Table 3.
Supporting college readiness by improving campus-wide coordination
| Campus personnel coordination | Coordination strategies |
|---|---|
| Administrators, faculty and advisors | Enacting policies so that students enroll in courses with high failure rates (e.g., math courses) early to prevent delayed graduation |
| Enacting policies so that sequences of math courses are taken close together enabling students to better retain basic skills | |
| Sharing data trends such as high-failure classes or times in the semester when students withdraw so that faculty can make teaching adjustments | |
| Faculty and faculty | Working together to create standardized curriculum and grading rubrics in entry-level college courses so that students are similarly prepared for the next course in a sequence |
| Coordinating on topics presented at different levels for continuity across course sequences | |
| Coordinating across academic disciplines so that English and math courses incorporate authentic learning tasks students will use in their majors | |
| Creating professional development workshops for faculty across disciplines related to strategies for working with students with disabilities, English language learners, and presenting basic academic-related skills to students underprepared for college-level work, facilitated by faculty experts in these areas | |
| Faculty and advisors | Faculty presenting basic skills diagnostics in new student orientation or advising sessions for early identification of students in need of academic support services |
| Consistent use of and communication between faculty and advisors through the early alert system | |
| Faculty presenting detailed information about curriculum to advisors to improve advising recommendations | |
| Advisors inviting faculty to describe curriculum and academic expectations to students at new student orientation | |
| Faculty and academic support staff | Leveraging embedded tutors or learning assistants within classrooms to aid the curriculum through academic support practices |
| Faculty holding office hours in learning labs or academic support centers |