LEAP Campus Toolkit

Resources and Models for Innovation

Roadmap Project Overview

Developing a Community College Student Roadmap: From Entrance to Engagement in Educational Achievement and Success is a LEAP project designed to assist community colleges in creating robust and proactive programs of academic support—tied to expected learning outcomes—that engage students at entrance and teach them how to become active partners in their own quest for educational success. It is supported by a grant from MetLife Foundation.

Leadership Institutions

The Roadmap Project includes 21 community colleges poised to become national models in supporting student success. Collectively, these leadership institutions work to take what are often isolated and independent student success efforts and create an integrated roadmap to support both student persistence and higher levels of academic achievement.

Please peruse the project plans below, and look at the Resources for Participants.

Alamo Colleges (TX)

The Alamo Colleges have begun exciting work around MyMAP (Monitoring Academic Progress) for Success, the first project of this magnitude to be undertaken at our institution. What makes this project so groundbreaking for the Alamo Colleges is its collaborative nature and the breadth and depth of its reach. Hundreds of faculty and staff have been involved in the development, planning, and implementation of MyMAP, which is designed to provide pathways for students. Supported by policy and procedures, MyMAP provides formal structure for applying, pre-assessment, enrolling, orientation, and determining a degree plan, all leading to increased graduation rates.

As part of the Roadmap Project, the Alamo Colleges will develop an action plan to guide our work around the very dynamic and evolving MyMAP system, which includes instructional and support activities starting with monitoring and advising prospective students interested in the Alamo Colleges, through completion of the student’s goal. Developed by teams assigned to each area, MyMAP aligns the best practices at the colleges into consistent, required actions of students entering the colleges and continues monitoring and communicating with the student throughout their enrollment. The processes include evaluative activities to ensure continuous improvement. MyMAP includes documented procedures, processes, and reports, all focused on supporting students and providing a cohesive experience across all five of our colleges.

This “new way we do business” with students is currently being phased in. MyMAP Strategies are categorized by Connection (outreach and recruitment), Entry and New Student Orientation, Progress, and Completion. There is alignment between MyMAP, our Student Success procedures, our Student Responsibility policy, our educational philosophy policy and our strategic goals.

For more information on these project goals, see Alamo Colleges' Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Brookdale Community College (NJ)

Brookdale Community College’s (BCC) Roadmap Project has two primary goals. Number one is to take our many existing high impact practices (i.e. FYE, Student Success Seminar, Early Bird Registration, ALP, etc.) and make more effective connections among them so that students can plan their college route more effectively. The second goal is to create additional high impact practices to integrate into the existing practices.

Three new high impact practices have been initiated since Brookdale joined the grant as a Phase Two campus. We have created Block Scheduling in our urban sites for three learning communities of students needing three areas of developmental education, including numerous value added strategies to bond these students. In Fall 2013, we will have our first pilot project for e-portfolios, including e-portfolios for the Block Scheduled Learning Communities. The final practice is anchoring basic skills in college level courses by bringing our Writing Center into the library and making it more integrated with social science courses where writing is a major requirement. Our goal is to give students a better way to plan their education upon entering Brookdale and to have GPS “maps” for students of every skill level and discipline, hopefully in “App” form.

For more information on these project goals, see Brookdale Community College's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Chattanooga State Community College (TN)

Chattanooga State Community College’s Roadmap proposal is directly linked to the strategies and goals of its Quality Enhancement Plan (QEP), W.E. Succeed: Work Ethic First. The Work Ethic Learning Outcome is defined by four key attributes: Teamwork, Integrity, Productivity, and Professionalism. The QEP, supported by the campus research of the Access to Success (A2S) Initiative, is joining forces and seeks to encourage students’ ownership of educational success through purposeful implementation of ePortfolios for personal and professional development. Focus groups conducted last summer revealed that students want, in addition to academic and career advice, more support with life skills. The Roadmap plan builds upon existing support structures, introducing ePortfolio development early-on when students are participating in orientation and advising. Students will be asked to write a brief bio, list short-term and long-term goals, and complete the Self-Reflection Inventory, a W.E. Succeed instrument that focuses on work ethic issues and personal concerns for college success. Continuous ePortfolio development, goal setting, and personal reflection will provide students with robust information for use during academic advising, career counseling, and mentoring to help them define a meaningful journey and persist to achieve their learning goals. By integrating ePortfolio with existing support structures such as student orientations, the Personal College Success course offered to incoming freshman, advising, life-skills workshops, and work ethic instruction and mentoring, Chattanooga State’s Roadmap encourages students to be active partners in their own educational and career planning and success.

See Chattanooga State's e-portfolio template here: https://chattanoogastate.digication.com/roadmap_template.

For more information on these project goals, see Chattanooga State Community College's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

College of the Canyons (CA)

The College of the Canyons’ First Year Experience (FYE) program has enjoyed considerable success in its first three iterations. Each year the program has guaranteed a full-time schedule of classes to its participants while also providing intrusive support services such as Supplemental Learning and required meetings with faculty mentors and counselors. Beginning in Fall 2014, the revised FYE program will expand upon its success by offering discipline-specific learning communities to first-time students who assess below college-level English and math. Three educational pathways will be created to appeal to the varying interests of our incoming freshman: Science, Technology, Engineering, and Math (STEM); Social Science; and Career Technical Education (CTE). Within each track, students will be required to take English and math courses while also working within a learning community comprised of their discipline-specific course and a counseling class. This cohort will extend throughout the entire school year and will include Supplemental Learning, faculty mentors, and career exploration within their chosen area. The impetus for this program redesign was to further strengthen our students’ experience of community and connection to the campus; to deepen their understanding of the self-regulation strategies necessary to be fully-engaged and successful college students; to encourage their exploration and commitment to a major and career path; and to improve the success and persistence rates of our first-time students at a critical time in their educational careers.

Community College of Allegheny County (PA)

The Community College of Allegheny County (CACC) has implemented many policy changes and initiatives to help students succeed since joining Achieving the Dream (ATD) in 2006-07. CCAC became an ATD Leader College in 2011 by demonstrating a commitment to the four principles of Achieving the Dream and documenting sustained improvement on the number of students who successfully completed their developmental coursework within two years. CCAC’s experience with Achieving the Dream has served to highlight the issues related to the challenges faced by developmental students, as well as the challenges faced by the college in providing an appropriate array of supports and interventions in order to help these students successfully complete their courses.

Through Developing a Community College Student Roadmap, CCAC will integrate what appear to be three isolated initiatives by focusing on the need to accelerate developmental student success in college-level courses. The academic and student services divisions will work together to create intentional connections between:

Academic Map– The map will illustrate the enrollment pathway emphasizing the early stages from matriculation through the completion of the first college-level math and writing courses.

Accelerated Learning Program– ALP is a paired-course offering that requires students to enroll in ENG-100 and ENG-101 simultaneously. The developmental course is structured to provide the support students need to succeed in the college-level course.

Learning Commons– The new Title III funded learner-centered spaces will provide tutoring, faculty interaction and facilitated computer-assisted learning.

This effort will support the college’s general education goal for Communication by ensuring that students will have the skills needed for success in their writing-intensive courses.

For more information on these project goals, see CCAC's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Community College of Baltimore County (MD)

The Community College of Baltimore County’s (CCBC) Male Engagement Network of Scholars (MENS) will address the cognitive and affective needs of at-risk male learners. CCBC’s research has shown large achievement gaps in grades, retention, transfer, and graduation between African American and white students; African American males are particularly at risk. CCBC has instituted a number of ‘high impact’ practices, including special sections of the academic development course (ACDV101) targeted at African-American males, culturally responsive teaching, financial literacy, and accelerated developmental education courses. This project seeks to link these high-impact practices together, supplement them with other interventions, and expand them beyond the first semester.

In this project, CCBC will directly target males, especially African Americans, and will provide multiple high-impact practices through this multi-semester program. It will expand the number of sections of ACDV 101 for African American males, with the goal of serving 500 students a year. Additionally, students will have an orientation which will include preparation for the placement test, targeted advising, and mentoring. Other high impact practices will be incorporated, such as early alert and community service projects during key periods (winter break and summer break). A key feature of the MENS Program will be the embedding of culturally responsive teaching topics throughout all interactions.

For more information on these project goals, see Community College of Baltimore County's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Georgia Perimeter College (GA)

Georgia Perimeter College (GPC) is dedicated to creating a dynamic and creative roadmap that engages students to become both active learners and active citizens in a global society. In this capacity, GPC has implemented multiple early intervention and support strategies to place students on this roadmap to success. These strategies encompass a general plan for advising, retention, completion and transfer as well as specific programs to meet the needs of students for whom a “one-size-fits-all” approach is not appropriate. Specifically, our Transfer Admission Guarantee (TAG), Early Alert, and New Student Orientation Programs will provide insight to successful strategies in the areas of student service. Academically, GPC is committed to building on and improving our existing strengths in high-impact programs (HIPs) through experiential education, with emphasis on (1) the pedagogy of service learning, and (2) opportunities for students to engage with “green” technologies and sustainability.

GPC’s Roadmap to student success will address the following areas that impact student success at our institute:

  • First Year Experiences
  • Service Leaning and sustainability
  • Learning Communities
  • A pilot study program that institutes a number of the HIPs including those listed above to a specific cohort population.

For information about the first-year experience, service learning, and learning communities, see the Roadmap Action Plan.

Pilot Study

Roadmap Pilot Program: A primary question to address: What are the effects of HIPs on measures of student success and persistence at GPC. To this end the Roadmap project will include a pilot study project designed to address the following questions: (1) How do HIPs effect student grades and GPA? (2) Do HIPs increase persistence rates? (3) Do HIPs increase measures of critical and creative thinking? (4) Do HIPs, and specifically Service Learning effect student’s knowledge of social responsibility and community engagement? (5) What are the effects of HIPs on written & oral communications skills? (6) Does the GPC student Roadmap project increase teamwork and problem solving? (7) Do students exposed to HIPs have increased interaction with faculty and peers?

Essential Learning Outcomes & Assessments: The Student Roadmap Pilot study will focus on a select cohort to assess how a specifically tailored student educational plan including an FYE, service learning, and learning communities effects specific learning outcomes including critical and creative thinking, written and oral communication, teamwork and problem solving, civic knowledge and engagement, and measure of academic success including GPA and academic persistence. The study will utilize a mixed methods strategy that includes both quantitative statistical analysis, and qualitative measures and focus group reports.

For more information on these project goals, see Georgia Perimeter's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Hostos Community College (CUNY)

Upwards of 90 percent of entering freshmen at Hostos Community College have at least one developmental/remedial need. In order to move on to college-level courses, students must pass the CUNY skills tests in reading, writing, and mathematics. Unfortunately, large numbers of students do not pass both the reading and writing tests and drop out of college. In addition, upwards of 80 percent of Hostos’ entering freshmen are first generation students in college and, therefore, have little or no knowledge of college expectations. The Hostos action plan is to review and revise the curriculum in the developmental courses so that students will attain the skills necessary to pass these tests and persist in their studies, as well as help the students make the transition to college.

A College Seminar will be developed to reinforce the writing and reading proficiencies needed to pass the CUNY exams, while at the same time preparing students for the academic and intellectual demands of college life. The College Seminar would be taken by students in developmental reading and writing courses. Students enrolled in these developmental courses will be registered in a blocked schedule that would be linked with the College Seminar. The entire experience will be called the ‘Semester of Success’ (SOS)!

The content/pedagogy would include a range of High Impact Practices (HIP). The specific curriculum for the College Seminar will be determined by faculty, as well as a review of the needs of students. Among the high impact practices being proposed for the College Seminar are: first-year seminar, learning communities, writing intensive activities, and integrated approaches to the curriculum. The College Seminar, itself, will be an inter-disciplinary thematically based credit-bearing course, taught by faculty, representing a variety of disciplines. Its content will be reinforced and reflected in the content of developmental courses. The College Seminar will also create the opportunities for students to engage in meaningful reading and writing activities. The College Seminar will be uniquely designed to meet our students’ needs, providing practices that develop both intellectual and practical academic competencies.

Also, the College Seminar will include students who will assist within the Seminar. These peer mentors would be available to assist with a wide range of areas, including writing, reading, tech issues, library research, information literacy, etc.

Recognizing the fact that Hostos has many students that enter at the lower and intermediate levels of ESL and would not be linguistically prepared to participate in the College Seminar, Hostos is also proposing a supplementary first-year model tailored to their needs. For ESL students in their first or second term, the College would create an ‘Academic Seminar’ that would engage the ESL students, including helping to make them part of the overall college community. The Academic Seminar is envisioned to be part of their course, as required modules, providing students with additional support such as specialized tutoring, study skills, library usage, available college resources, extra-curricular activities, etc.

In succeeding semesters, based on the results of the assessments, Hostos will expand the SOS program, including the College Seminar, to provide the experience to entering freshmen who are placed in Freshman Composition (i.e., who do not require developmental work in reading and/or writing).

For more information on these project goals, see Hostos Community College's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Lane Community College (OR)

Lane Community College is committed to a college-wide focus on two new Lane Strategic Directions “Optimal Student Preparation, Progression and Completion" and “Liberal Education.” These Strategic Directions were approved by the College Council and Lane’s Board of Education spanning 2010 to 2015. Faculty and staff across the college will have opportunities to advance their learning and research in these areas in a coordinated and focused manner.

A major and on-going project guiding the college’s work on these strategic directions is Lane’s Title III Strengthening Institutions project—Engaging Students. Lane is midway through this five-year project, the focus of which has been to improve persistence and completion through multiple, early interventions in a first-year experience. The Roadmap Project complements Engaging Students by further developing Lane’s commitment to quality progression and completion and a liberal education for all students by helping them to understand their progress. The work of the Roadmap project customizes the Lane Guide to Personal Success, what we are calling the Lane GPS, to meet the needs of students in identifying and documenting success on their personal journeys.

A natural springboard for the projects has been Lane’s Student Success Study Series launched in Winter 2011, bringing together more than 50 leads of the college committees and councils to create an integrated understanding of how the institution can best function. The act of engaging this large group of institutional leaders with the effort of explicitly mapping interconnections, systems, and relationships, has the potential to make them better “tour guides” by helping them understand our interconnected landscape, and can reveal strengths, weaknesses, and barriers to student success.

From the suggestions of the various teams and committees in the Student Success Study Series, the Roadmap Team has identified several key strategies for the college to pursue to provide Lane students with tools to know where they are and how they are doing on their roadmap to personal success.


Project Goals:

  1. To develop an implementation plan for Lane’s institutional map and the Lane Guide to Personal Success (GPS)
  2. To develop the specific components of the institutional maps
  3. To infuse professional development for faculty and staff
Lane will use the GPS to tie together the following components:
  1. Core learning outcomes:
    • Revise current learning outcomes that cut across the college
    • Make outcomes visible to students, faculty, and staff
    • Provide faculty and staff with knowledge, skills, and strategies to help students meet the outcomes.
  2. High-Impact Practices:
    • Assist faculty, staff and students in identifying, supporting, and implementing high-impact practices to increase student success.
  3. Degree progression & completion:
    • Select and implement a degree audit system
    • Add online Advising and mandatory orientation

  4. For more information on these project goals, see Lane’s Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Manchester Community College (CT)

Manchester Community College (MCC), building upon AAC&U’s L.E.A.P. goals, embeds five institutional learning goals across the student experience at the College: Knowledge of Human Culture and the Physical World; Intellectual and Practical Skills; Personal and Social Responsibility: Understanding of Self, and Integrative Learning. The College spotlighted integrative learning as an institutional priority in its Strategic Plan in 2009, and integrative learning remains an area of institutional priority in both the academic curriculum and the co-curriculum in the College’s forthcoming Strategic Plan (2014). MCC is committed to an integrated general education core curriculum, which models and builds integrative learning skills across academic disciplines, programs and the co-curriculum. These integrative skills, including problem solving and inquiry based learning, require use of High Impact Practices (HIPs) such as cohort learning, NACADA’s proactive advising, civic engagement and service learning.

Manchester Community College’s participation in the Roadmap Project aims to help every student identify a clear pathway to success from their first expression of interest to meeting their educational goals. MCC provides access and pathways for students whether they are college ready, need developmental work, are pursuing credit, non-credit learning, or are lifelong learners. MCC’s Roadmap project will make transparent the variety of models and opportunities available for our diverse community of learners. This project aims to broaden student understanding of integrative learning and provide consistent exposure to High Impact Practices throughout their educational career at MCC. The MCC Roadmap Team’s goal is to design and embed “Educational Mapping” as a virtual game model. The embedded “Educational Mapping” component will help students identify coherent educational pathways that optimize integrative skills and knowledge in disciplinary and cross-disciplinary learning within the college’s general education core and academic programs.

MCC’s Roadmap will provide an access point in facilitating student understanding of the diverse educational pathways open to them while providing coherence in navigating this process. This virtual game model will help students, advisors, mentors, faculty, and professionals in Student Affairs, Registrar, and Financial Aid offices more effectively and comprehensively serve students as they prepare, plan and navigate their academic careers. This Educational Map can be embedded into specific courses such as First Year Experience, developmental English, Adults in Transition, Summer Training and Academic Retention Service (STARS) as well as MCC’s recently launched Foundations in Retention, Success, and Transition (F.I.R.S.T.) Program. It also has the potential to be embedded in New Student Orientation, Student Government Association, student clubs, Student Retention Services and Student Advising Seminar sessions, and ultimately available to all students.

For more information on these project goals, see Manchester's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Miami Dade College (FL)

Miami Dade College currently uses an electronic academic progress alert system as a proactive means to keep students informed of their progress at key points in a term. Roadmap to Completion endeavors to create a more robust and intrusive intervention that not only utilizes the electronic alert system, but also complements it by engaging Student Services (Advising) in providing intrusive intake and advising to students who are not progressing in any given course. Faculty will make their entries in the alert system, generating reports that will be received by Advising for each student who is not making adequate progress. Advising will utilize a combination of technology and in-person communication to help students develop strategies and access campus resources to address impediments. For example, the development of an Individualized Education Plan (IEP) may include referral for tutoring, engagement in service learning, and participation in internships as well as student organizations. Roadmap to Completion introduces and reinforces the College’s student learning outcomes.

Summary of Program Goals

  • Using IR data, build awareness, across student affairs and academic affairs, of the loss in momentum to degree completion that occurs when students are not making satisfactory progress.
  • Engage academic affairs (faculty) and student services (advising) in an integrated, intrusive approach to identifying students whose in-course performance is unsatisfactory and subsequently, developmental advising and referral to specific student support services.
  • Identify and proactively target an area for improvement (College Prep Reading students) by building upon an existing practice (progress alerts) by developing an enhanced HIP (technology enhancement to progress alerts, interface between faculty and advisors, advising, referral to supplemental student support services)
  • Measure the Roadmap project’s progress.
Middlesex Community College (MA)

Middlesex Community College began the Roadmap Project aiming to develop and implement freshman seminars as a path towards student achievement of one of the six Institutional Student Learning Outcomes: Personal and Professional Development. Embedded within the project plan was the eventual use of student eportfolios in these seminars as a tool for students to use to document their growth as college students/learners/emerging professionals.

Shortly after the Roadmap Project plan was developed, Massachusetts invited state universities, colleges and community colleges to apply for Vision Project funding to advance one or more aspects of the Vision Project goals. MCC applied for funding to develop and implement a set of one-credit courses built around high-impact practices, linked to Gen Ed courses. Freshman seminars were one of the one-credit high-impact courses proposed. This Vision Project proposal was fully funded, allowing MCC quickly to implement and scale the original Roadmap freshman seminar model up to a much broader reach than would have otherwise been the case.

Because of this, the MCC Roadmap team decided (and sought AAC&U approval to) use the Roadmap funding to develop an eportfolio model that we had planned to eventually embed in freshman seminars and other institutional learning experiences. We invited Roadmap team members from Queensborough (QCC) and Salt Lake Community Colleges (SLCC) to present on their use of eportfolios at two of our Professional Days, and offered multiple information and listening sessions on both campuses during 2011 and early 2012. From these sessions, and based in particular on work done by SLCC, we built an eportfolio template for Freshman Seminar (FYE) instructors and their linked Gen Ed course instructors to adopt. We are piloting that model in five FYE sections in fall 2012, while running additional workshops and brown bag lunches during the semester for interested others to learn from these eportfolio “pioneers.” We used Roadmap funding to pay a stipend to a Roadmap team member to serve as an Eportfolio Faculty Fellow in spring 2012, and we are using MCC funds to continue that stipend in 2012-13. That Faculty Fellow will focus his attention on promoting and supporting eportfolio use in FYE and Gen Ed courses. We have used institutional funds to stipend an additional Eportfolio Faculty Fellow to promote and support eportfolio use in academic, career and co-curricular programs. We are also using institutional funds to train peer tutors to support students’ eportfolio use.

For more information on these project goals, see Middlesex Community College's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Monroe Community College (NY)

Monroe Community College will develop and pilot a cohort-based enrollment design which will rethink and re-integrate student and academic services collaborations pertaining to registration, orientation, advisement, college success course, First Year Experience, and contextualization of curriculum in developmental coursework. Approximately 600 students in need of the lowest levels of developmental coursework offered at the institution will be organized into four cohorts or “academies” (STEM, Health Sciences, Liberal Arts, and Applied Technologies).

Based on the Queensborough Community College model, each Academy will have an assigned First Year Coordinator (FYC) and a faculty coordinator. The FYC will become the point of contact for each student, reaching out to the student before beginning classes, and guiding the student through the cohort choice, advisement, financial aid, immunizations, and registration processes. This coordination with students will be maintained throughout the first year to support academic and retention activities, and assist with co-curricular planning, themed by Academy focus. Each Academy will also have a faculty coordinator working to ensure each student is experiencing at least one High Impact Practice and to facilitate critical curricular contextualization dialogue with the coordinating academic division, as well as, insuring seamless integrated activities and successful program changes as students complete their developmental coursework. Rigorous assessment measures will be fully developed, and will include retention rates, c or better rates and program change rates.

For more information on these project goals, see Monroe Community College's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Prince George’s Community College (MD)

Prince George’s Community College (PGCC) is establishing a Road to Success initiative by identifying and studying pathways of experiences designed to support students. This initiative depends on careful use of data on academic progress. Data can be shared with faculty mentors, advisors, support services, and the student so that all are well informed of an individual student’s progress. Progress data includes academic performance and evidence of learning outcomes as well as evidence of achievement outside the classroom (e.g., tutoring and mentoring sessions). Ultimately a complete set of data is created, which will provide a much clearer view of the experiences of students and will identify elements of those experiences that support students and help them to attain their academic goals.

PGCC Road to Success

The Road to Success is integrated into PGCC’s larger campus-wide initiative Envision Success and the campus Achieving the Dream project. Envision Success is both the institutional priority and the completion agenda for PGCC, aiming to ensure that students complete degrees, certificates, and preparation courses for certifications and licensures. It addresses three major components—time to completion, choice of program, and structure of program—while emphasizing quality, rigor, and relevance. PGCC intends to coordinate and link a number of initiatives to foster an environment of broad engagement in learning for student success.

Inside of the classroom, the Roadmap project is supporting the assessment process by ensuring that direct measurement of student performance occurs, with a particular focus on the general education Core Learning Outcomes (CLOs). As this data flows into a centralized repository, it is imperative that other factors including the many activities that occur outside of classroom and which often further enrich a student’s understanding the CLOs are regularly recorded. Thus, the Roadmap team is engaged in identifying existing programs which support students and working to align those offerings with the CLOs. In addition to these measurements, other checkpoints have been indicated along the Road to Success at which time the student will receive specific support and/or encouragement.

With these ideas in mind, the Roadmap team identified a “Road to Success” for our students, that involves four major “checkpoints” (stars on Figure 1) aimed at celebrating each student’s accomplishments and focusing the student on the steps ahead.


The first checkpoint is Entry. At entry, students experience an intake designed to acculturate the student to the PGCC environment. This is done through SOAR, a First Year Experience, and identifying the means by which someone (e.g., mentor, advisor, etc.) is assigned to the student, such that the student can rely upon this PGCC employee for answers and support. Additionally, since approximately 80% of PGCC students enter the college needing some developmental coursework, the Roadmap Project is particularly focused on supporting the needs of these students. The Roadmap team is working with Student Services and the Division of Learning Foundations to measure the impact of specific support offerings on students’ English, reading, writing, and mathematic abilities.

Completing Developmental

Students who complete the developmental sequence have persevered over a significant hurdle in their educational success and significantly increased their likelihood to obtain an academic credential. For this reason, it is important to celebrate this accomplishment through ceremony and letters recognizing the student’s accomplishment. The Roadmap team is establishing a ceremony to recognize those students who have completed their developmental coursework, which also serves as a welcome to the credit English and Mathematics courses. In addition to celebrating this accomplishment, the Roadmap team is focused on having students engage a career advisor at this check-point to ensure that students who have completed their developmental courses are on the right path based on the student’s academic goals.

30-Hours / Certificate

The next check-point along the path to success is to ensure that the student receives contact at approximately 30 hours or at the completion of a certificate. The goal of this contact is to require students to meet with an advisor/mentor to review the student’s record and ensure that the student is on target and understands his/her progress. The Roadmap team is working with Student Services and Academic Affairs to ensure that a regular check occurs, and that the data from the visits are recorded.


The celebration of degree attainment is already a regular part of the culture at PGCC. The Roadmap team’s focus is to ensure that students are informed about the process as they approach graduation and are informed about the benefits of completing as compared to transferring before completing the degree. The Roadmap team is particularly focused on ensuring that all students who are within 15 hours of completing their degree requirements are informed about the graduation process and completing the application for degree.

The goal of the Roadmap Team is to create a clear path that offers students continuous and appropriate levels of support. Along this path, the students’ progress and experiences can be measured to ensure that all students stay on the path to success. Once fully implemented, this path will become a direct way of transforming our students as they attain their academic goals.

For more information on these project goals, see PGCC's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Queensborough Community College (CUNY)

Queensborough Community College first implemented the Freshman Academies Initiative in fall 2009 to provide enhanced student support services and to deliver at least two of five available high-impact classroom practices within the first 30 credits. The initiative’s assessment protocol utilized surveys and reports in addition to rubrics measuring general education student learning outcomes in high-impact classrooms. Interdisciplinary faculty cohorts implemented the LEAP VALUE rubrics to demonstrate general education outcomes in the high-impact classrooms. This initiative represented a scaled up, cross-cutting strategy with multiple interventions. The College’s strategic plan adopted the Roadmap team’s goals to deepen high-impact strategies through more attention to innovation and high-impact practices within the first year of study.

In early 2013, a Freshman Academy Review Board was formed to reflect upon the first three years of implementation of the Freshman Academies and suggest modifications to improve the structure. As a result of this review, several changes were put in place: the Queensborough Academies have been scaled up to include all full-time degree students; Advisement is conducted by Academy Advisors (formerly the Freshman Coordinators and Academic Advisors) all of whom utilize a caseload model; Academy Advisement has been broadened to a more intrusive and holistic model, providing students with consistent and timely guidance throughout their QCC career; High Impact Practices have expanded and now include Academic Service-Learning, Common Intellectual Experiences, Learning Communities, Collaborative Assignments & Projects, Undergraduate Research, Writing Intensive Courses and Diversity/Global Learning. The Center for Excellence in Teaching and Learning Office (CETL) will offer professional development opportunities for HIP practitioners. A newly revised Academy Assessment Protocol will be used to assess the effectiveness of the Queensborough Academies.

To learn more about these project goals, see QCC's campus action plan developed at the 2013 Institute on High-Impact Practices and Student Success.

Salt Lake Community College (UT)

Salt Lake Community College has developed a Roadmap Action Plan that operates on two levels. Most broadly, it promotes learning outcomes, strengthens our important College Essentials course, and brings selected high-impact practices to more students at SLCC. Specifically, the Action Plan envisions SLCC as the first community college in the nation that intentionally marries the following three interventions:

  • a Math Emporium for underprepared students
  • a College Essentials course focused on institutional learning outcomes, and
  • Student electronic portfolios

Following the letter and the spirit of the Roadmap project, we believe that our Action Plan ties together seemingly different interventions in a positively synergistic way. Imagine approximately 600 students who test into Developmental Math after the implementation of this Action Plan: they enter the Math Emporium where they receive a mix of computer-based and professional instruction from a faculty member, and where they can progress as quickly as they are able through the modularized curriculum. At the same time, they enroll in LE 1020 (Essentials of College Study) early in their college career—exactly when we want them to learn the skills and behaviors that will best serve them throughout their time in higher education. Moreover, they get proper grounding in the ePortfolio technology and reflective practice that they will use in all their other General Education courses and possibly in their major as well. Our Action Plan results in an accelerated pathway full of achievable mini-goals for these first-year students, rather than a slowed-down pathway that mitigates against student persistence and success.

Beyond the specific target of students entering the Math Emporium, the Action Plan moves SLCC forward in broader ways as well. For instance, while most colleges and universities have learning outcomes, the AAC&U is reporting that most students are not aware of those learning outcomes. How, one might ask, can we expect our students to intentionally fulfill learning outcomes about which they are ignorant? Our plan addresses that problem by making sure SLCC’s college-wide learning outcomes are front-and-center in our college community. Further, faculty, student services staff, and administrators at SLCC have really not had sustained conversations about high-impact practices in higher education and how best to implement them broadly across the institution. By focusing on three of these practices—ePortfolios as a common intellectual experience, learning communities, and LE 1020 as part of a First Year Experience—our plan jump-starts this conversation and gives us a record of success upon which to build as we turn to other high-impact practices.

For more information on this project, see SLCC's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Tidewater Community College (VA)

Tidewater Community College continues to educate faculty about the General Education Requirements and intended learning outcomes and how they must be incorporated in all curricula and disciplines across the college. TCC faculty are also engaged in the development and implementation of a revised assessment plan designed specifically for TCC students and are active participants in the assessment and “making meaning” processes to enhance student learning. The learning that is to occur in each of the college’s course offerings as it relates to the General Education Requirements must be transparent to students and to the constituents served by TCC.

There are four components to the Roadmap Project at TCC:

Faculty Development: Significant progress has been made in this area with further professional development planned. As part of this, faculty are educated about the General Education Requirements and are actively involved in developing learning outcomes that align with the LEAP and VCCS outcomes. They work with their peers to select the learning outcome(s) that can be or are already infused within every course taught at the college. Faculty are also educated on high‐impact practices and strategies that can be integrated into their courses to improve student learning.

Development and Implementation of Assessment Plan: Progress has been made in this area with a revised assessment plan in the development stage, as based on findings and lessons learned during 2012-2013. A VALUE Rubric has been developed for each of TCC's general education competencies, and all but one competency has been assessed.

Infusing High‐Impact Practices and Strategies: After student work products are assessed by faculty using the VALUE rubrics and analyzed by the college’s Office of Institutional Effectiveness, faculty are charged with reviewing the findings and determining what modifications are needed to promote student learning. They are responsible for developing and implementing strategies within their courses and curricula to foster student learning of intended outcomes based on the information gathered from the assessment process.

Transparency:The intended learning outcomes for each course offering, as related to the General Education Requirements, are accessible to students, faculty, staff, and the general public. Findings of the college’s assessment efforts are also transparent.

University of North Georgia (GA)

University of North Georgia (formerly Gainesville State College) is setting clear expectations for incoming and current students and providing engrossing learning experiences to create an atmosphere of student success and engaged learning. The institution will move toward these goals by building a First-Year Experience program and laying the foundation for faculty development in student engagement practices. Goals for each program are grounded in the LEAP Essential Learning Outcomes and emphasize the creation and use of high-impact practices that are well-developed, implemented, and assessed. The FYE program will be interdisciplinary and a part of the core curriculum, intent on helping students understand the relevance of their courses to each other and on developing personally and socially. The FYE and Roadmap-supported faculty development learning outcomes will focus on critical thinking, academic and social responsibility, and intercultural perspectives. Information literacy and integrative learning are also important areas of our comprehensive program.

GSC has always been a proponent of enriching the academic experience for students and faculty; the foundations of its work within Roadmap are multi-layered. GSC has data from CCSSE—2005, 2008, and 2011—that provide a snapshot of its students, their needs, and their reflections around engagement. In addition, the institution completed the Foundations of Excellence self-study (2007-2008) that identified areas of need for first-year students. Using these data sources, as well as the data garnered from the general education assessments, GSC’s Roadmap Project will help to integrate several programs already in place, such as faculty development in collaboration with the Center for Teaching, Learning, and Leadership; Service Learning and Learning Communities; the General Education Assessment program, which includes critical thinking as an outcome assessed across several courses; or programs in development including, but not limited to, the upcoming Quality Enhancement Plan for SACS reaccreditation.

For more information on these project goals, see University of North Georgia's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

Wallace State Community College (AL)

The Wallace State Community College – Hanceville (WSCC) Roadmap team is planning to build upon the College’s current QEP project. Our QEP focuses on creating a freshman seminar course that integrates high-impact practices to promote student success and foster retention. As the cornerstone of their freshman seminar experience, students will begin building an ePortfolio, which they will add to throughout their semester in freshman seminar. Our Roadmap project will take this ePortfolio beyond freshman seminar to make it a capstone project that is required of all students who graduate from our institution. We are seeking to make the ePortfolio a high-impact-practice-based, long-term learning experience for our students – and a valuable collection of artifacts that will be an asset to our students as they seek employment or further educational opportunities. WSCC’s current strategic plan is entitled “Readinessᶟ: Ready for College, Ready for Work, Ready for Life.” Built throughout each student’s academic career at WSCC, the Roadmap Capstone ePortfolio will be a significant learning tool to promote student readiness and success as defined in our strategic plan.

For more information on these project goals, see Wallace State Community College's Action Plan from the 2013 Institute on High-Impact Practices and Student Success.

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