting school successfully.
Performance Indicator: Successful students at this stage will…. / What we’re doing now…
Processes, initiatives effectively in place or that need review / What needs to happen:
Determine steward(s) for this step, timeline
Determine measures for success / Resources for each stage:
Web links, content, interactive sources
Believe that college education is possible
Know what Delgado Community College offers that can help achieve their academic and career goals /

Internal/External Communications and Marketing
Recruitment
Word of mouth
Catalog
Handbooks

Examine data to inform specific market targets and message: EMAS, employment trends, demographics, publicize this to the college
Create a Delgado awareness campaign: must have concise, consistent, and clear message throughout the College (“Ask me” polo shirts) and the region
EVERYONE is an ambassador
What are current students, alumni, and programs doing
Refute concerns about attending community college
Outreach campaign/partnerships – employers, teachers, alumni, community, 4-year schools, career tech, etc.
Review existing documents that are put out to students, public, faculty/staff
Solicit marketing material from each program
Research and determine personal tools – learning styles inventory, eportfolio, etc.
Bridge Program/pre-college experience – online, after application (?)
Course to prepare students for college – online self-assessment, learning style, maybe CSI. Possibly e-portfolio
Peer recruiting/mentoring program

Paying for college – cost, financial aid, work study, personal budgeting or educational calculator?
Payment plan option (?)
Programs of study – marketing material for each program, length, courses, master syllabi
Support services – child care, health services, disability services, international students
Learning for success – link to testimonials, “Learning-Centered” mission, taking responsibility for learning, traditional and online learning (what they are), online self-assessment, “Why do I have to take this course?” learning style inventory, self-assessment
Learning Communities
Service Learning
WISE woman center
Online learning resources
Tutoring labs
Library
Campus Life - clubs and social opportunities, athletics, social networking,
E2Campus
SGA on Twitter
SGA on Facebook
Residential information - Crime stats, neighborhood, housing, transportation
Setting goals – career exploration, handbook of occupations, economic trends, educational roadmap
National recognition – accreditations, program awards
Campuses and sites
Admissions – online application, dual-enrollment, international students, veterans (link to Vet’s page and VUB), GED, important dates, scheduling a campus tour? scheduling placement test?, preparation resources for placement tests and ACT
(Check w/ Gwen on other links)

Have the skills to become admitted and register for classes
Satisfy admissions’ requirements, including immunizations in a timely manner, transcripts evaluated
Have the skills to make a financial plan for obtaining a college education
Financial aid process is understood and completed in a timely manner
Uses financial aid information regarding his/her options
Make initial choices about educational and career interests and discuss them with advisors and others
Knows how to behave. Knows their rights and responsibilities as a student and successful learner /

Provide applicants with the admissions requirements, online and face-to-face
F2F communications a MUST – continue CCSS visits and others
DCC Student Self-Serve
Providing assistance to those students needing help in completing the FAFSA application
Financial Aid help desk (all campuses)
Financial aid efforts – signage, Q&A, tutorials
Registrar – FERPA (?) online tutorials for faculty/staff
Review and update code of conduct (including plagiarism)
Consensus determined by college
Plan for communicating
Inclusion on SA and AA documents (incl. syllabi)

Setting a Transition Date – June 30th?
Identify freshmen – applied but not registered. Find out if they’re going to attend.
Develop service organization (Ambassador) for new students
Financial aid message – “applying is just the first step”
Financial aid options are explained
Write out FA process
Attending Financial Aid Administrators’ updates/conferences
Providing student with up-to-date funding opportunities
Application process
Online, all inclusive
Simplifying application – color coding, redesign, tutorial and a help drop box
Immediate contact from College upon inquiry or application
Mandatory F2F on-campus tour (apply early!)
Get contact information from EMAS
SGA makes calls for further assistance
“Now You’re Ready” Assigned area for ambassador/liaison – until they get to an advisor
Block on student until they see an advisor. Build criteria for who needs ambassador, assistance. Student tele-counselors – email.
Return receipt on individual’s personal email. Ambassadors call to define admission status – “We have this…We still need that…” Apply early, so you can get transportation, child care organized.
Another communication after acceptance – use personal email up to a certain point, let them know that they’ll get info. from DCC email.