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Student Success Center Technical Assistance

Technical assistance is offered based on available resources and identified emerging needs. Below are current offerings from the Student Success Center staff and partners.

Emsi Burning-Glass Alumni Data

SBCTC has contracted with Emsi Burning-Glass to provide data to each of the colleges regarding student alumni outcomes.  This data provides information about the transfer pathways, industry sectors, and companies that graduates have entered upon exit from the colleges.  This data has been provided to institutional researchers through the Research Planning Commission.  Information regarding accessing and using the data was provided at a recent webinar and the Public Information Commission. If you would like to gain access to your college outcomes using the web portal, contact Maria Byler at maria.byler@emsibg.com.

Watch the Emsi Alumni outcomes recording 

Visit Alumni outcome resources to help you get started, including:

1.     Best Practices for Alumni Outcomes: basic overview of common use cases

2.     Case studies and tips for using the data

3.     Portal demo videos 

Math Pathways

An important part of Guided Pathways is re-mapping course sequences so students can complete college-level math courses within their field of study in their first year. Work is being done to assist colleges in their math pathways reform. For more information contact Ashley Montenegro amontenegro@sbctc.edu 

From October of 2019 through January of 2020, Dr. Laura Schueller visited the thirty-four community and technical colleges in order to document their mathematics pathways, policies, and practices.  Each institution received a personalized report and a statewide analysis of themes document was released containing the findings.

With generous support from College Spark, a 2 year learning community designed to provide deep technical assistance in the math space was launched in 2020. With the information learned from the math landscape analysis and early discussions with math faculty and instructional leadership, twelve colleges have chosen to participate in an on-going learning community dedicated to developing, implementing, and iterating their math co-requisite curriculum and supports.

A group of dedicated faculty from across the state have been meeting monthly and working on a document to set common expectations for Math& 141 (Pre-Calculus 1) and Math& 142 (Pre-Calculus 2). Faculty are clarifying readiness competencies for Calculus and using backward design to draft course outcomes for Math& 141 and Math& 142 and to set reasonable prerequisite competencies for the pre-calculus sequence.

Communities of Practice

In the spirit of the SBCTC vision of “leading with racial equity” and a strategy to mitigate effects of COVID-19, SBCTC began to offer a variety of technology-mediated communities of practice opportunities that forwarded social connection, skill-building, information aggregation, problem-solving, and the sharing of resources. 

In communities of practice, organizations collaborate using distributed leadership, reciprocal learning and shared practices and resources to provide curricular and learner support. As SBCTC communities of practice evolve and mature, partnerships and results scale to meet the needs of the system. 

Visit the Communities of Practice page to learn more about each community.

Antiracist Writing Assessment Ecology (AWAE)

 Thanks to generous funding from College Spark Washington, the Antiracist Writing Assessment Ecology (AWAE) will engage 28 faculty members from 7 English departments in the Washington State CTC system in building the artifacts of an antiracist writing assessment ecology to assess the ENGL&101 outcomes developed and approved as part of (de)Composing ENGL&101. Over the course of the grant, the 28 faculty participants will work in “Communities of Inquiry” (CoIs). These groups of 4 will be composed of BIPOC and white-identified faculty from 4 different institutions who will work collaboratively to develop the artifacts of an Antiracist Writing Assessment Ecology (AWAE). The purpose of building these artifacts is to support English departments and practitioners across the Washington State CTC system to “increase the percentage of students who earn their first college-level credits in English within one year of college enrollment” by closing equity gaps for historically underserved students of color (HU-SOC). This project aligns with Guided Pathways in Washington State as this work will address one of the Essential Practices of a Guided Pathways redesign, College-Level English Within One Year of Enrollment, and do so in the spirit of the SBCTC vision to lead with racial equity.

Page Manager: bbane@sbctc.edu
Last Modified: 7/29/22, 4:25 PM

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