May 1, 2012
Mathematics Professor Joyce Ray first implemented pencasts during the Fall 2011 semester through Title III funding. Pencasts are video clips that demonstrate a written problem or process using a special pen and paper to record the instructor’s voice as he/she writes.
Ray teaches MATH 191/BUS 205 Introduction to Statistics in a hybrid format. Students meet only once a week, and the rest of the course is conducted online using Blackboard. With less time to interact in a live classroom, Ray felt it was important to supplement class time with videos that show additional explanations and sample problems. When Ray first incorporated pencasts, she started by asking for requests — if a student was struggling with a concept, she offered to create a pencast on that topic. A number of students took advantage of this opportunity and requested pencasts. What makes pencasts valuable in a math class is that the student can watch the pencast as many times as he or she needs.
Ray notes, “It is also helpful that the pencast is created by that teacher. Even though there are a variety of videos on YouTube, those videos may use different terminology or a different format which could be confusing for students.”
This spring, Ray is more fully integrating pencasts into the coursework. A pencast was played for the class on the first meeting day that explained the random number table. After students viewed the pencast, Ray moved around the classroom to provide help on a class activity, using the table as needed. Ray also allowed students to create their own pencasts to fulfill the oral presentations requirement of her course. About one-third of her students created pencasts. For the upcoming fall semester, Ray plans to have students review a pencast on a topic prior to discussing that topic in class. “This way, I won’t have to rush through the lecture notes and can spend more time on problem solving through interactive activities during class.”
April 1, 2012
Since enrollment began for the Spring 2012 semester, the SWIC Student Intelligence System reached a milestone by offering the first drillable comparison of semester-to-semester enrollment data.
While system users have previously been able to retrieve real-time enrollment numbers and individual student demographics, the ability to access year-to-year data adds a new and useful comparison element. Title III Student Administration Technology Specialist Laura Mondy demonstrated use of the S.I. system March 22 for the Health Sciences and Homeland Security program coordinators. Using data from the Administration of Justice and Sign Language Studies programs, she demonstrated how templates could be built to provide easy access to program/course-level enrollment patterns.
“Easy access to data at this level of specificity will be a tremendous benefit to coordinators in objectively assessing potential program and course retention issues. It will also allow us to identify target audiences for marketing,” notes Dean of Health Sciences and Homeland Security Julie Muertz.
Muertz plans on using the system to monitor the progress of students who enroll and complete the HRO 90: Health Sciences Prep course. The course acts as a bridge between developmental reading and writing classes and upper-level healthcare courses.
The Student Intelligence project is continuing its development through the creation of student cohorts allowing users to track student outcomes and retention more efficiently. For more information, contact Title III SAT Specialist Laura Mondy at ext. 5788.
Feb. 1, 2012
Rita Smilkstein, Ph.D., in cooperation with Title III, will facilitate two faculty development workshops Tuesday, Feb. 28 titled “Teaching by the Natural Human Learning Process to Increase Student Engagement, Empowerment and Success.” Smilkstein is a professor emerita at North Seattle Community College and invited faculty at the Western Washington University Woodring College of Education, Seattle Urban Campus. Her book “We’re Born to Learn: Using the Brain’s Natural Learning Process to Create Curriculum” was awarded the Delta Kappa Gamma Society International Educator’s Book of the Year award for 2004. An updated second edition was released in 2011. Smilkstein has received numerous awards including the College Reading and Learning Association’s most prestigious award, the Robert Griffin Award for Long and Outstanding Service, in 2005. She possesses a doctoral degree in Educational Psychology and has taught middle school through graduate school, including 28 years at North Seattle Community College. All workshop participants will receive a copy of her book and faculty can also sign up to participate in a learning circle to further investigate ways to apply the brain’s natural human learning process to their teaching practices. The learning circle will begin March 7. These workshops are co-sponsored by the College’s Faculty Development Division. For more information, contact Title III Activity Coordinator Donna Holesinger at ext. 5615.
Nov. 1, 2011
This semester, Assistant Professors of Math Melissa Rossi and Chris Farmer are using an audience (or classroom) response system as a means to more fully engage students and improve learning in their lower-level Math classes. In a July 2011 “Campus Technology” magazine article, Dian Schaffhauser discusses the common and effective uses of clickers in the classroom:
• Helps implement peer instruction allowing students to answer questions individually then discuss their answer with a peer or group
• Promotes higher levels of attendance, more accurately gauges students’ level of understanding of the material
• Increases student participation and interaction during class periods.
In Math 94 and 97 classes, Rossi is using clickers for daily “check yourself” quizzes at the beginning of class to check students’ knowledge of material covered in the homework and encourages on-time arrival to class. In Math 93, 94 and 97 classes, Farmer is using clickers as a source for quick, anonymous student feedback on multiple-choice questions, which allows him to refocus or redirect lessons based on students needs. He notes, “If the vast majority of the class answered the question correctly, I will provide a brief overview on the topic, but if there is a significant number who answer incorrectly, I will provide a more detailed explanation and provide more examples.” Title III funds covered the cost of the clickers and instructor stations, which can continue to be used by the Math department after the grant ends.
Oct. 1, 2011
Assistant Professor of English Treasure Williams developed an intriguing Title III project for students in her fall 2010 ENG/102 Rhetoric & Composition II class. Students created ethnographic research papers and multimedia presentations focused on female African American senior citizens as a means for developing their reading, writing and research skills. The project allowed students to gain experience using a variety of research methods including interviews, observation, surveys, peer-reviewed journals, electronic databases and other written/visual/aural texts or artifacts.
The seniors interviewed by the students were selected from the PSOP Senior Companion Program, which pairs capable seniors with homebound seniors to provide company and camaraderie. Senior Companion Program Director Deidre Evans served as the liaison between the students and Senior Companion Program members.
Students were required to meet with their assigned senior companions over the course of several months. During those visits, the senior companions shared their experiences as members of the East St. Louis community.
Students were also required to interview two other seniors of their choosing and gather one significant artifact, such as a photograph or object.
Outcomes for the project included the development of critical thinking skills and a greater understanding of the examined culture including its rituals and practices. Students also connected the increased understanding gained from their research to the larger society and their own culture. In addition, they developed an understanding of the meaning and purpose of ethnography.
Eugene B. Redmond, poet, playwright, critic, editor, educator, and East St. Louis Poet Laureate, served as a guest lecturer.
Aug. 1, 2011
During the fall semester, Title III will sponsor a learning circle focused on increasing faculty awareness and understanding of working with minority students. Discussions, led by SWIC Counselor Patricia Keller, will be based the book "White Privilege" by Paula Rothenberg, Ph.D. Each faculty member will receive a copy of Rothenberg's book.
A key question for discussion is: Why are the dynamics of diversity and privilege invisible to some, yet others see it clearly?
“Circle participants will discuss practical, real-world support and guidance systems to improve the effectiveness in working with people from all backgrounds,” Keller explained.
Registration forms will be distributed during opening week.
July 1, 2011
In cooperation with the SWIC Faculty Development division, Title III will co-sponsor faculty development sessions lead by Christy Price, Ph.D., on Tuesday, Aug. 16.
The first session entitled, Why Don’t My Students Think I’m Groovy? The New R’s for Engaging Millennial Learners discusses what factors influence student motivation and students’ desire to learn. Price and faculty members will discuss the characteristics of Millennials’ ideal learning environments, their preferences regarding assessments and their perceptions regarding the characteristics of the ideal professor and institutional practices. Faculty will have the opportunity to reflect on how they might transform their teaching methods as they apply the findings of this research.
The second session Incivility, Inattention, and Multitasking! Oh My! Creating Effective Learning Environments for the Millennial Student will review research in cognitive psychology on the myth of multitasking and discuss strategies for creating more positive student involvement.
A professor of psychology at Dalton State, Price won the Excellence in Teaching Award at Dalton State in 2007 and the University System of Georgia Teaching Excellence Award in the Two & Four-Year College sector for 2008-2009. She was also honored by the National Resource Center for the First-Year Experience and Students in Transition as an Outstanding First-Year Student Advocate for 2009. Most recently, Price won the 2010 Carnegie Foundation for the Advancement of Teaching U.S. Professor Award for the state of Georgia.
May 1, 2011 – This spring, the Title III grant provided an additional opportunity for faculty to meet and exchange ideas about best practice teaching strategies. A learning circle titled Tips and Tools for Using Rubrics was again offered this spring and led by Outcomes Assessment Coordinator Joyce Ray.
“It is exciting to see the different ways faculty are evaluating student learning through the use of rubrics in the various courses and disciplines,” stated Ray.
Faculty received copies of two books: “Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning” and “Assessing Outcomes and Improving Achievement – Tips and Tools for Using Rubrics.”
One faculty member noted, “Rubrics help us to emphasize the goals or objectives of an assignment to students in clear and specific ways.” Another enjoyed “the diversity of departmental perspectives.”
Title III plans to offer additional learning circles during the final year of the grant.
April 1, 2011 – The Title III Student Intelligence project continues to move forward thanks to the help of committee members, IT staff and consultants from Covenant Technology.
SAT Specialist Laura Mondy recently unveiled the first set of dashboards for reporting the college’s enrollment data.
“Administrators and staff will have the capability of not only seeing the daily enrollment statistics for a particular campus or site, but also the ability to drill into the data and find out more about the students in a particular cohort with a few clicks,” explains Mondy.
To further slice, dice and dig into the data, committee members were introduced to the Excel reporting tool. By using Excel pivot tables, student intelligence system users can easily create customized reports consisting of specific data relevant to their particular department or division.
“Using business intelligence tools to extract and evaluate data will be instantaneous and considerably easier for users than writing a query in the enterprise application,” notes Director of IT Development Linda Andres. “The power to quickly answer the next question will be in the hands of the user.”
Feb. 1, 2011 – On Jan. 11, Dr. Debra Runshe with Indiana University-Purdue University Indianapolis’ Center for Teaching and Learning facilitated two faculty workshops on the topic of active learning through Title III. In her morning session, faculty learned teaching strategies and techniques they could immediately implement in their classes to create a learning environment that actively engages students and ultimately improves student retention and success. Workshop evaluation forms indicate that faculty members will be trying several featured active learning strategies in their own classrooms including the post-it paper exercise (groups move, review and comment on the concepts posted on the wall by other groups), integrating online tools in Blackboard in face-to-face classes, focused listening and the use of team activities in the opening minutes of the first day of class. Title III provided participants in the morning session with copies of "Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education" by Kathleen Gabriel and Sandra Flake.
In the afternoon session, Dr. Runshe focused on active learning in an online teaching environment. SWIC currently offers over 500 online, hybrid and Web-enhanced classes each semester, and the number continues to rise. The increase in demand for online instructors has raised questions about the quality of online courses throughout the education community. Dr. Runshe shared best practices in designing effective online environments stressing quality models, the effective planning of assignments and assessments as well as the use of constructive teaching strategies. Workshop evaluation forms show that faculty plan to use the Wikis, Blogs, Discussion boards and Chats within the Blackboard system to further engage online students. Dr. Runshe also directed faculty to the resources available at Ted.com, iTunesU, Khan Academy, MIT open courseware and Larry Ragan’s resources on building the online learning community. Drawings were held in the afternoon session and 12 lucky faculty members received a copy of "Engaging the Online Learner: Activities and Resources for Creative Instruction" by Rita-Marie Conrad and J. Ana Donaldson. Additional funding for these workshops was provided by the Faculty Development Program at the college.
Nov. 1, 2010 – Implementing a business intelligence system is not a simple task, but a 15-member cross-section committee is working with IT staff to complete the project.
“A tremendous amount of planning took place before system construction began,” notes Laura Mondy, Title III SAT Specialist. “We are fortunate to be working with Covenant Technologies, a St. Louis area consulting group. The company’s knowledge of the Microsoft platform, understanding of business intelligence theory, and experience assisting other organizations in getting started with business intelligence are benefiting SWIC enormously.”
The first phase of the project includes the establishment of the infrastructure; development of the student enrollment data system; creation of a visual dashboard to display key enrollment measures; the launch of SharePoint, Microsoft’s collaboration platform; and training for users who will pilot the system. “It will be helpful to decision makers to be able to drill into the data to get detailed information on a variety of student demographic and course data elements for any of SWIC’s campuses and learning centers” notes project sponsor Vice President for Instruction Clay Baitman.
IT staff members assigned to the project: Laura Mondy, Linda Andres (IT Development Director), Nancy Homann (Systems Analyst), Mike Hinton (Database Administrator) and Pam Taylor (Senior Systems Analyst).
Oct. 1, 2010 – Four projects are under way to evaluate student learning in one or more general education core competency areas.
Faculty member Treasure Williams is working with Deidre Evans, coordinator of the Senior Companion program at East St. Louis Community College Center, to evaluate student oral history projects in ENG/102. Students are recording interviews with Senior Companions who are native to East St. Louis and will create an oral history archival record for the ISOLEX Library. These projects will allow Ms. Williams to evaluate students’ communication, reasoning and citizenship skills.
Matt McCarter and Cory Lund are evaluating students’ communication skills in literature courses. Building on a prior spring project and using the same assessment tool, student performance in online literature courses will be compared with student performance in face-to-face classes.
Another project is under way this semester that focuses on evaluating students’ reasoning skills coordinated by Dr. Linda Dawkins and Dr. Joy Branlund. This project will compare student performance in online versus face-to-face classes in Chemistry and Earth Science. Dr. Dawkins and Dr. Branlund are particularly interested to see how students who perform labs at home compare to students who perform labs on campus.
At the East St. Louis Community College Center, Dr. Laura Dyer is evaluating students' reasoning skills focusing on working with fractions in Math 93. Students often struggle with the mathematical operations involving fractions, so Dr. Dyer is incorporating use of a hands-on fraction manipulative into the course. The manipulative selected for her students is Dr. Loyd’s Fraction Kit.
By Mitch Robertson
Aug. 1, 2010 – I used the Foliotek e-Portfolio system to receive and evaluate students’ formal laboratory reports in CHEM 105 General Chemistry I.
I set up three distinct deadlines for students to follow, with each deadline acting as a gateway for the next. Using these deadlines, it was easy to keep track of student progress with the e-Portfolio system.
One of the most favored aspects of the e-Portfolio submissions was the electronic submittal of all materials, making it less burdensome for students and more environmentally responsible. Hard copies of these reports typically range from six to eight printed pages.
Students also found it easier to correct or modify the final version of laboratory reports using the e-Portfolio system. Generally, students seemed comfortable using the program and even made recommendations to improve the product.
There were challenges using the e-Portfolio system, as well. One particular challenge related to the students’ ease with using technology. Students expected intuitive uploading and submittal of their materials, with pop-up support as needed. They did not like having to refer to written instructions. Also, when assessing the students’ work, it was not easy to place written comments in the exact spot where the comments would apply, unlike hard copy assignments. Instead, written comments were given at the end of the work.
July 1, 2010 – After participating in a Foliotek e-Portfolio pilot this spring semester, I believe e-Portfolios represent a valuable asset to both instructors and students. For students in the Paralegal program, SWIC prepares them for employment in a law office after graduation. From day one, they receive a portfolio to house their writing samples and résumés. I encouraged my Legal Research and Writing students to use Foliotek in addition to their hard copy portfolios.
The students liked the opportunity to impress potential employers by embedding a link to their work in their e-mail and to stay present in the employer’s mind after the interview. Students also appreciated the ability to provide potential employers with all of their writing samples, allowing employers to peruse portfolios at their convenience. However, students felt the program cost too much to maintain and the terminology regarding how to upload documents made the process cumbersome.
As an instructor, this program allowed me to offer students another platform for storing their writing samples in an easy and uniform manner. However, I did not like grading assignments on Foliotek. Even though the grading rubric uploaded on the system was my own, I always write comments directly on the paper itself, and Foliotek did not offer me that opportunity. SWIC should continue investigating e-Portfolio options in an attempt to keep our students on the cutting edge on technological changes in the workplace.
May 1, 2010 – Assistant Professor of English Treasure Williams added a new dimension to her ENG 101 course this semester by incorporating college visits into the course curriculum.
Part of a Title III project, Williams' students visited five local universities to investigate whether or not these institutions match their long-term academic goals. By helping students consider their long-term academic goals, beyond this semester and the completion of their SWIC degree or certificate, Willams hopes to enhance students' intrinsic motivation and ensure their continued academic achievement.
Students visited Washington University, Southern Illinois University-Edwardsville, Lindenwood University, Harris-Stowe State University and Saint Louis University. Students described the visits as "very informative" and enjoyed "learning about the variety of programs" offered at each school. In addition to the college visits, Title III provided academic resources to Williams' students, including a college success textbook and a study skills-building textbook, to encourage the continued exploration of their long-term academic goals.
Funding for the field trips was provided by the Liberal Arts division, and support was provided by the Minority Transfer and Multicultural Student Services Center.
April 1, 2010 – This semester, a Title III-sponsored learning circle investigated possible answers to this complex question.
Facilitator and SWIC Counselor Patricia Keller and SWIC faculty members Iqbal Ansari, Daniel Blash, Maggie Boone, Leisa Brockman, Karla Brown, Denise Keller, Winnie Kenney, Donna Moody, Beth Raftopoulos, Bill Sax, Dianna Shank, Sue Taylor, Chantay White-Williams and Mary Wochner explored the subject using the book "We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools" by Gary R. Howard. Keller brought in a number of other resources for discussion as well.
Feedback from the learning circle has been positive. One faculty member appreciated the opportunity to discuss a rather sensitive topic in a very comfortable environment. Another appreciated the candid dialogue that took place among peers.
March 1, 2010 – Title III sponsored two faculty workshops focusing on the integration of active learning strategies in the classroom on Faculty Development Day, Feb. 23, 2010. The workshops were presented by Maryellen Weimer, Ph.D., editor of “Teaching Professor” newsletter.
Weimer has consulted with more than 400 colleges and universities on instructional issues and authored or edited eight books, including “Learner-Centered Teaching” and “How Am I Teaching?” She is the primary author of the Kendall-Hunt publication, “Teaching Tools,” a collection of collaborative, active and inquiry-based teaching approaches.
Weimer has more than 25 years of teaching experience at the college level. She has taught a variety of communications courses and first-year seminars at Pennsylvania State University and, in 2005, was the recipient of the Milton S. Eisenhower award for distinguished teaching. Weimer also has served as the director of the Instructional Development Program at Penn State University and as the associate director of the National Center on Postsecondary Teaching, Learning and Assessment, a $5.9 million U.S. Department of Education research and development center. Currently, she serves Penn State University as a professor emeritus of Teaching and Learning.
Weimer presented two workshops, a daytime workshop geared toward full-time faculty titled “Active Learning Strategies from the Ordinary to the Extraordinary” and an evening session tailored to adjunct faculty members titled “Active Learning: An Overview.” These workshops were intended to help complete a key objective of the Title III grant by assisting faculty in increasing their knowledge and application of active learning strategies.
Nov. 1, 2009 - Through the diligent work of a multi-functional team of faculty, staff and administrators, the Degree Progress Report function of PeopleSoft launched in July. IT Software Developer Linda Andres served as the project manager, while Title III Student Administration Technology Specialist Laura Mondy served as the key IT developer.
The report generated by the Degree Progress Report compares students’ completed coursework against requirements for their particular academic program, then lists the courses still needed to complete the program. Degree progress reports also are capable of performing “what-if” scenarios to see the relevance of previously completed coursework should a student decide to pursue a new major.
“In counseling sessions, the student and counselor now have quick and accurate information for academic advisement and more time to concentrate on other important topics such as career and transfer planning,” says Dean of Counseling Martha Nelson. To date, more than 13,000 students and counselors have accessed the Degree Progress Report system. Students who access the Degree Progress Report system and complete the evaluation survey before Dec. 10 will be eligible to win a 16GB iPod Nano.
Oct.1, 2009 – Through the Title III grant, the college’s division of Faculty Development hosted two faculty workshops on the topic of cultural diversity. Presented by Samuel Betances, Ph.D., a biracial, bicultural and bilingual citizen of the world, the workshop included personal stories of resiliency, insight into the cultural obstacles students face today and resources for enhancing students’ cultural competency.
According to Title III staff, feedback from faculty members was very positive after hearing this dynamic educator. One faculty member reported feeling more comfortable crossing the diversity line, while another listed “become transformed” as a personal goal. As Betances points out, “You cannot be a transformer unless you have been transformed.”
Aug. 1, 2009 – The SWIC Title III group hosted a conference Aug. 18 and 19, 2009, at the Shrine of Our Lady of Snows in Belleville. The focus was creating learning communities for developmental courses!
Evidence shows that learning communities increase student retention and success. Leading the conference were Sue Jenson and Linda Mitchell from Grossmont College, a college recommended by Evergreen State College's Washington Center for Improving the Quality of Undergraduate Education. The Washington Center is considered a premier resource for colleges and universities involved in developing learning community cohorts.
July 1, 2009 – Title IIIis expanding the existing learning communities model and focusing on creating learning communities that pair developmental classes. Coordinating the effort is Title III Learning Specialist, Cynthia Jenkins. Developmental Learning Communities will be launched in Spring 2010 at SWIC.
April 15, 2009 – Research indicates that active learning strategies are superior to lectures. They complement a wide variety of student learning styles and promote collaborative learning, which engages students more fully than traditional lecture methods. As a follow-up to the January opening week workshop, English faculty members Faith Christiansen and Judi Quimby organized a faculty learning circle. Over the course of four meetings, participating faculty reviewed the book, "Active Learning: 101 Strategies to Teach Any Subject," revised a lesson using a selected strategy, and then shared their results and observations. Faculty and staff who participated included Sue Vaughn, Brad Eilering, Debora Trainor, Linda Schink, Mardy Eisloeffel, Marsha McCleod, Bernadine Chapman and Title III staff members Cynthia Jenkins and Donna Holesinger.
March 30, 2009 – A dedicated team is working on a Title III project that reviews the use of student electronic portfolios.The team has identified two primary purposes for portfolios: assessing student learning and engaging students more fully in their learning. Committee Co-Chair Charlie Hannon states,"The bottom line is that we will be able to offer students and instructors a new way of evaluating learning,which goes way beyond the old standardized testing method we have all relied on so heavily in the past.We will also be giving students a new way to organize themselves and create a safe storage space to showcase their work which can be accessed from anywhere."
The varieties, types and scope of student e-portfolio products available today are rather extensive.This past fall, the team evaluated four products after viewing theirWeb-based demonstrations."Viewing these demos provided us with a better idea of the types of portfolio systems available and how we might use them at SWIC,"notes Title III Activity Coordinator Donna Holesinger.
March 15, 2009 – The newest Title III technology project under way is the implementation of a degree audit system. The new "Academic Advising" system will be incorporated into the Student Center on eSTORM and will provide new tools for students to monitor their progress toward graduation in real time. Also, students will have access to "what-if" functionality so they can understand how their existing coursework would apply toward a different degree or certificate.
Future enhancements of the system will allow students to run a degree audit and actually click links on the resulting report to register for classes they still need to take. This will help students who choose online registration to make sure they are enrolling in classes that will count toward graduation. While these efforts are designed to help SWIC students make informed decisions, students still need to visit the Counseling Center at least once each semester to make sure they are on track to achieve their goals.
Oct. 1, 2008 – One of the new Title III technology initiatives is online student orientation. Providing orientation information anytime, anywhere through eSTORM is one way the college hopes to meet the needs of its diverse student population. For some students, issues of time and transportation prevent them from attending an in-person orientation. For others, convenient online access to important information is what they desire and expect.
Dean of Counseling Martha Nelson views the implementation of an online orientation as an additional resource for entering students. By no means does online access eliminate the need for in-person orientations that provide valuable face-to-face interaction, she said. However, online access will allow a broader base of students to acquire vital information on resources and services that can help them succeed.
A team of staff met in August to celebrate completing the second of seven project phases. Committee members include, left row, front to back, Rick Gregory, Debbie Politsch, Martha Nelson and Chuck Whitehead; middle row, Debbie Alford, Lyn Waller, Debra Rahn, Sandra Call and Laurie Almodovar; right row, Laura Mondy, Donna Holesinger and Marilyn Quitmeyer.
Aug. 1, 2008 – Initiatives implemented with Title III funds typically fall into two broad categories: enhancing curriculum and instruction, and strengthening student administration technology. In January, Laura Mondy began her role as Title III student administration technology specialist. Mondy will lead a number of exciting projects related to the expansion of the college's technology capabilities. There will be a particular focus on online student access to information and a relatively new concept in higher education - student intelligence, modeled after business intelligence in the corporate world.
"A comprehensive student intelligence system will build upon the PeopleSoft technology already in place and greatly enhance our analytical ability to maximize the usefulness of student data," said Chief Information Officer Chris Leja. "The expansion of online access to orientation, academic advising and electronic portfolios will allow the college to frontload success and help remove barriers for our students."