Our program's core features include 1) proactively identifying students who have basic …
Our program's core features include 1) proactively identifying students who have basic needs insecurities or are at risk of these insecurities, 2) connecting students to resources both on campus and off campus to minimize the effects of these insecurities, 3) communicating with students, faculty, and staff about the services offered to the students, 4) training faculty and staff on how to recognize and offer assistance to students who might be experiencing basic needs insecurities, 5) making the local community aware of the needs of our students, 6) reducing stigma around basic needs insecurities, and 7) engaging in activities and events around campus to give students a sense of connectedness and belonging. Our goals are 1) to strengthen and expand resources available to the students through collaborative partnerships, 2) to support students' social emotional, and academic needs with a focus on underserved students, and 3) to increase awareness and utilization of resources available to meet the basic needs. The objectives include 1) increasing the annual low socioeconomic FTIC persistence rate to 60%, 2) Increase the average low socioeconomic FTIC successful course completion rate to 70%, and 3) to reach 25% of FTIC students.
DELIVERY FORMAT: The program has a hybrid format.
APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 40
HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process
EVALUATION STATUS: Data related to program outcomes are currently being internally collected
MCC’s Title V grant project, First Year Focus: Developing Academic and Co-Curricular …
MCC’s Title V grant project, First Year Focus: Developing Academic and Co-Curricular Student Support Structures to Improve First Year Outcomes puts into place innovative support structures designed to create enriching academic opportunities that foster success for MCC’s diverse student population. These activities include restructuring the first year experience to address student resilience, integrating and building academic support structures to promote persistence, and cultivating student engagement and inclusiveness across campus. The project is (1) restructuring the Learning Frameworks courses and curriculum to better address student resilience through cohort reorganization, the integration of cultural competency, career planning, and financial literacy into all Learning Frameworks (LF) courses, and bringing the College’s Peer Leadership Initiative (PLI) to scale as part of the LF course, (2) enhancing academic support structures by centralizing academic support into a cohesive Learning Commons, implementing SI for developmental education and gateway courses, and language support for ELL students, (3) better engaging students, including Hispanic and low-income students at the beginning of their academic careers, increasing Spanish language engagement from orientation to graduation, and compelling student programming for Hispanic and low- income MCC students.
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 3575
HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process
EVALUATION STATUS: Data related to program outcomes are currently being internally and externally collected
The primary purpose of academic advising is to engage students in the …
The primary purpose of academic advising is to engage students in the continuous and collaborative process of creating student-centered educational plans that are compatible with the students’ career and life goals. Advisors work to empower students to take responsibility for their education; encourage and guide students as they define and develop realistic goals; discuss academic performance and implications of performance on future goals; clarify to students the curriculum, graduation requirements, and college policies and procedures; respond to student needs by providing referrals to available resources and services on campus; be accessible for meeting with advisees by appointment and on a walk-in basis; and document communication with students and comply with established standards of confidentiality. Students must meet with an advisor before each semester; keep their advisor informed about changes in their academic progress, course selection, financial aid status, and academic/career goals; keep scheduled appointments; ask questions to ensure their understanding; follow through on needed actions identified in each advising session; prepare for advising sessions and bring any information related to planning; and register for classes.
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 9,579
HOW TO ENROLL: All stakeholders have access to this program. As such, there is no enrollment process
EVALUATION STATUS: Data related to program outcomes have been internally collected in the past
PRELIMINARY OUTCOMES DATA: According to a student survey, approximately 74.4% of students indicated that they strongly agree that they are satisfied with their advisor and the advising that they receive at McLennan Community College.
DEPARTMENT(S) OVERSEEING PROGRAM: McLennan Community College Advising & Career Services
CONTACT FOR MORE INFO: Tina Lyles, Associate Director at tlyles@mclennan.edu or 254-299-8681
The purpose of New Student Orientation is to welcome, inspire, and connect …
The purpose of New Student Orientation is to welcome, inspire, and connect incoming first time college students to our community. We aim to help students establish meaningful connections with peers, staff, and faculty members dedicated to supporting their academic journey; discover strategies and numerous student support services for enhancing success; and engage with campus traditions and the campus. We utilize an online module portion through Comevo that can be completed at the students' own pace. The module is a brief overview of campus, student stories, important offices/resources, and important policies. The in-person portion is called Highlander Day and connects students with each other, Peer Mentors that will be assigned to their Learning Frameworks class, campus resources, and faculty from each academic pathway. The goal is to create a social connection that allows students to ask for help more easily.
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
HOW TO ENROLL: All stakeholders have access to the program, there is a registration form for the date they wish to attend.
EVALUATION STATUS: Data related to program outcomes are currently being internally collected
DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Life
CONTACT FOR MORE INFO: Jose Hinojosa at jhinojosa@mclennan.edu or 2542998444
The teaching effectiveness and emotional intelligence professional development program develops effective, quality …
The teaching effectiveness and emotional intelligence professional development program develops effective, quality outcomes-based distance education training that will maximize student learning. The program serves as the college’s resource in the application of instructional systems design to curriculum and the enhancement of teaching and learning. It provides individual and group training for faculty and staff on effective teaching and learning strategies and the facilitation of student learning and student success. The program coordinates opportunities for employees to develop their skills in an effort to improve the education and service to students, as well as offers a variety of opportunities such as professional development workshops, informational sessions, and Professional Development Day. In addition, the Learning Framework classes focus on emotional intelligence (EI) to improve decision making and time management skills and other EI skills for enrolled students. Professional development classes for faculty and staff are also available in EI.
DELIVERY FORMAT: The program has a hybrid format.
PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)
APPROXIMATE PARTICIPANTS SERVED IN 2021-22: 3923
HOW TO ENROLL: All stakeholders have access to the program and then must enroll in the program/classes
EVALUATION STATUS: Data related to program outcomes have been internally collected in the past
DEPARTMENT(S) OVERSEEING PROGRAM: Center for Teaching & Learning
CONTACT FOR MORE INFO: Staci Taylor at staylor@mclennan.edu or 254-299-8363
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