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Delgado College Compass Style GuideContents

Purpose of this Guide .............................................................................................................................. 2College Compass Overview ..................................................................................................................... 2College Compass Architecture ................................................................................................................. 3

Architecture Definition ...........................................................................................................................................3Architecture Model ................................................................................................................................................3Page Layouts and Content Areas ...........................................................................................................................4Content Areas: College Compass Landing Page .....................................................................................................4Content Areas: Stage Landing Page........................................................................................................................ 4Stage Steps Page Bridge Page ................................................................................................................................4Bridge Page ............................................................................................................................................................4

General Content Criteria and Guidelines .................................................................................................4Content Area Criteria for Each Stage ....................................................................................................... 5

Content area definitions and examples ..................................................................................................................6College Compass Stages and Guidelines for Content ................................................................................10

Stage components: explanation and purpose ........................................................................................................10Stage 1 – Deciding .................................................................................................................................................10Stage 2 – Starting ...................................................................................................................................................12Stage 3 – Completing .............................................................................................................................................13Stage 4 – Graduating .............................................................................................................................................14Stage 5 – Continuing ..............................................................................................................................................14

Content Area Criteria for MyCompass .....................................................................................................15Process and Procedure ....................................................................................................................................15

Working Draft, October 11, 2010

Purpose of this Guide

This guide is written for those who are designing, writing or submitting content to be available for students in Delgado’s College Compass.

provides a general explanation of the College Compass and its components defines content areas within the Compass so that designers are able to identify the

appropriate area for new content to be added or updated explains the organization of content within the Compass provides general criteria for the different types of content, including format, size

specifications, language and purpose explains what kind of support is available for content development and provides a directory

of content resources explains the process and procedures for submitting or uploading various content to College

Compass

College Compass Overview

The College Compass is a product of the Title III Grant objectives required of Delgado’s Student Affairs Division. These objectives included establishing an educational/learning plan to help students map progress towards achieving academic goals, a learning style inventory to help students understand how they learn, a self-advising instrument for students to better understand and plan their own educational journey, an eportfolio to demonstrate learning and record achievements, a career planner to help students understand where to apply their skills, a web-based orientation for new students, and a method for assessing learning outcomes in new-student orientation and freshman seminar (Delgado’s CCSS 107 course).

These objectives were to influence Delgado’s overall student retention rate, completion rate, achievement of learning outcomes, student and faculty satisfaction. The College Compass brings together these objectives in a web-based application where they are integrated into a system of shared resources and services designed to help students succeed throughout all phases of their educational experience at Delgado.

The College Compass is based upon a “developmental advising model,” which is a student-centered approach for developing relationships among students, faculty and other college professionals. 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. The College Compass is designed to facilitate this process.

The College Compass model is “learner-centered” in that it’s designed from the perspective of how students experience it, with the overall objective of managing that experience for students throughout each phase of their educational journey at Delgado. The model represents five-stages with specific learner-outcomes and indicators of success for each stage.

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College Compass Architecture

Architecture Definition The College Compass product is launched from an icon prominently displayed

on the homepage of Delgado’s web site www.dcc.edu. From that action, students are linked to the Compass Landing Page. In the compass landing page, students get a welcome, introduction, and instructions on how to use College Compass. Pop-out graphics on each stage/MyCompass in the compass link to a page with an introductory audio and the steps/tools within each stage. Hyperlinks from any page will go to Internal DCC web pages, external web pages or intermediary bridge pages within the compass. Bridge pages are comprised of text, internal and external web links and, in some cases, another bridge page within the compass. MyCompass pages begin with a landing page and then move into a login page for the Education Plan that Global Synergies built or a login page for one of the other MyCompass tools in Career Cruising®.

Architecture Model


College Compass Landing Page – Stage Pop-Outs

College Compass Icon (from www.dcc.edu)

Hyperlink to Internal/External

Web & Bridge Pages

Delgado Calendars(example)

Directory(example)

LAPortal(example)

Stage Landing & Steps Page

Deciding Guidelines & Resources

Starting Guidelines & Resources

Progressing Guidelines & Resources

Completing Guidelines & Resources

Life-long Learning Guidelines & Resources

MyCompass Landing & Menu Page

MyCompass Guidelines

& Tools

MC Tool: Education Plan

(login-MyEdPlan)

MC Tool: Career Plan (login-Career Cruising)

MC Tool: Learning Styles

(login-Career Cruising)

MC Tool: Portfolio

(login-Career Cruising)

View, Create, Print, Delete Ed

Plans

Explore, build, self-assess for

careers

Self-assess, explore, learn about

learning styles

Build, track, share, organize

personal portfolio

http://www.dcc.edu/

http://www.dcc.edu/


Page Layouts and Content Areas

The layout and content area designs for each level of the College Compass Architecture were a collaborative effort. They’re based on discussions, existing deliverables, and a rationale that has developed over the course of this project.

Page Layout: College Compass Landing Page

Pop-out Box Text for Each StageThis is the text that appears alongside the Stage Graphic when it pops out as the mouse hovers over it and it spins to the top of the CC Graphic.

Deciding............Everything you need to know and do to make the right decisions about college and applying to Delgado

Starting.............Everything you need to know and do to start off right and succeed in the first semesters of coursework

Progressing.......Everything you need to know and do to stay in school and complete your educational planCompleting........Everything you need to know and do to prepare for graduation and using your education to

achieve your goalsLife-long Learning............Everything you need to know and do to continue to develop the skills and knowledge for your

life goals

Page Layout: Stage Landing Page (In separate file)

Page Layout: Stage Steps Page (In separate file)

Bridge Page (In separate file)

Content Criteria and Guidelines

Types of content include text, graphics, video, links, and interactive material, tools, or applications.

1. Purpose – the purpose of all content in the Compass is to draw students/users into experiencing a program, service, resource, tool, initiative, or project that helps achieve the outcome(s) at any stage in the model. Example:

2. Student-centered language – content should be student-directed, engaging, simple, friendly, and welcoming. Define terms that might be unfamiliar or use terms more familiar to students instead. Example:

3. Voice – Use of 2nd person is appropriate for instructions to students/users or to attract students/users to a particular area. Example:

4. Length and size – used whenever possible to attract students to important text they have to read or should replace text altogether where appropriate. Example:

a. textual contenti. 4 lines per paragraph

ii. use sub-headings, bullets, or numbering if text exceeds one paragraph



iii. (determine font, size, and color)b. audio, visual, graphical, and interactive content should

i. videos should average 30 seconds per stream. Example:ii. graphical content, (provide dimensions and dpi?)

c. navigationi. external web page links – open to maximized new window

ii. internal DCC web page links – open to maximized new windowiii. CC Bridge pages – open in same window, “Back” arrow available to

navigate back to previous page

Content Criteria for Each Stage

In the College Compass, students experience each stage of their educational journey by interacting with content that’s relevant to success at each particular stage. If there is a resource, a service, an event, a contact, a tool, an instrument, an initiative, a program, or other information that would facilitate a student’s success in any stage of his or her educational experience, there is a place to include it and a way to present it in a Content Area.

Content areas are defined by the purpose of the content they contain. For instance, the landing page for each stage has 4 content areas.

From the CC Landing page, students access a sequenced guide that takes them through each stage of their college experience, the steps in each stage, the resources, and services to successfully complete each stage of their education at Delgado. So, content areas become more detailed within the pages of each stage.

Content area definitions and examples

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1. Tabs

2. WWWWH?

3. Sidebar

4. Main Content

Area

5


1. Tabs – these are the text links across the top of every page in College Compass. The links in this content area specifically lead out of College Compass to other important application log-in pages, and internal web pages. They each have a “tool-tip” feature that defines the link when the mouse is hovered over each one.

Tab Name From Left to Right Tool-tipEmail (https://owa.dcc.edu/exchange) Login to DCC emailBlackboard (http://dcc.blackboard.com/webapps/portal/frameset.jsp) Login to BlackBoardSelf-Service (https://www2.dcc.edu/ia-binp/tsrvweb.exe?&tserve_trans_config=ahomepg.cfg&tserve_host_code=%5btserve_host_code%5d&tserve_tiphost_code=%5btserve_tiphost_code%5d)

Student/Faculty records, payment, registration

DCC Alert (http://www.dcc.edu/e2campus/) Sign up for emergency messagesLibrary (http://dcc.libguides.com/library) Library home pageDCC Home (http://www.dcc.edu/) DCC Home PageDCC Live! (http://d2.parature.com/ics/support/default.asp?deptID=8095) Ask questions 24/7Directory (http://www.dcc.edu/directory/Default.aspx) Campus directory home page

2. WWWWH (Who? What? When? Where? How?) – these are the text and sub-text links across the bottom of every page in College Compass. They represent important resources, services, quick links and information that in some cases is duplicated in other areas or stage steps in the Compass. Each have a “tool-tip” feature that defines the link when the mouse is hovered above it.

From Left to Right Text w/ “tool-tip” text:WWWWH

Name From Left to Right

Link Below WWWWH Name Tool-tips

Who? (Who am I?)* First Time College I’ve never been to college* International/English Second

LanguageI’m from another country or speak English as a second language

* Non-Degree Seeking I’d just like to take a course* Special Needs I have special needs* Transferring I’m transferring in or out* Veterans I’m a US Veteran

What? (What DCC has to offer)* Campus Life What’s it like to be a Delgado student?* Course Catalogs What courses do I need to take?

Divisions/Programs (http://www.dcc.edu/programs/default.htm)

Information/Contact

The Dolphin (http://www.dcc.edu/newscenter/dolphin_archives.htm)

Delgado student newspaper

News Center (http://delgadonews.tumblr.com/)

Delgado in the news

* Student Resources Resources for success in schoolTuition & Fees (http://www.dcc.edu/classification/students/FALL-2010-TUITION.pdf)

How much does it cost?

When? (What’s happening when)


http://www.dcc.edu/classification/students/FALL-2010-TUITION.pdf

http://delgadonews.tumblr.com/

http://www.dcc.edu/newscenter/dolphin_archives.htm

http://www.dcc.edu/programs/default.htm

http://www.dcc.edu/directory/Default.aspx

http://d2.parature.com/ics/support/default.asp?deptID=8095

http://www.dcc.edu/

http://dcc.libguides.com/library

http://www.dcc.edu/e2campus/

https://www2.dcc.edu/ia-binp/tsrvweb.exe?&tserve_trans_config=ahomepg.cfg&tserve_host_code=%5Btserve_host_code%5D&tserve_tiphost_code=%5Btserve_tiphost_code%5D

http://dcc.blackboard.com/webapps/portal/frameset.jsp

https://owa.dcc.edu/exchange


WWWWH Name From Left to Right

Link Below WWWWH Name Tool-tips

* Calendars All Delgado dates, events, and schedules* Class Schedules Credit, Non-credit, Online classes* Important Dates Upcoming deadlines

Student Handbook (http://www.dcc.edu/classification/students/handbook/handbook-spring-2011.pdf)

Everything important for this semester

Where? (Delgado locations and maps)* Campus Police Contact & services* Locations Important information on each campus* Parking/Transportation For each location* Bookstores For each location

Around town (http://www.nola.com/living/) Local happeningsHow? (Important instructions)

Admissions (http://emaslive.dcc.edu/EMASOnline/Home/tabid/53/Default.aspx)

Apply before you register

* Employment/Scholarships/Aid Information & applicationsForms (http://www.dcc.edu/policies/stud-forms/) List of student forms

* Registration Credit, non-credit registrationTranscripts/Records (http://www.dcc.edu/classification/students/req_transcript.htm)

Registrar requests

* Contact For each location* Technical Support Ask questions 24/7

(social networking icons) Facebook/Twitter/2nd life/YouTube*Bridge pages

3. Sidebar – this content area contains the navigation bar for College Compass. It also contains resources and services particular to each stage. Content in this area includes text links to the particular people and places students will need to accomplish the goals of a stage as well as the list of College Stages and features pertaining to College Compass in general. Each of these has a “tool-tip” feature that defines the link when the mouse is hovered over each one.

a. What’s College Compass? (only on CC Landing Page)i. Video link/Camtasia guide – Introduction and Guide to CC – Sample text:

“Delgado’s College Compass is a guide to figuring out "what to do when" in order to complete your career and education goals. In each stage, you’ll find links to all of the components of Delgado that make up your educational experience. This is your personal roadmap to getting what you need and deserve from you college experience.”

Links to each stage of the college experience take you into the Compass Guide to steps and resources for each succeeding at every stage of your education.

MyCompass provides planning tools to develop and implement educational and career plans.

Compass links at the top and bottom of each page provide important resources you’ll need to navigate your experience and make smart choices for your future.


http://www.dcc.edu/classification/students/req_transcript.htm

http://www.dcc.edu/policies/stud-forms/

http://emaslive.dcc.edu/EMASOnline/Home/tabid/53/Default.aspx

http://www.nola.com/living/

http://www.dcc.edu/classification/students/handbook/handbook-spring-2011.pdf


b. People to Know (not on CC Landing Page sidebar) – this is the heading for a list of links that appears below it

i. the list of links here represents titles or types of people that are key advisors for learning about and successfully completing a particular stage. i.e. Who would I go to for advice on completing any step of this Compass Stage?

c. Places to go (not on CC Landing Page sidebar) – this is the heading for a list of links that appears below it

i. the list of links here represents departments, offices, special areas or programs of the campus that are key for learning about and successfully completing a particular stage. i.e. Where do I need to go to complete any of the steps in this Compass Stage?

d. College Stages – these are links to the Steps page for each College Stage (skips the Landing page and intro.)

e. Compass Tools – these are links to other features of College Compassi. MyCompass – link to site that contains educational plan, financial planning,

and career planning (must have login)ii. Compass Feedback – email that goes to (see Provost) to provide feedback

on the College Compass site. 1. User fills out name, email (confirms email), and types in a text box. Field

names are:a. Nameb. Emailc. Confirm Emaild. Feedback and questions about College Compasse. Auto Text that appears after “Submit”: “Thank you for taking

the time to provide feedback on Delgado’s College Compass Site. We’ll send your feedback to the person it needs to go to. If you need a reply, we’ll try to get back with you within 3 business days.”

iii. Compass Search – function to search College Compassiv. Technical Support – bridge page to online and other support specific to

locationsv. Language – function that changes language of College Compass



Tab Name From Top to Bottom Tool-tipPeople to Know (on stage, bridge, MyCompass pages) Assistance along the wayPlaces to Go (on stage, bridge, MyCompass pages) Resources I’ll needCollege Stages

Deciding Choosing DelgadoStarting Getting in schoolProgressing Staying in schoolCompleting Finishing schoolLife-long Learning Continuing school

Compass ToolsMyCompass Planning and Tracking GoalsCompass Feedback Email FeedbackCompass Search Search College Compass*Technical Support Ask questions 24/7(Language Function) Change language of College Compass

4. Main content area – the information in this area should be compelling and should draw the student into engaging with the content in that area. Minimal text, maximum use of faculty, student, and staff testimonial or what they do at Delgado.

Like the Sidebar, the main content area is unique to each College Stage. Here are the guidelines for the Main content area of each page type:

a. Compass Landing Page – the main content area of this page includes i. Compass Title in banner above and CC Graphic,

1. Animation on page load: First, College Compass title flies in from right, then sub-title flies in from right, underneath

title CC Logo spins to put at the top whatever stage your mouse is over and then a pop out of

that stage flies out to the side w/ brief text defining what happens there and video introduction to that stage

Click on the tiny Compass Guide icon to go to Stage Landing/Steps Page

ii. What’s College Compass? Video introduction Tutorial – link below What’s College Compass? to Camtasia Tutorial

b. Stage Landing/Steps Page – the main content area of this page includes i. Special Stage graphic, same as from CC logo, photo specific to that stage

with people in it. Large as it can be in center of main content area1. Click on Stage Graphic for:

video introducing the most compelling aspect of the stage, MyCompass tool audio provides a “Definition,” “outcome,” “success factors,” what to expect, for each stage

and MyCompass tool audio describes what you have to do in this stage or MyCompass tool the, guides students to

go into the the Compass Guide

2. Animation on page load: Stage Graphic flies in from right, followed by the stage name, followed by the definition, The text “Click on each important step….,” which flies up from below, is followed by each

step one by one.

3. List of steps (with list of collapsed links for each one) of what students are supposed to do at this stage


http://d2.parature.com/ics/support/default.asp?deptID=4195


Each step is numbered, begins collapsed, and can expand when the + sign is clicked expandable list – resources, services, forms, guidelines for successfully completing each step

c. MyCompass Landing Page – the main content area of this page includes (In Progress)

Guidelines for Content

Stage components: explanation and purpose

What follows is a guideline for the kind of content that appears in each stage. Each stage has been designed with the following components. These components can be in text form, audio, or visual media.

1. a definition: this explains what it means to be in this stage, usually in terms of a timeframe or of a particular process like graduating

a. sets the perimeters for each stageb. suggests areas of the college that would be involved with student success at that particular

stage2. an outcome: this explains the importance of the stage, why it’s important to successfully complete this

stage, it’s value to the studenta. as a result of learning what they need to learn in this stage, students should be able to achieve

thisb. this is what the college assesses to determine effectiveness and to make decisions for continual

improvement in student learning/success at this stage c. this is used also for strategic planning and for coordinating the goals of the college, every unit at

Delgado contributes to the outcomes of each stage in the College Compass3. performance indicators/steps: these are the specific steps or tasks or actions that we know a student

must learn about and “get right” at this particular stage in order to achieve their goalsa. the college has to set up systems, processes, resources, and services so that students are set up

with whatever they need to execute each step or action in the particular stage--completely, accurately, and mindfully

b. these are indicators of how the college is performing at each stagec. they can be measured and tracked to indicate how productive the college is at any stage

4. guiding principles: these are guidelines for what we need to do at the College to be effective at the particular stage (if we’re effective, it’s more likely that the students will be)

a. based on experience and beliefs about what it takes for students to succeed at Delgadob. lays out criteria for how we need to operate at each stage, how we need to behavec. lays out criteria for making decisions for special initiatives, allocating resources, and solving

problems particular to each stageStage 1 – Deciding

Definition: “Deciding” begins with my first contact with Delgado and goes up to the time I make the decision to apply to Delgado. I’m setting goals and making plans to get there.Outcome: What I get out of this stage are smart decisions about my education, my career, and how I’m going to reach those goals.Performance Indicators/Stage Steps: Students are on the right track towards completing their goals if they know:

1. How to make decisions about college and Delgado (So, we have to set it up so they can learn…)a. if college is for them, what college is like and what’s expected (“find out if you’re ready to go to college”)b. how much college costs and how they can pay for it (“find out about careers, what workforce skills are in

demand, and what you’re interested in”)c. what careers are out there, which ones are they interested in, what their personal talents or other goals

are (“find out about colleges, what they offer and what it’s going to cost”)



d. what Delgado Community College offers that can help achieve their academic and career goals (“find out what college life it’s is like at Delgado”):

i. what like to learn and be a student hereii. what makes our offerings worthwhile or different from other institutions

iii. what’s special about Delgado? What have we done that’s noteworthy to students?

2. How to make decisions about paying for your education(So, we have to set it up so they can learn…)a. (“find out how to pay for college and what options are available”)

i. what paperwork they need, why they need it, how to complete it, where to send it and when to get it in – for each type of student that has a unique set of forms or processes to do

ii. what the consequences are for late or missing paperworkiii. who to contact for help, where they can go for clarification on all this

b. (“make a financial plan”)i. how to use financial aid information to determine payment options that are right for each

student ii. the federal financial aid process and Delgado’s financial aid process

iii. what paperwork they need, why they need it, how to complete it, where to send it and when to get it in – for each type of student that has a unique set of forms or processes to do

iv. how to manage their own finances1. properly calculate their income and expenses2. estimate their long-term financial commitments3. use a worksheet to start a plan

v. who to contact for advice, where they go for clarification on all this

3. How to make decisions about a program, degree, or course of study (So, we have to set it up so they can learn…)

a. (“find out about Delgado’s academic divisions, programs, and requirements”)i. what programs are doing and what’s currently in demand by other students

ii. what academic terms mean and how to use them correctlyb. (“find out about the different options for learning at Delgado”)

i. what developmental courses are and what it means to take themii. what distance learning is, what it’s like to take an online class, whether or not that’s a good

option for them iii. what kind of learning style they have and what that means they have to do to learn what they

have to learn in schoolc. (“make an educational plan”)

i. choose a major, use the catalog, prepare a academic plan several semesters outii. find and use program guides

iii. how to balance personal and academic livesiv. who to contact for advice, where they go for clarification on all this

4. How to get ready for the next stage: “Starting” college courses (So, we have to set it up so they can learn…)a. (“find out what you have to do to get in and start classes”)

i. how to verify their enrollmentii. what academic terms mean and how to use them correctly

b. (“find out about Orientation”), why it’s important, what they can expect, where to go and when to be there

i. what placement testing is, what the scores mean, why they have to do it, how to prepare for itii. about registration and how to do as much of it independently as possible

1. when and where to do it, how, what paperwork is needed, what the deadlines are, how, when, and the importance of paying fees on time

2. what holds on records are, how to get records, what they mean



3. how, where, and when to get a parking permit, pay for parking tickets, avoid getting tickets4. how, where, and when to join the fitness center5. what year their catalog is, what their major/program is6. what developmental courses are and what it means to take them7. what academic terms mean and how to use them correctly8. what distance learning is, what it’s like to take an online class, whether or not that’s a good

option for themiii. what their rights and responsibilities are as a student and successful learner

1. how to behave in a college setting in order to succeed2. what to expect and what’s expected of them

Guiding Principles: These beliefs give us a roadmap for what the College needs to do to achieve the outcomes at each stage and what that looks like.

Our behaviors, the policies and procedures we design, our processes and systems, the programs we have and services we provide, our system of reward and employee performance should all be aligned with these principles.

1. Establishing a good impression upon first contact with any Delgado person or publicized message increases students’ interest and attendance at Delgado.

2. Students who experience college procedures consistently on all campuses are more likely to have a good impression.

3. Consistent and reliable financial aid information and assistance provided to students and parents will increase the number of students who enroll in college.

4. Students are more likely to attend college if they have career and/or personal interests requiring education.

5. 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.

6. Frequent and consistent messages about enrollment and readiness increase students’ likelihood of starting school successfully.

Stage 2 – Starting

Definition: The “Starting” stage begins when I have applied to Delgado and goes up to my completion of 15 credit hours. I’m staying in school and completing core courses I need to do well in my field.Outcome: What I get out of this stage is the solid foundation I need to achieve goals I’ve set. That means making important academic and social connections and learning what it takes for me to complete coursework successfully.Performance Indicators/Steps to Success: Students are on the right track in this stage if they:

1. Prepare to succeed before classes start (So, we have to set it up so they can learn…)a. the importance of registering earlyb. what “starting right” on the first day means and looks like

i. services in place so their books are available and seamless to order/purchaseii. role-play or skits incoming students do in Orientation to show what happens when they’re

not prepared and when they’re prepared for the first dayiii. what academic terms mean and how to use them correctly

2. Identify and understand why you have to take the courses you need to start with3. Set up MyCompass

a. define your career path (or paths!)



b. map out when and what classes to take to complete your degree or programi. set your graduation date

4. Find connections with other students, teachers, and advisors 5. Know what it’s going to take to succeed in college level courses6. Stay enrolled! Find resources to help keep you motivated, healthy, and on track

a. Plan well enough so I don’t have to change my graduation timeline

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

1. 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.

2. Students who experience college procedures consistently on all campuses are more likely to “start right.” 3. Students who have career and educational plans early in their college experience will have more success in

college.4. New students who enroll in CCSS 107 have better success in college as demonstrated by research. 5. Students who make social connections with faculty and peers early in their college experience will have

more success in college. 6. Students are more likely to succeed if they experience high engagement at the college. 7. 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: “Progressing” begins when I complete the first year of coursework and goes up to 45 completed credit hours. I’m working on course requirements that move me toward my graduation goal.Outcome: What I get out of this stage is the self-direction and knowledge to do what it takes to achieve my goals – so that I can complete my goals and be ready to continue my education or start employment after graduation.Performance Indicators: “Completing” towards my goals requires learning self-direction, self-sufficiency, and what it takes to succeed. Here’s how:

1. Find out what you need to do to fulfill the requirements of my education plan2. Understand what General Education courses are for and why you have to take them (if I do)3. Track and report progress made towards achieving academic and career goals4. Explore options for school or work after graduation

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

1. Students who are self-sufficient and motivated are more likely to succeed in college. 2. Technology can provide information on career and educational planning, which students can access on their

own, resulting in increased degree completion. 3. Students who learn how to learn are more successful in college. 4. Students should be able to document and articulate what they have learned in terms of the Delgado core

competencies. 5. Providing students with regular feedback, such as advising and degree audits, will result in increased degree

completion.

Stage 4 – Completing

Definition:



The “Completing” stage begins basically after 45 hours of completed coursework. I’m getting ready to complete my degree and transfer to a 4 year school or into the workplace with the education I need to succeed.Outcome: What I get out of this stage is everything I need to successfully transition into the workplace or upper level education.Performance Indicators/Steps: We know we’re on track at this stage if students…

1. Complete the application requirements and process for Graduation2. Prepare yourself for continuing your education or employment after graduation

a. (Complete the Associate’s degree with 72 credit hours or less)b. Complete your portfolio of academic progress and achievementsc. Prepare a resume that documents your experiences and skills

3. Establish your network and stay connected


1. Technology access should provide information to students to plan for their transfer to a 4-year college or for job search.

2. Students who complete an associate degree should have a resume and job search skills. 3. Students should have defined a plan to graduate, transfer, or pursue employment by the time they

complete ??? credit hours. 4. Students pursuing employment should be able to identify potential employers for whom they are qualified. 5. 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 – Life-long Learning

Definition: “Life-long Learning” is the stage of life-long learning when you want to continue developing valuable skills, knowledge, or competence in something that enhances your career, interests you, or deepens knowledge in something you’ve already learned.Outcome: What I get out of this stage is everything I need to successfully acquire new skills or pass through a period of transition in my career or educational journey.Performance Indicators: We know we’re on track at this stage if students…

1. Determine the purpose for learning at this stage, why you want further education or career training2. Determine educational and career training options to achieve your goals3. Pursue opportunities for educational and career training at Delgado4. Create your portfolio and professional resume to reflect continual development and self-actualization5. Stay on track, seek resources, and make informed decisions about career and life-long pursuits for

learning


1. Learning enhances a person’s life. 2. Students who have been motivated by their college experience will continue to learn and encourage others to

learn.3. In the Information Age, it is necessary to update skills frequently.



4. Students will maintain a life-long relationship with Delgado if we offer opportunities they need to stay current in their professional and leisure pursuits.

Guidelines for MyCompass

The text “MyCompass” is purposely designed without spaces and with the “M” and “C” in uppercase like you see it typed in this sentence. This is to treat MyCompass as a unique, standalone product, distinct from the compass stages.

Process and Procedure

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