Dr. Dawn PersonChieh-hsing Chou (Jessie)

Spring 2010

iFalcon infused in the curricula of the college will enhance student success.

Coordinating institutional services and programs will increase student success.

Training and support for faculty/staff will lead to infusion in iFalcon classroom.

Strategies to help students develop the six habits of the mind.

Faculty and staff development to support HOM for student success.

Infusing HOM across developmental education program.

Coordination of Institutional Services and Programs to Support HOM initiative.

Increase in students who achieve transferring into 4 yr. or earn AA/AS or certificate

Increase retention of first year students

Increase percentage of students who earn at least 30 units.

Increase in students who successfully complete math, English, and reading basis skill courses.

Increase in students who progress through basic skills courses sequence in a more timely manner.

Systematic change to a college culture of student success using iFalcon as the basic model for success.

Implementation of evaluation model that measures effectiveness of the iFalcon model for student success.

To implement iFalcon by involving faculty, staff, and other resources people to engage students in developing HOM by making them aware of the HOM, teaching habits, and helping students apply their habits in their daily academic, personal, and work lives.

Improve percentage of first time students who achieve transferring into 4 yr. or earn AA/AS or certificate.

Increase student persistence and retention as evidence by increase transfer and success in developmental course sequences.

Document the impact of iFalcon for faculty, staff, and students.

Monitor program’s progress Track faculty/staff engagement and use of

iFalcon Provide feedback for program improvement Track students’ academic progress/participation

of HOM Assess systematic change in support of college

success culture.

Student Academic Progress and Participation

Student Feedback

Faculty/Staff Feedback

Student Academic Progress and Participation

Student Feedback

Faculty/Staff Feedback

Program Impact on Student retention/persistence

Interaction/Intervention dimension: (faculty, counselor, peer, tutors, counter, web)

Who has participated in which services of the project, in what ways and to what degree or level?

How well are the project strategies being implemented?

What systematic change has been made to maintain a college culture of student success?

What is the progress for implementation of evaluation?

What progress has been made on program objectives, anticipated outcomes, and measurable indicators:

A. Improved academic performance of students especially first year students.

B. Increased educational success in student transfer, AA/AS attainment or certificate.

C. Increased student awareness, knowledge, and application of the HOM.

D. Improvement in completion of and decrease in time needed to complete development English, math, and reading course sequences.

E. Impact of intervention dimensions on students that include: faculty, counselors, web, peers, tutors, staff, counter interactions, and campaigns.

Student Academic Records

Program participation by students, faculty/staff

Formative Assessment-Program effectiveness through surveys and focus groups

Comparison group between-orientation and non-orientation students. conclusion of each semester or year

Survey of awareness, knowledge and application of HOM, long and short of students and faculty/staff over time.

Faculty/staff perceptions of HOM through survey and focus group

Impact of faculty/staff developmental training

Faculty Inquiry group

Innovation Center

Observation meetings of the team

Review documents of work progression

Focus groups

Interview with co-PI’s

Conduct regular meetings with the project co-directors for data feedback and discussions

Provide an annual project evaluation report that provides the data necessary for project documentation and decision-making, as well as what is required by funding agents.

Person Responsible Activity SchedulePI Observation of leadership team

meetingsOn-going

PI and Research team facilitators

Identifying groups to be surveyed-comparison/dev non-developmental

Feb 2010

PI and Research team facilitators

Instrumental development for students, faculty, and staff

March 2010

PI Student and faculty survey April 2010PI Student and faculty focus

groupsApril 2010

PI/Research Team Assessment of Quantitative data for year 1-baseline

April 2010

PI/Research Team Preliminary report Mid April 2010PI/Research Team Document analysis of

faculty/development/trainingMay 2010

PI/Research Team Document analysis of web and other program outreach pr usage

May 2010

PI/Research Team Analysis of comparison group, document analysis and observation

June 2010

PI/Research Team Annual evaluation report August 2010