Meeting & Agendas

The purpose of the list is to facilitate student progress toward completion of their educational goals. Why do we need this list and why do we need to maintain this list? Why not just say as an institution that every course that meets the criteria, in other words, reading, writing, skills prerequisite is a TSI completer. Which would actually give more flexibility. Why not just use the Core list instead of a separate list? Should we be policing other institutions or individual departments on the reading and writing? If a student can past the list that’s on the Core, that seems to be prim facia evidence that the student has reading and writing skills. When a student transfers in with credit in a course that is substantially equivalent to a course on this list we deem the student to be TSI-complete. When a student enrolls in a course we believe that the student is TSI-complete (based on SAT scores or the TSI), but we don’t yet have those scores documented, then we can advise students into one of the sections on the list, the successful completion of which will establish that they are TSIcomplete. The AAC members listed below volunteered to work with you to develop recommendations for potentially using the Core Curriculum (in place of the TSI Course list) to determine certain course readiness. The workgroup's recommendations will be presented to AAC and subsequently to ASAC. Kathy James - Advising Holly Delacroix-DeRouen- Testing Lindsay Orlando - Math Kay Trent - SGA Student Representative Leilani Salinas - TSI Jeanne Chaltain - English Ursula - INRW Patsy Phillips - Advising

When students feel more comfortable they invest more into the institution. Holistic advising is more realistic (advising). The more rules that are made makes the holistic advising less. • TSI approved list is to make things more equitable and expand to include more of the core courses. • Are we asking students to start over or are we asking them to test? • Really need to address the student-centered questions. • TSI process for the way our students try to enter the institution. The review of transcripts. The right to fail. • How can we use more institutional assessment 9:42 – Kathy • Developmental education – Ursula students are part of the design 9:50 Ursula. Meet the students where they are. Finds ways to move students forward and not be a barrier. • Committee with Matthew – Kathy James, Kay Trent, Holly Leilani This will be something that’s worked out with Matthew.

Enrollment (CoReq) not enough staffing, for fulltime and adjunct. • Due to TSI enrolling in the courses. Not sure of what INRW is, and not sure if it’s required. Or they know what INRW is and just want the support because they’ve been out of school for a while. What this does is takes the seat from the student that was enrolled. • Last minute enrollment – Large number of students who were TSI Complete enrolling in CoReq courses. Had to remove those students at the last minute and ended up not being able to find classes. Due to all traditional classes being full. This takes a seat from students who were targeted for those courses.Pilot this summer enrollment and management for CoReq only. Have grant petition where you must be cleared through Ursula to be enrolled. • Developmental Education designed more of a support for students to be successful in their college courses. • We’ve created a CoReq course (0420) for students who struggle the most in their reading. • Create ways to move students further. And to not put up barriers for them to fail. • CoReq sometimes being filled up. If we move to using the Core Curriculum on someone that’s exempt, to be careful in all the recommendations suggested.

Next Meeting Date: Friday, April 22, 2022 Location: Zoom Meet