NRCC History Book

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Accountability in Student Learning Program (ASLP) . Initiated in Fall 2015, the Accountability in Student Learning Program (ASLP) focused on student success and brought accountability to the students’ learning journey. A full-time staff member was hired to lead and continue the work that had already begun with SAILS. New and improved intervention strategies included redesigning academic assistance using current technologies and online resources; providing tutors to assist students with independent learning; helping students feel they belong in college, especially at NRCC; reinforcing students’ self-confidence; tracking students’ progress; analyzing intervention strategies; and evaluating ASLP’s effectiveness. Beginning in the summer of 2015, ASLP offered developmental boot camps in English and math. In addition, a four-hour, in-person or online summer orientation session for new students became a requirement. Connecting Learning Assets and Students (CLAS) . In Fall 2015, SAILS was replaced by a program developed at NRCC called Connecting Learning Assets and Students (CLAS). With this program, faculty alerted student support staff when students were having difficulty or when students deserved praise for improving and/or doing well. Next, students were notified and action plans for improvement were developed as needed. Two advisory teams were formed: (1) a student success advisory team which met each week to discuss issues and practices related to student success and (2) a CLAS technical advisory team to discuss new capabilities and future uses of the system. Intentional Engagement . As part of the student success initiatives, NRCC moved to a model of intentional engagement with a shared responsibility among the college

community for the success of students as opposed to what had traditionally been an invitational model. Intentional engagement created an environment where faculty and staff engaged with students to offer academic assistance instead of waiting for students to seek assistance. In addition to having a faculty advisor, every student was assigned a connection specialist or a career coach who would intentionally engage them when information was received that a student may need extra support. Graduation Acceleration Program (GAP) . In 2016 the Graduation Acceleration Program (GAP) provided financial incen tives for eligible students to complete their program of study. GAP students met with advisors, maintained at least 15 credit hours, attended weekly tutoring if needed, attended monthly meetings with peers, and worked closely with their connection specialist. Highlander Hub and Hokie Corner . The Highlander Hub and the Hokie Corner were established in the fall of 2018 as a location for Radford University (RU) and Virginia Tech (VT) admissions and academic advisors to assist NRCC students with transferring to their respective institutions. The Highlander Hub and the Hokie Corner were located in Godbey 130 on the Dublin campus and in Room 153 at the Christiansburg site. Currently, NRCC students receive transfer information in the same locations. Guaranteed Transfer Partnership Agreement . In April 2019, Dr. Brian O. Hemphill, RU president, and Dr. Pat Huber, NRCC president, signed a transfer partnership agreement to ensure that specified course credits earned by NRCC students fully transfer to RU, thus saving students time and money. After the signing,

Chapter 2