Student Success Initiatives at MCTC
New initiatives aimed at improving student success have shown strong results, according to a recent report released by the College’s office of Strategy, Planning and Accountability (SPA). Educational equity and student success comprise the College’s strategic priorities, and the four initiatives tracked in this report are specifically aimed at meeting those priorities.
The African American Educational Empowerment Program (AME) and student center was founded in 2011 by dedicated students who brought a national concept to this Minneapolis campus. AME is comprised of four programs, and the AME student center is available for homework help, classroom collaboration and community building. College research showed students using the AME center—particularly male students—were significantly more likely to complete courses and remain enrolled in the College than those not using the center.
Accelerated English (ENGA)
Accelerated English courses combining developmental English with college-level work were offered for the first time in 2013. The research found students needing developmental English instruction were significantly more successful when enrolled in the combined course, passing at a rate similar to students who tested directly into college-level English. Furthermore, these students completed their college English requirement in one semester instead of two.
English Instructor Michael Kuhne explains that students may face any number of outside factors, so success in developmental courses may take place in addition to or in spite of factors like inconsistent child care, health issues, addiction, family illness and so on.
“The students who succeed in these courses not only leave with more academic confidence, they understand the demands of college a bit better and are better able to plan accordingly,” said Kuhne. “They know how to create study and support groups. They gain clarity, both about why they are in college and how they will succeed in college.”
Embedded advisors working specifically within College academies began providing integrated advising to students in 2011. Research found students who saw their appointed academy advisor in their first semester at MCTC were almost twice as likely to continue at MCTC for a second year than students who did not see an advisor. Data will be further analyzed in the coming year to determine whether integrated advising has a positive effect on timely graduation as well as the effect on retention.
, a Carnegie Foundation
initiative designed to help community college students complete a college-level math course with less frustration and lower dropout rates than traditional college algebra, finished its first year of implementation this spring. MCTC research found that students in the accelerated, experience-based math alternative were between three and five times more likely to enroll in the subsequent math class the following term compared to developmental math students not enrolled in Statway. “Students enrolled in Statway this year built a strong community,” said Carmen Buhler, Mathematics
instructor and one of three Statway instructors at the College. “In light of the successes of the first year of operation, we are looking forward to a second year of Statway courses.”
These initiatives, aimed at increasing success in the classroom as well as graduation or transfer rates of participating students, are only a few instances of efforts at the College to empower students to be successful inside and outside the classroom.