Achieving the Dream at HFCC
Developmental Math PDF Orientation PDF Transition to College PDF
Implementation Plan and Timeline
Priority Area: Increase success in developmental mathematics courses and progression to gatekeeper courses.
Evidence/Rationale: Eighty-eight percent of entering students place into developmental mathematics; 19 percent of students who are placed one level below college-level mathematics (Math 080) successfully complete Math 110; 5 percent of students who are placed two levels below college level mathematics (Math 074) successfully complete Math 110. With a significant number of incoming students requiring developmental coursework and with such limited remediation success rates, this is an area in need of attention. The mathematics faculty is unanimous in expressing concern regarding the low success rates in the Division. With the support of the Associate Dean of Mathematics, the Mathematics Division wants to reassess current practices and develop new strategies to address this problem.
Measurable Changes after Two Years: Success in developmental courses will increase by 10 percent relative to 2007 baseline data.
Measurable Changes after Four Years: The percentage of developmental mathematics students who successfully complete Math 080 (grade of C or better) and successfully complete Math 110 will increase by 10 percent relative to 2007 baseline data.
Work Plan |
Year One |
Year Two |
Year Three |
Year Four |
Lead Staff |
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Review and revise current mathematics placement “cut off” scores. Spring/Summer2008: data obtained and made available to mathematics faculty; Fall 2008: mathematics faculty review data and make recommendations on placement “cut off” scores for implementation for Winter 2009 enrollment Summer2009: Evaluate the effectiveness of new placement scores. |
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Larry Smyrski (Assoc. Dean, Mathematics), Gillian John, and Mathematics Faculty |
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Spring 2008: Conduct student and faculty focus groups to identify obstacles and barriers to student success.
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Mathematics Faculty, Becky Chadwick (Director of IR), and Vasti Torres (ATD data facilitator) |
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Develop strategies to improve success in developmental mathematics courses and progression to gatekeeper courses. Fall 2008: Design of initial intervention(s) and measurable outcomes based on focus group data and research of other institutions; Winter 2009: Pilot intervention(s) |
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Larry Smyrski (Assoc. Dean, Mathematics), Gillian John, and Mathematics Faculty |
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Pilot, assess, and revise strategies to improve success in developmental mathematics courses and progression to gatekeeper courses. Develop additional intervention(s) and scale-up successful intervention(s) as merited. |
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Larry Smyrski (Assoc. Dean, Mathematics), Gillian John, and Mathematics Faculty |
Proposal Action Plan and Timeline
Priority Area: Increase persistence and retention through well designed and effective orientation strategies.
Evidence/Rationale: The vast majority of first-time, traditional-age students lack institutional literacy and are unfamiliar with college culture. Studies at other community colleges have demonstrated that extensive and ongoing orientation programs can improve student persistence rates by as much as 30 percent. HFCC created an orientation program in recent years but it has been institutionally marginalized and only 10 percent of new students attend.
Measurable Changes after Two Years: Persistence rates for incoming first-time, traditional-age students who participate in orientation strategies will increase by ten percent relative to 2007 baseline data.
Measurable Changes after Four Years: Persistence rates for incoming first-time, traditional-age students who participate in orientation strategies will increase by ten percent relative to 2007 baseline data
Work Plan |
Year One |
Year Two |
Year Three |
Year Four |
Lead Staff |
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Form an orientation task force and develop a model orientation program. Summer2008: Research Best Practices. Review results of CCSSE survey. |
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Vice Presidents Barber, Gerlica, & Jones-Harris Orientation task force |
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Implement a pilot orientation program for all incoming first-time/full-time students. Identify this first cohort for longitudinal tracking purposes. Review and revise orientation program and expand for second cohort. Implement changes to Support Services. |
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Initiative Coordinator, Orientation task force |
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Expand orientation program for second cohort; identify second cohort for longitudinal tracking purposes; evaluate success of first cohort using persistence and survey data. |
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Initiative Coordinator, Orientation task force |
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Continue revamped orientation program for third cohort; identify third cohort for longitudinal tracking purposes; evaluate success of first and second cohort using persistence and survey data.
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Initiative Coordinator, Orientation task Force |
Proposal Action Plan and Timeline
Priority Area: Increase academic preparedness of entering minority and low income students through programs for high school students transitioning to college.
Evidence/Rationale Ninety-three percent of incoming HFCC students place into one or more developmental courses and subsequent persistence rates are notably lower among these students. In addition to coming to the institution educationally underprepared, many of these students are unaware of the academic requirements of college coursework and lack the knowledge to successfully negotiate the institutional hurdles of completing a college program (e.g., identifying appropriate student services, applying for financial aid, identifying is a reasonable course load). Because of its on-going relationship with Dearborn high schools, this initiative can provide a foundation for this pilot project with future applications to other high schools. Transition to college programs have proven successful in ameliorating such problems at other institutions similar to HFCC; accordingly, it seems a logical presumption that such a program would be successful here.
Measurable Changes after Two Years: Reduce the percentage of students requiring development reading or writing courses by 10 percent among program participants relative to 2007 baseline data for students from the same high schools.
Measurable Changes after Four Years: Reduce the percentage of students requiring development reading or writing courses by 15 percent among program participants relative to 2007 baseline data for students from the same high schools.
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Work Plan |
Year One
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Year Two |
Year Three
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Year Four
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Lead Staff |
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Work with Fordson High School to develop the components of the Transition to college program. |
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Coordinator, subcommittee and high schools |
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Administer placement test to students at end of junior year. |
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Coordinator, subcommittee and high schools |
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Implement pilot programs and services for senior year and summers. Review end of semester course grades and retention rates. |
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Coordinator, subcommittee, Research Office
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Review, revise, and expand senior year and Summer programs and services. |
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Coordinator, subcommittee, |
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Review end of semester course grades and retention rates |
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Coordinator, subcommittee, Research Office |
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Extend all program components to a second Dearborn high school, contingent on available funding. |
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Coordinator, subcommittee |