Table of Contents

Page 1 from GRAD ACT
Table of Contents and Appendix for revision in July
DCC GRAD Act submission revised 07052011
Combination of all Appendices A-M

Louisiana GRAD Act

Submitted to

Board of Regents

State of Louisiana

Delgado Community College

New Orleans, Louisiana

Spring 2011

Table of Contents

Student Success

Implement policies established by the institution’s management board

to achieve cohort graduation rate and graduation productivity goals

are consistent with institutional peers

Policies adopted by LCTCS

Policies adopted by Delgado Community College

Factors affecting Delgado’s GRS

A Study of the Postsecondary Education Needs of the New

LCTCS Student Success Measures

Increase the percentage of program completers at all levels each year

Initiatives to Increase Graduates

Delgado Graduation Facts

Program Assessment

Develop partnerships with high schools to prepare students for post-

secondary education.

Current & newly created partnerships

Examples of strengthening partnerships

Tracking Progress to evaluate partnerships

Increase passage rates on licensure and certification exams and

force foundational skills.

Veterinary Technician Plan of Action

Emergency Medical Technician Plan of Action

Funeral Service Education Plan of Action

Transfer and Articulation

Phase in increased admission standards and other necessary policies

by the end of the 2012 Fiscal Year in order to increase student

retention and graduation rates.

LCTCS & Delgado Policies relating to Student Success

Timeline for review & implementation of policies

Provide feedback to community colleges and technical college

on the performance of associate degree recipients enrolled at the

Develop referral agreements with community colleges and technical

college campuses to redirect students who fail to qualify for

into the institution.

Demonstrate collaboration in implementing articulation and transfer

provided in R.S. 17:3161 through 3169.

examples of collaboration in implementing all aspects of the transfer

degree programs, Louisiana Transfer Associate Degree (AALT,

ASLT)* and Associate of Science in Teaching (AST) programs

processes in place to remedy any articulation and transfer issues as

they relate to the AALT, ASLT, or AST degrees.

Workforce Development and Economic Development

Eliminate academic program offerings that have low student

rates as identified by the Board of Regents or are not aligned with

or strategic workforce needs of the state, region, or both as identified

Louisiana Workforce Commission.

Increase use of technology for distance learning to expand

Current initiatives to create and expand education offering by distance

Student Services

Faculty Development

Information Technology Infrastructure

Job Placement.

Institutional Efficiency and Accountability

Non-resident Tuition

2009-2010 (Baseline Academic Year

2010-2011 Academic Year

Diverse Issues in Higher Education iv

Secondary School Systems Partnering with DCC for Dual Enrollment v

Examples of Partnerships vi

Professional Development Offered to Secondary Instructors vii

Postsecondary Transitional Initiatives viii

Articulation Agreement between DCC & UNO ix

Articulation Agreement between DCC & SELU x

Student Affairs & Academic Affairs Policies xi

Feedback Reports from SELU xii

Enrollment & Class Counts for Distance Education xiii

Programs offered through 100% Distance Education xiv

Student Success

a. Implement policies established by the institution's management board to achieve cohort

graduation rate and graduation productivity goals that are consistent with institutional

Retention of first-time, full-time, associate degree-seeking students

Delgado’s first to second

year retention rate has steadily increased since the Fall 2006 cohort

when the College’s retention rate was 52.8%. By the Fall 2009 semester, the Fall 2008 cohort

had a 56.8% retention rate, an increase of 4% within the two year period. This increase can be

attributed to the numerous retention initiatives at the college that include the Title III Grant and

the College Coach Program. Although the Title III Grant ended in December 2010, Delgado

remains committed to increasing the number of students retained. In fall 2010, the College was

awarded a Student Support Services Grant from the U.S. Department of Education for 1.1

million dollars.

Student Support Services Grant

Beginning fall 2011, this grant will provide 140 first-generation, low-income, and/or disabled

students with the support services that will enable them to increase their retention, graduation,

and transfer rate for the next five years. A pre-Nursing Learning Community will be funded by

the grant, designed to increase their chances of being accepted into the Nursing Program or

redirect them into a more suitable program. A Summer Math Bridge program will also be

funded in an effort to reduce the time it takes students to complete developmental Math. Data

reveals that 70% of Delgado students who place in developmental Math are required to take

three developmental Math courses.

Student Services Retention Initiatives

Student Success Week

CCSS 107 (College and Career Success Skills)

EMAS/Retention Pro

College Compass, a is a new electronic/online “learner-centered” tool designed to

manage the college experience for students

24/7 helpdesk support for faculty, staff, and students

LCTCS & Delgado Policies Relating to Student Success

As a mandated from LCTCS, Student Affairs & Academic Affairs policies will be reviewed over

the next year at the system and college level to ensure that student access and success are

considered and supported. A list of these policies can be found:

IPEDS Graduation Rate Survey (GRS)

It should be noted that our Year 1 data is the same as the baseline year data because Fall 2005

was the cohort year for the baseline year. Since we did not have a Fall 2005 cohort we used Fall

2006 as our baseline. While Delgado has the lowest graduation rate of all the LCTCS colleges, it

does not mean that our students are not successful. While only 2.1% of the Fall 2006 cohort

graduated within 150% of normal time, 6.6% graduated within 200% of the normal time and

14% are still persisting. Of those who dropped out before completing a certificate or associate

degree, 4.7% earned a TCA. This would bring our success rate up to 25.3%.

Factors affecting Delgado’s GRS:

85% of first-time, full-time students require at least one developmental course, almost

half require more than one, 25% require more than two. Forty-eight percent of Delgado

graduates took developmental classes, proving that developmental education does work.

70% of students requiring Math are placed in the lowest Math which means it will take

them at least 3 semesters to complete.

42% are Allied Health or Nursing majors. These programs are limited admissions. It

generally takes 1 to 2 years JUST to get accepted into these programs.

60% of incoming students (part time and transfer) will never be included in the rate.

A Study of the Postsecondary Education Needs of the New Orleans Region

This study, commission by La. Board of Regents, was conducted by the National Center for

Higher Education Management Systems (NCHEMS) and focused on the five parishes (Jefferson,

Orleans, Plaquemines, St. Bernard, and St. Tammany) that encompass where the majority of

Delgado’s students reside. The report revealed that while St. Tammany Public Schools do

perform at or above the statewide average levels with dropout rates below the statewide average

and ACT exam scores above the statewide average, Jefferson and Orleans Public Schools have

high drop-out rates and ACT scores that are below the statewide average. Sixty three percent of

Delgado students come from Jefferson & Orleans parishes. According to NCHEMS, Delgado’s

student body is poorly prepared academically and less likely to receive Pell grants which we can

assume to mean that students must be working while going to school or there are challenges to

them for paying tuition causing them to drop out of college because of finances. Starting behind

creates a scenario of quitting early. While Delgado’s three-year graduation rate may seem low

when compared to its SREB peers, according to NCHEMS the comparisons are based on full-time

freshmen, counts only graduates who had initially enrolled at Delgado and it does not take into

account transfer students. Delgado fared much better when compared to its SREB peers when

graduation rates included the number of transfer students.

LCTCS Student Success Measures

Dr. Sullivan at LCTCS has proposed for board action an Approval of the Two-year College

Student Success Measure framework. This framework will allow 2-year colleges to utilize

student success measures that are more relevant to the goal, mission and students enrolled in 2-

year colleges. Institutional performance and accountability will also be emphasized. This

framework is scheduled to be presented to the LCTCS board of supervisors at the April, 2011

Student Success

b. Increase the percentage of program completers at all levels each year.

Our baseline data & projections include LTC Region 1 graduates, therefore, we included them in

our actual count.

Initiatives to Increase Graduates

Associate of Arts & Associate of Science Louisiana Transfer Degrees:

Act 356 of the Regular Session of the 2009 Louisiana Legislature was enacted to eliminate

barriers that prevent students from successfully transferring between and among secondary and

postsecondary institutions. The outcome of this statewide collaborative effort was the

establishment of the statewide Associate of Science and Associate of Arts Louisiana Transfer

Degrees at all SACS accredited community colleges. These two new degrees were implemented

at Delgado Community College in the fall semester of 2010. This should have a positive effect

on the number of degrees awarded by the 2012 – 2013 academic year.

Project Win –Win:

Beginning in fall 2009, Delgado participated in the pilot of Project Win -Win, a project aimed at

identifying students who either completed the requirements for a degree, or only lack a few

credit hours. As we go through this process we hope to award general studies associate degrees

or certificates, a win for the student who gets a degree and a win for the institution who gets a

Delgado Graduation Facts

Delgado produces 40% of the Associate of Nursing degrees in the state, and 34% of associate

degrees in allied health and 40% of the associate degrees in the Business programs. We are

proud to say that 50% of our graduates began in developmental classes, of which two percent

began in our ESL program and 30% took more 9 or more hours of developmental classes.

According to Diverse Issues in Higher Education

(see Appendix A), which ranks the top 100

degree producers of minority degrees, Delgado is listed in the top 100 for awarding degrees to

African Americans in 5 program areas. We rank 12

in the nation for awarding Nursing degrees

for Accounting & Related Services, 27

for Security & Protective Service, 33

Management, Marketing & Related Support Services, and 33

in Health Professions & Related

Clinical Science.

institutions.

“campuses”

Program Assessment

Delgado Community College has an established Office of Curriculum, Assessment, and Program

Development. A major function of this Office is the on-going review of all instructional

program offerings at the College, with the ultimate goal being the development of strategies to

improve opportunities for student success while enrolled in the instructional program, and after

completion and attainment of credential, either through immediate entry into the workforce, or

transfer to a senior college for the completion of additional studies.

Often, instructional programs at the Associate degree level are initially designed with two or

more options of the same overarching degree. This model provides separate distinct educational

paths designed to result in a focused sub-specialty within a career field. Programmatic options

share a core of courses common to each instructional area; however, provide different course

groupings for each distinct option. Reviewing enrollment, retention, and completion rates of

instructional programs by degree option, often identifies when a disconnect occurs, as student

interest and workforce needs change over time. Programmatic review and assessment may

demonstrate that the various options in a degree may have more common core knowledge

required than is evident by program structure, or that student interest spans courses comprising

various program options to reflect current trends and expectations in the workforce. Through

review, assessment, and evaluation, instructional program content may be revised to discontinue

separate program options, and to provide elective choices, or advising concentrations to students

for assistance in career exploration and preparation. Combining multiple options of degree

programs, as appropriate and as a result of review and evaluation, can remove unnecessary

barriers to student completion by strengthening instructional program offerings and providing a

clear path to an ultimate goal of credential attainment and/or immediate entry into the labor

Student Success

Develop partnerships with high schools to prepare students for postsecondary education.

Delgado Community College has established partnerships with secondary school systems

throughout the New Orleans area. These partnerships promote higher academic standards for

secondary school students in addition to awarding college credit to those students enrolled in

identified career pathways. The College aggressively pursues partnerships with Region-1 high

schools to increase the number of students participating in dual enrollment and career pathway

activities. A list of those partnerships is provided at Secondary School Systems Partnering with

Delgado Community College for Dual Enrollment

(see Appendix B).

Current Partnerships

Examples of the partnerships Delgado has formed (see Appendix C).

Examples of strengthening partnerships

The College conducts meetings with content experts and administrators from the secondary and

post-secondary schools to align curricula and review credentials for post secondary courses

offered at the secondary school campuses.

Delgado’s Admissions department currently coordinates three successful Career Pathway

functions for the Allied Health, Business & Technology, and Liberal Arts departments. These

Career Pathway events are designed to expose secondary students to the various careers offered

at the College and provide an introduction to participating industry professionals. More than 600

secondary students attend each event.

In 2010, Delgado Admissions and Enrollment Services in conjunction with the Television

Production Department, produced an interactive DVD that contains program information,

application forms, contact information, deadlines for submitting financial aid. This DVD serves

as a road map students can use to guide them through the enrollment process and is distributed to

high school counselors and seniors to help them as they transition from high school to college.

The DVD has been well received by all.

Currently we are furnishing feedback to the high schools in the form of grades. In the future, we

will also provide attendance reports.

Counselor Workshops

Delgado Community College annually hosts a Region-1 Counselor Workshop to support state

wide initiatives. Counselor workshops are scheduled throughout the year and include counselors

from all Region-1 secondary education partners.

Delgado and the Region-1 College and Career Transitions Coordinators designed a Matrix that

aligns with secondary and post-secondary education courses offered through dual enrollment.

This matrix makes the process of certifying secondary instructors easier for the high school

administrators, and identifies course offerings in an easy to use guide for parents and counselors.

Certified instructors participate in orientation and training programs to align curricula and

procedures between the secondary and post-secondary educational systems.

Distance Learning

Distance Learning is being explored to strengthen partnerships with secondary school systems.

SCORE Summer Program

The SCORE Summer Program is a 7 week instructional program that includes ACT preparation,

career exploration and paid internships. Students meet with Career and Technical Education

instructors to learn about careers in the Technical Division at Delgado. On Fridays, students

participate in field trips to businesses. SCORE has been successful since the summer of 2009.

Through the College and Career Transitions Coordinator, Delgado offers secondary instructors

professional development opportunities. A list of available professional development provided

can be found at Professional Development Offered to Secondary Instructors

(see Appendix D).

Postsecondary Transitional Initiatives (PTI)… Admissions & Enrollment Services

Postsecondary Transitional Initiatives (see Appendix E) are designed to provide information

introducing students and their families to post-secondary opportunities. These initiatives are

innovative & interactive in their presentations. For many this may be their first exposure to a

college environment.

Tracking Progress to evaluate partnerships

Quarterly meetings are held with Delgado and the Career Transitions Partnership. These

meetings are attended by secondary administrators, instructors, post secondary administrators,

counselors and CTE supervisors. The agenda includes dissemination of information regarding

statewide initiatives and provides feedback on existing partnerships.

Region One secondary students currently take developmental Math and English at Delgado

through dual enrollment once that need is determined by Delgado Placement Testing or by the

high school requesting the services. Upon successful completion students are advised by the

secondary counselor to re take the ACT test. The successful completion of these courses taken

in the 11th and 12th year of high school raises their ACT scores, in some cases allowing those

students to be eligible for enrollment in four year colleges. This can be tracked by reviewing

the records of students that transition into Delgado.

Student Success

d. Increase passage rates on licensure and certification exams and workforce foundational

Three Allied Health Programs had licensure exam passage rates below the national average:

Veterinary Technician, Emergency Medical Technician and Funeral Service Education.

Veterinary Technician

Plan of Action –

We have begun a “Capstone Course” for a thorough review for the Veterinary

Technician National Exam (VTNE) in the last semester of the Program for graduating students.

In this Capstone Course there are weekly online exams that cover one of the 7 topical areas

found on the VTNE. These topical areas include: Pharmacy & Pharmacology, Diagnostic

Imaging, Anesthesia & Analgesia, Animal Care & Nursing, Surgical Prep & Assisting,

Dentistry, and Clinical Pathology Laboratory Procedures. “Mastery Learning” is used as each

student can take and retake these Review Exams, which are only open for one week. Large

databases of questions are used for each Review Exam and are randomly used each time a

student retakes the Review Exam. Questions for these large databases have been gotten from a

textbook designed to help students review for the VTNE. At the end of the semester, students

take an online Review Exam together in a classroom with 200 questions from the 7 topical areas

on the VTNE. The number of questions in each topical area is the same as will occur on the

VTNE. Students will then take the VTNE from June through July at an Exam location that has a

bank of computers. We feel that this series of simulated online Review Exams that thoroughly

cover the topics with the types of questions found on the VTNE will make the students more

familiar with the topics to be tested on, as well as the format of computerized exams from large

databases of exam questions.

Also to be included next year in this capstone course will be review lectures on major concepts

in the 7 areas to be tested on in the VTNE. This will be implemented in spring 2012.

Emergency Medical Technician

Plan of Action

- The overall pass rate for the EMT Basic courses was slightly under 80%.

With these numbers in mind, we have implemented strategies similar to those that increased our

success rate in the Paramedic Program.

To achieve a higher pass rate on the practical exams, skills sheets are utilized for each practical

skill that is tested for by the Louisiana State Bureau of Emergency Medical Technicians overseen

by the National Registry of Emergency Medical Technicians. These skill sheets are given to

each student in the beginning of the semester and are worked on diligently during the semester.

Several check offs are done during the course of the semester, ensuring that students are able to

pass them not once, but several times throughout the course. The first large practical test is done

during midterm exams. Students must pass a minimum of 4 of the 6 stations in order to be

eligible to continue the course. They are then tested again at the end of the semester before

being eligible to participate in a "mock" registry exam. The "mock" registry exam is set up to

route students through their different practical skills being tested by different instructors allowing

them to get the feel of what their Louisiana State Practical Exam will be like and gives the

instructors and students insight on weaknesses that need to be worked on before they officially

The written portion of the exam has been changed to a Computer Based Testing process to

mimic the written exam given by the National Registry of Emergency Medical Technicians

(NREMT). Paper tests are no longer used by the NREMT, so all tests are taken on the computer

as timed tests. Students are not allowed to "backtrack" or re-answer the previous question nor

change any answers. In addition to Computer Based Testing, practice exams are done utilizing

the EMT Achieve. EMT Achieve provides the student with four different practice exams

containing 150 questions with rationales to aid the student in their test taking ability. The

increase in pass rate with students taking these practice exams has markedly increased over the

last year and is now a mandatory portion of our preparations for National Registry exams.

This spring semester, a new study aide is available on the EMT Basic level provided by Field

Internship Student Data Acquisition Project (FISDAP). This gives the students 2 attempts at a

practice exam set in up in a similar fashion to the National Registry CBT exam. These two tests

that will be taken advantage of at the end of the current semester will give students additional

practice with exams and the cut score from these exams are comparable to those of the National

Registry exam and will be a good indicator on the Pass/Fail ability of the student.

With the combination of practical and written exam practice utilizing computer based testing

aides, we are looking forward to seeing our pass rate increase this semester.

Funeral Service Education

Plan of Action

- First, the funeral service program is required to meet at least 60% pass rate for

accreditation with the American Board of Funeral Service Education. With that said, the average

national pass rate is in the 70 percentile.

To improve our pass rate, we have increased the academic requirements to enter the program.

Additionally, we have a capstone course used to prepare students to take the national board

exam. Students are assessed with written practice exams, Morticians Assessment Training

Simulator Software and QuizLet available on the web.

Articulation and Transfer

Phase in increased admission standards and other necessary policies by the end of the

2012 Fiscal Year in order to increase student retention and graduation rates.

LCTCS & Delgado Policies Relating to Student Success

Delgado has an open admission policy and our mission is to serve all levels of learners, however,

several approved policies are in place, and are designed to facilitate a smooth transition for

students who enter the college with the ultimate goal of transferring to a 4-year institution.

Those policies include Articulation Agreements with Other Institutions (AA-1438.1) & Evaluation of

Transfer Credit (AA1442.3).

Policies and procedures relating to advising, academic appeals, academic status, cross

enrollment, grade changes, graduation, and non-traditional credit can be found at Academic

Procedures Resource Guide.

In addition several LCTCS policies also support transfer.

LCTCS Policies

Delegation of Authority to Chancellors to Sign and Distribute Degrees, Diplomas and

. Effective Date: May 10, 2000

Academic Amnesty

Effective Date: October 10, 2002

Program Assessment

: March 14, 2001

Effective Date: November 14, 2001

LCTCS Cross-Enrollment Policy

Effective Date: November 14, 2001

Academic Status

Effective Date: Fall 2003

LCTCS Policy on Non-Traditional Credit

Effective Date: December 12, 2001

Effective Date: December 12, 2001

Academic Renewal

Effective Date: February 14, 2002

Disclosure of Degree Program Transferability

Effective Date: August 14, 2002

Cross Enrollment Agreement between System Institutions

Effective Date: July 9, 2003

Tuition Discounts and Waivers

Effective Date: August 10, 2005

As a mandated by LCTCS, Student Affairs & Academic Affairs Policies will be reviewed over

the next year at the system and college level to ensure that student access and success are

considered and supported

Timeline for Implementation

Academic Year 11 -12: Review and revision of policies

Academic Year 12 -13: Implementation of policy changes

Transfer & Articulation

b. Provide feedback to community colleges and technical college campuses on the

performance of associate degree recipients enrolled at the institution.

Delgado Community College engages in several initiatives to support and improve student

success. The college maintains a center for student advising that was recently combined with the

center for testing, now called the Office of Advising and Testing. The mission of the Office is to

serve the academic and advising needs of students who enter the college at various levels of

educational preparation. Combining the offices of testing and advising into one comprehensive

unit allows for a more efficient and effective initial assessment of academic preparation and

subsequent development of plans to assist students to reach personal, academic, and career goals.

The Office of Advising and Testing is responsible for providing academic advising services to all

first-time freshman, transfer-in, and students who are not assessed at college-readiness for

reading and writing abilities. The office also operates a transfer center, specifically designed to

assist students interpret various admissions requirements for 4-year schools.

The chart below represents students who were enrolled at Delgado in the fall or spring semesters

(for the first year indicated). These students are full or part-time with an admission status of

anything other than visiting or high school students who were found enrolled at any 4-year

institution the following year with an admission status other than visiting or continuing.

Formal processes have been initiated to identify benchmarks coupled with targeted pairing in all

approved articulation agreements. In addition, a process has been established to annually request

a review and summary of student performance at partner Senior Colleges. To date, the College

has received feedback reports from Southeastern Louisiana University. The University of New

Orleans has indicated that a process has been developed to collect this data and to forward it to

the College. Southeastern provided data for all students who transferred from Delgado, since

only a small number of the students who transferred did so after completion of the Associate

degree. For the 2008 – 2009 academic year, Southeastern reports 180 students transferred to

Southeastern from Delgado. This is considerably less than the 362 students shown to have

transferred to Southeastern from Delgado by the Board of Regents report. Delgado students who

transferred to Southeastern had an average Grade Point Average (GPA) of 2.174 for their first

semester and an average cumulative GPA of 2.527. By fall 2010, fifteen (15) students had

received baccalaureate degrees and 107 (59.4 percent) were enrolled as continuing degree-seeking

students. In reviewing the grades of Delgado transfer students for Math and English, the

percentage of students who completed Mathematics courses with a final grade of A, B or C, was

approximately 50 percent and the percentage of students who completed English courses with a

final grade of A, B, or C was 75 percent. Data were not provided as to how this information

compares to non-transfer student performance at Southeastern.

Use or Results (feedback reports):

Results of the report were forwarded to the College’s

General Education Assessment Committee to determine strategies to improve student

performance and/or revise instructional content in core General Education as necessary.

Processes in place to identify and remedy student transfer issues:

The College employees a

full-time professional staff member as a Transfer Advisor; this position collects, summarizes, and

reports challenges students may experience in transfer to the College administration. In addition,

transfer agreements with other colleges are promoted through the College website and targeted

general and specific marketing materials. In addition, the Transfer Advisor assists students with

steps necessary to apply and enroll at a partner Senior College by maintaining a directory of

current contact information and various admission and completion requirements. Delgado

Community College is an active participant on the Board of Regents for Louisiana Higher

Education Master Articulation Matrix, and actively seeks to expand or revise course offerings to

align with similar course content at Louisiana Universities.

Problems or obstacles students may

experience in the awarding and/or application of course credits on the Master Articulation Matrix

are reported to the College’s representative Chief Articulation Officer for the Board of Regents

and are shared and discussed at annual meetings sponsored by the Board.

Examples of new or strengthened feedback reports to the college(s):

In an effort to improve

the feedback received from partner Senior Colleges, representatives from Delgado Community

College and Southern University at New Orleans met to determine strategies to increase transfer

from Associate degree to related Baccalaureate degree, and to identify ways to strengthen

feedback and reporting regarding transfer student success.

Reports, in general, should contain raw numbers of students transferring from Delgado

Community College to Southern University at New Orleans, their Grade Point Averages, and

their success as compared to native students at the University. In May 2009, Delgado and SUNO

signed a general articulation agreement to: 1) review all programs at both institutions to maximize

opportunities for student success after earning the Associate degree at Delgado; 2) to promote,

through the efforts of a joint committee, new cooperative academic programs; and 3) to strive to

find other areas of cooperation that will strengthen the ties of the two institutions so that they

might better serve the State of Louisiana.

Additionally, all recently approved articulation agreements between Delgado Community College

and Senior College partners contain a timeline for review and provision of feedback, as well as

statements outlining specific benchmark requirements for student performance, and how these

will be measured.

Transfer & Articulation

c. Develop referral agreements with community colleges and technical college campuses to

redirect students who fail to qualify for admission into the institution.

Measure: See Table 2c.

Examples of Agreements

Delgado Community College has agreements in place with University of New Orleans (UNO) &

Southeastern Louisiana University (SELU). Currently, the College is working on an agreement

with Xavier University.

As students are referred to Delgado, the College enters a specific code in our student records

system identifying these students as referred and which institution they were referred by.

During the 2008 – 2009 academic year, 132 students were referred by the University of New

Orleans (UNO) of which 89 of these students enrolled at Delgado. In 2009 – 2010, 89 were

referred of which 60 enrolled. So far in 2010 – 2011 only 33 were referred with 25 students

enrolling at the College.

No students were ever referred from SELU.

At this time, Delgado is experiencing a steady decline in referred students. The College believes

that students are becoming more aware that they do not meet the admissions standards required

at the 4-year institutions and are applying directly to Delgado.

Delgado has worked with the 4-year institutions in our area, specifically Southeastern Louisiana

University and University of New Orleans to admit and track those students referred to Delgado

by these institutions. Delgado Community College has agreements in place with University of

New Orleans (UNO) & Southeastern Louisiana University (SELU). Currently, the College is

working on an agreement with Xavier University. As students are referred to Delgado, the

College enters a specific code in our student records system identifying these students as referred

and which institution they were referred by.

Currently, the College has nineteen (19) active formal articulation agreements with four (4) of

the total at Louisiana Private Colleges/Universities; seven (7) of the total at out-of-state

College/Universities; and (8) of the total at Louisiana Public Universities. The College also

participates in several articulation agreements developed by the Louisiana Community and

Technical College System, including: Ashford University (Iowa), Kaplan University (nationwide

locations), Regis University (Colorado), Western Governors University (Utah), and the

University of Phoenix (nationwide locations).

Delgado initiated discussions, primarily with the University of New Orleans and Southern

University at New Orleans to address a comprehensive approach to post-secondary education for

the Greater New Orleans area in the Fall of 2011. Initial conversations centered on a combined

approach to student advising reviewing academic preparation and identified career interest. The

goal of the initiative is to provide students with an advising plan to include referral based on

admission requirements, program availability, and interest. It is expected such conversations

will continue into the 2011-2012 Academic year.

The College currently offers a 30-credit hour Certificate of General Studies (CGS) program

designed specifically for students who do not meet admission criteria to area Senior Colleges.

The CGS is comprised of transferrable general education courses, and allows students to select

six credit hours for exploration purposes. Traditionally, students not meeting admission

requirements to UNO have been referred to Delgado with a list of courses that will be acceptable

later in transfer. No formal tracking method exists; however, plans to convert to a Student

Information System common to all LCTC System Colleges will allow for increased data entry,

data collection, and query reporting for such admission referrals in the near future.

Transfer & Articulation

Demonstrate

collaboration

implementing

articulation

and

requirements

Associate of Arts & Associate of Science Louisiana Transfer Degrees

Act 356 of the Regular Session of the 2009 Louisiana Legislature was enacted to eliminate

barriers that prevent students from successfully transferring between and among secondary and

postsecondary institutions. The outcome of this statewide collaborative effort was the

establishment of the statewide Associate of Science and Associate of Arts Louisiana Transfer

Degrees at all SACS accredited community colleges. These two new degrees were implemented

at Delgado Community College in the fall semester of 2010.

For that first semester 26 students declared the Associate of Arts degree and 113 declared the

Associate of Science degree. For spring 2011 it was 74 and 207 respectively. It is expected that

these numbers will increase as students become aware of the degrees.

Examples of Collaboration

Prior to degree implementation in the fall, an AA/ASLT Transfer Advising Workshop hosted by

the LCTCS was held on Friday, June 4

, 2010. Almost every public college/university was

represented for the orientation/application discussion on the new Transfer Associate degrees.

Representatives from Delgado Community College were present. This workshop was key to

program implementation as it laid the ground work for consistency pertinent to one of the most

important aspects of these degrees -advising.

Subsequent to this meeting, advising templates from Southeastern University (SLEU) were

developed by Dr. Jeffery Temple, Chief Articulation Officer at SLEU for students seeking to

transfer to SLEU. These templates are being reviewed for implementation in the near future.

Additionally, a meeting was held with Admissions leadership at the University of New Orleans

(UNO) to begin the process of the development of specific advising templates for students

seeking to transfer to UNO.

Because these degree programs are new, it is too early to measure success, however, they

represent a great opportunity for our students to earn an associate degree before transferring.

Should a student have to delay or stop pursuing their education, they will possess a credential

that will not expire and attests to the education they have obtained.

Processes to Remedy Transfer & Articulation Issues

Delgado Community College has appointed a transfer degree contact person to handle inquiries

about the degrees and assist with new student advising. Additionally, division advisors have

been assigned to advise continuing students as they complete the required coursework for the

Associate of Science in Teaching

The Associate of Science in Teaching (A.S.T.) for Grades 1-5 is a transfer degree program that

addresses the requirements of the Baccalaureate of Science in Elementary Education offered by

the public and private colleges of education in Louisiana. The mission of the A.S.T. program is

to provide the highest quality foundational coursework specifically designed to produce teacher

candidates for the state university and colleges of education who are effective communicators

with knowledge, skills, and dispositions to meet the diverse education needs of Louisiana

schools and their students. It is the design of the A.S.T. degree to be a viable pipeline to four

year colleges of education which will add to the state pool of highly qualified teachers. The

Delgado program has additional admission criteria and admits students on a bi-annual basis,

starting in the fall and spring semesters. To successfully complete the program, students must

have a minimum grade point average of 2.5, have passed PRAXIS I (Pre-professional Skills

Test), and PRAXIS II, section 0014 (Elementary Education Content Knowledge).

As a pre-cursor to the Louisiana Transfer Degrees, the program is designed to be available to

students throughout Louisiana to ensure community college students have access to a direct

pipeline to Teacher Certification from the beginning of their college experience.

Program graduates have successfully transferred to Southeastern Louisiana University, Southern

University at New Orleans, University of Louisiana at Lafayette and University of New Orleans.

As one of the initial colleges to be approved for offering the A.S.T., the College had a primary

role in the development of the Louisiana Community and Technical College System (LCTCS)

guidelines for offering the degree in Teacher Preparation. The program collaborates with local

and regional senior colleges, as well as with regional community colleges. In August, 2011,

discussions were initiated with the University of New Orleans to expand program offerings

beyond the 1-5 Certification level.

To insure success, the program is managed by a 12-month unclassified professional staff

member, who serves in the role of Director of Teacher Education. This position is responsible

for the selective admissions process, programmatic student advising, retention in the program to

completion, and as a facilitator of successful transfer post-Associate degree. To assist with and

remedy any articulation and transfer issues, the Director of Teacher Education routinely meets

with partner public and private senior colleges. Transfer students who encounter minor or major

challenges in the transfer and awarding of credits processes report these to the Director of

Teacher Education who contacts the Dean of the College of Education at the senior college for

assistance in the transfer process.

Several formal committees have been established to maximize student success in transfer and

completion of the Baccalaureate degree in Teacher Education.

Workforce Development and Economic Development

a. Eliminate academic program offerings that have low student completion rates as

identified by the Board of Regents or are not aligned with current or strategic workforce

needs of the state, region, or both as indentified by the Louisiana Workforce Commission.

Measures: Descriptive

i. Number of programs eliminated: as a result of institutional or Board of Regents review. Baseline:

Marine/Maintenance

The Office of Curriculum, Assessment, and Program Development is charged with monitoring

current instructional program offerings, and coordinating the development and initiation of new

and/or revised program offerings at the College.

On an annual basis, the Office reviews completion rates as published by the Board of Regents for

Louisiana Higher Education, and compares these to recent year completion rates to identify

trends and, if necessary, develop intervention strategies to assist programmatic faculty review

and revise instructional offerings to best meet identified workforce needs.

All instructional programs are required to complete annual assessment review plans each

academic year, in addition to a comprehensive five-year review of program offerings. Among

the items reviewed are:

Student enrollment, persistence, completion rates, and student learning outcomes specific

to the program.

Graduate survey to assess the level of satisfaction, value placed on training and

instruction received in the program, and the extent to which program graduates were

successful in securing employment in their career field.

Employer Survey of graduates to determine their level of satisfaction with the training

students received.

Information gained from the Master Course Inventory and Statewide Completion Report,

Delgado Enrollment Reports and the College’s Unit Planning and Assessment documents assists

the College in determining what programs are successfully meeting workforce need, and which

programs require additional support to review, revise, and possibly terminate program offerings.

Information gained from these comprehensive review reports is presented to the College

Curriculum Committee, and reviewed by various administrative leadership levels.

Additionally, all instructional programs are required to have active Advisory Boards comprised

of local and/or regional business and industry representatives, and/or representatives from area

transfer institutions (senior colleges). Meetings with Advisory Committees are designed to assist

programs remain current and viable with articulated workforce needs.

The Office of Curriculum, Assessment, and Program Development is also responsible for

coordinating the development of new instructional program offerings at the College. This

process follows established policies and guidelines as promulgated by the Louisiana Community

and Technical College System and by the Board of Regents for Louisiana Higher Education.

The Office coordinates activities of the College Curriculum Committee, and is responsible for

submitting and monitoring the progress of instructional program proposals through the various

stages of the internal and external approval process. New instructional program development

may be initiated by current faculty and/or staff members who have identified a workforce,

general education, or transfer program need. Additionally, business and industry partners may

approach the College with requests for industry specific training needs to meet a current

workforce shortage, to upgrade the skills of a changing workforce, or to meet anticipated short-

term and/or long-term workforce requirements.

A key component of the program development process is the assessment of workforce need for

the proposed program. Needs assessment typically includes consultation of national statistics

including various government publications such as the Bureau of Labor Statistics and the United

States Department of Education’s National Center for Education Statistics, as well as a review of

regional and state workforce data as supplied by the Louisiana Workforce Commission and

Louisiana Economic Development publications. This process surveys local business and

industry to determine needs in the immediate service area of the College. Questions typically

include the number of current employees at the particular agency with the job title and

responsibilities that the proposed program is attempting to address, the current vacancies in these

areas, the current shortage of qualified (trained) employees, and current wage and benefit

information. Respondents are also asked to provide projections of need, solvency, and

anticipated salary range over the upcoming five year period. Finally, respondents may be asked

to review the proposed curriculum outline to determine if the training will meet specific needs.

Development of the Curriculum outline may be based on required industry based professional

licensure/certification requirements necessary for employment in the field. Learning outcomes,

courses required in the program, and assessment/evaluation activities are mapped to

competencies required for success on the professional licensure/certification examination. For

programs where a professional industry based certification is not a precursor for employment, the

curriculum outline will be based on those competencies of an ideal employee as developed by

review of published research and as obtained from potential local employers through survey and

interview processes. In many cases, the College Division of Workforce Development and

Education will provide information gained from participation in the Louisiana Workforce

Commission, and from other local, regional, and state economic development engines. Often,

the Division of Workforce Development and Education will initiate non-credit training designed

to meet immediate articulated workforce training or skills upgrade needs, prior to moving the

coursework to credit granting, as a way to incubate new course and programmatic offerings at

Workforce Development and Economic Development

b. Increase use of technology for distance learning to expand educational offerings.

Measures: Tracked

Baseline: 2008-09

AC 2008 –

i. Number of course sections with 100% instruction through

distance education:

i. Number of course sections with 50% to 99% instruction

through distance education:

ii. Number of students enrolled in courses with 100%

instruction through distance education: duplicated students

ii. Number of students enrolled in courses with 50% to 99%

instruction through distance education: duplicated students

iii. Number of programs offered through 100% distance

education: by award level.

Criminal Justice

General Studies

General Studies

The number of students and classes at Delgado for the past five years are reflected in the

Enrollment & Class Counts for Distance Education table (see Appendix J).

As of the 2009–2010 academic year, there were six programs at the College that students could

complete entirely through distance education. The six programs are reflected in the Programs

offered through 100% Distance Education by Award Level table (see Appendix K).

During the fall 2004 semester, 1,007 (6%) Delgado students were taking classes online. At that

time we were making modest increases in online offerings. As a direct result of Hurricane

Katrina, Delgado drastically changed how it delivered education. With the College’s classes

canceled and students scattered all over the country, the College scrambled to put together online

classes in an effort to provide continuous education to its students. Impromptu training was

conducted for faculty who had never used Blackboard resulting in two hundred ten classes being

offered with enrollment of 1,697 students.

By the spring 2006 semester, many students were still unable to return to New Orleans and

online enrollment reached 25% or 2,471. Underprepared for this paradigm shift, the College

decided to focus its SACS Quality Enhancement Plan (QEP) five year plan on distance learning.

The QEP titled: Improving Distance Learning in a Climate of Recovery, Regeneration, and

Transformation is currently in its fourth year of the five year plan. The objectives of the QEP are

Improve faculty preparedness in distance delivery (24 faculty have completed the Fielding

Graduate University’s Teaching in the Virtual Classroom-TVC)

Improve instructional design (14 courses have received QM recognition)

Improve retention and success of online students (developed an online readiness module

for students with continuous assessment to create a student profile for online readiness)

Improve student learning outcomes in distance-delivered courses (currently assessing 2

year data for comparison).

Current initiatives to create and expand educational offerings by distance education

Using the Board of Regents CALL model as an example, this spring 2011 Delgado began

offering the A.A. in Criminal Justice to local law enforcement employees in an accelerated

online program. Currently the initial program is serving 73 and there are plans to extend the

program across the region.

Efficiencies realized through distance education

Using several of the electronic tools mentioned below (24x7 help desk, Elluminate, and EMAS)

Delgado is able to efficiently and effectively increase the size of the population it serves. The

24x7 help desk provides telephone, online chat, and a web accessed knowledge base allowing the

College to serve its student population in an efficient manner. The EMAS Retention Pro™ will

allow Delgado to scale the communication to students, advising model, and behavior variables

the College identifies as indicators of student success.

All distance learning courses offered at Delgado are an extension of the curriculum offered on

campus and are consistent with its educational mission. To support and compliment distance

learning the College maintains a host of tools to facilitate its learning-centered mission:

Online Databases – Delgado libraries

Blackboard Learning Management and Community systems

STUDENT SERVICES

College Compass - online

management of the Delgado college experience

EMAS/Retention Pro

24/7 support helpdesk

Online tutoring

FACULTY DEVELOPMENT

Using information from the QEP and instructional competencies identified by the College for the

online environment, the College has developed a comprehensive [competency based] Faculty

Development curriculum consisting of various courses including: Learning-Centered Theory &

Practice, Syllabus 101, Assessment, Critical Thinking, Course Design, Diversity & Inclusion,

and alternative delivery methods. A Board of Regents Grant funded the development and

implementation.

INFORMATION TECHNOLOGY INFRASTRUCTURE

Current and future Initiatives to improve technology for distance learning are:

Migration to hosted collaboration platform (24x7 email, filesharing and office applications)

Increased Internet bandwidth at all locations which ranged from 1mg to 10mg or 20mg,

depending on location

Increased overall Internet capacity college-wide from 50mg to 250mg

Barnes & Noble Project – which allows students the ability to purchase textbooks online

Implementing an alternative Internet routing strategy for all remote campuses whereby if

City Park is inaccessible, the remote campuses will have alternative acces

to the Internet.

Workforce Development & Economic Development

d. To the extent that information can be obtained, demonstrate progress in increasing the

number of students placed in jobs and in increasing the performance of associate degree

recipients who transfer to institutions that offer academic undergraduate degrees at the

baccalaureate level or higher.

Baseline: to be determined*

No. Associate Degrees

No. Certificates

No. Technical Diplomas

No. of graduates (unduplicated) excluding TCAs

No. responding to survey

% responding to survey

No. employed in their field of study (of those

% employed in their field of study

* TCA recipients are not surveyed

Delgado Community College routinely surveys its graduates 3 to 6 months after graduation to

find out if they are employed and how well DCC prepared them.

Several attempts to survey our graduates are made. Surveys are emailed, mailed and phone calls

are made. Our response rate ranges between 20 & 40%. The complete survey reports

found on the College’s DocuShare Site (see Appendix L).

The last year that we received employment data from the La. Workforce commission was for our

2007 – 2008 graduates which were posted in the Graduate Employment Report

Twenty-eight out of 36 (77%) had 100% employment rates. Only one program had a less than

75% employment rate. That program only had two graduates.

All instructional programs are required to complete annual assessment review plans each

academic year, in addition to a comprehensive five-year review of program offerings. These

reports are reviewed by each program as a part of the assessment process.

Our graduate survey also assesses the graduate’s level of satisfaction, and value placed on

training and instruction received in the program.

Institutional Efficiency and Accountability

4c. Upon entering the initial performance agreement, adhere to a schedule established by

the institution's management board to increase nonresident tuition amounts that are not

less than the average tuition amount charged to Louisiana residents attending peer

institutions in other Southern Regional Education Board states and monitor the impact of

such increases on the institution. However, for each public historically black college or

university, the nonresident tuition amounts shall not be less than the average tuition

amount charged to Louisiana residents attending public historically black colleges and

universities in other Southern Regional Education Board states.

Delgado Community College, an institution of the Louisiana Community and Technical College

System (LCTCS), is included in the LCTCS annual Non-Resident Tuition Increase Plan in

accordance with the provisions of the Louisiana Grad Act of 2010. In August 2010, the LCTCS

Board of Supervisors approved non-resident increases for all colleges for the first year of the six-

year plan, academic year 2010-2011. The subsequent five years of the plan were approved in

February 2011. The plan projects non-resident tuition of all LCTCS colleges in 2015-2016, the

sixth and final year of the plan, to reach $7,444, the average non-resident tuition of SREB peer

institutions. The average will be adjusted accordingly to reflect the latest SREB data.

The following is the actual and projected increases of the LCTCS non-resident tuition plan for

Delgado Community College:

$6,207 $6,522 $6,837 $7,152 $7,467

Annual Inc.

5.3% 5.1% 4.8% 4.6% 4.4%

As noted above, in the first year of the plan, 2010-2011, Delgado’s non-resident tuition was

increased to $5,892, representing a

increase over non-resident tuition in the baseline year

2009-2010, which was $5,082. This yearly increase in non-resident tuition impacted enrollment

and revenue as follows. Non-resident headcount enrollment for the first year of the plan (2010-

2011) was 1,838 (fall & spring only), which represents an 18.3% increase over 2009-2010 non-

resident headcount enrollment of 1,554(fall and spring only). Non-resident tuition revenue for

2010-2011 was $3,445,408, which represents a 36.7% increase over 2009-2010 of $2,520,373.

2009-2010 (Baseline Academic Year):

Non-resident Tuition/Fee Amount: $5,082

Peer Non-Resident Tuition/Fee Amount $7,444

Percent Difference from Peer Amounts -31.7%

2010-2011 Academic Year:

Non-resident Tuition/Fee Amount: $5,892

Peer Non-Resident Tuition/Fee Amount $7,444

Percent Difference from Peer Amounts -26.3%

Top 100 Associate Degree Producers

Associate Degrees | Undergraduate Degrees | Graduate Degrees**

Top 100 Degree Producers: Associate

Use the form below to discover the institutions that confer the most degrees to students of color.

Search by institution name, state, discipline or race/ethnicity of graduates.

Search Results

Showing results 1 - 15 of 9 institution listings

--Page 1 of 1--

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Top 100 Associate Degree Producers

rank race major institution state

07-

08-

LA 66 1 63 64 25.0% -3.0%

LA 20 2 17 19 0.441860465 -0.05

LA 0 1 3 4 1.6% N/A

LA 21 8 16 24 53.3% 14.3%

LA 59 10 49 59 33.5% 0.0%

LA 81 5 76 81 21.5% 0.0%

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Top 100 Associate Degree Producers

LA 80 3 76 79 30.9% -1.3%

LA 24 3 18 21 0.488372093 -0.125

LA 252 45 218 263 0.298863636 0.043650794

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Secondary School Systems Partnering with Delgado Community

College for Dual Enrollment

Jefferson Parish Public School System

Plaquemines Parish Public School System

Orleans Parish Public School System

Louisiana Recovery School District

St Bernard Parish Public School System

St. Charles Public School System

St. Tammany Public School System

Algiers Charter Schools Association

Advocates for Science and Math District Charter

Advocates for Arts-based Education District Charter

Advocates for Academic Excellence in Education District Charter

Easton Charter Foundation District Charter

Delgado Community College Partnerships with High Schools

The following partnerships are notable because they promote career pathways or raise levels of Math and

English proficiency.

High School/Parish

Algiers Technology

Academy in Orleans

Students were transported to the West Bank Campus of Delgado to

enrich their Math and English by taking developmental courses. These

courses helped students attain higher scores on their ACT or Placement

Test for enrolling into college level courses upon graduation.

Thurgood Marshall

Early College High

School in Orleans

Students took developmental Math and English courses to raise their

ACT and college placement scores. Students also took career pathway

courses in the allied health field.

O. Perry Walker in

Students took three computer technology courses that were team taught

by two instructors, one from Delgado and one from O. Perry Walker.

School in St. Charles

Twelve students took college level courses. Those students earned a

total of 47 college credits.

John Ehret High

School in Jefferson

Established courses that lead to career pathways in the allied health

New Orleans Center

for Science & Math in

Students took classes to earn college level Math and English credits.

Higgins High School

in Jefferson Parish

A partnership was established for students interested in allied health

careers. Thirty-seven students enrolled in courses at Delgado

Community College and attended the allied health career expo which

featured allied health programs at the College.

Thurgood Marshall

Early College High

School in Orleans

The existing partnership was enhanced by certifying a secondary

instructor to teach English 101. In addition to the certification, the

instructor’s credentials were verified to determine if they met the

SACS requirements.

The secondary school instructor was paired with a post secondary

instructor in the English department to guide curriculum and ensure

parallel outcomes.

High School/Parish

East Jefferson High

School in Jefferson

Delgado offered college credit to a cohort class of allied health students

identified at East Jefferson High School.

East Jefferson High School students have been enrolled in “Intro to

Electrocardiography” for the past two semesters.

North Shore High

School, Salmen High

School, Pearl River

High School and

Slidell High School in

St Tammany Parish

This partnership offered dual enrollment courses to students in motor

vehicle repair, welding, and the allied health fields. They are taught by

secondary school instructors who are also certified to teach allied

health courses. Students are transported by the secondary school

system to the Technical Division of Delgado for the welding and

automotive courses.

Partnered with Delgado to have their instructors certified to teach

Medical Terminology on the secondary school campus. The secondary

instructors were paired with an administrator from the Delgado Allied

Health Department to provide curriculum assistance and instructional

The Recovery School

District of New

Orleans in Orleans

Partnered with Delgado to offer accounting courses to their high school

students for college credit. Thirteen students were enrolled in ACCT

111 and earned a total of 39 college credits.

O. Perry Walker High

School in the Algiers

Charter System of

Delgado placed a Delgado Culinary Arts Instructor at the secondary

site to teach two culinary arts courses. In the fall semester the students

prepared a meal in the Delgado culinary department’s kitchen for the

secondary school counselors, administrators, and Delgado college

administrators. This gave the students the experience of using a

professional state of the art cooking facility at the College. Students

were monitored by Delgado Culinary Arts students who provided

direction when needed and also mentored students in an attempt to help

them transition to the culinary arts program.

Professional Development Offered to Secondary Instructors

Through the College and Career Transitions Coordinator, Delgado offers secondary instructors

professional development in the following areas.

1) Health Science

b. First Responder

c. Sports Medicine

d. Pharmacy Technician

2) Manufacturing

a. PTEC (Process Technology)

b. NCCER Welding

3) Construction

a. ADDA (American Design Drafting Association)

b. NCCER Carpentry

4) Hospitality - Pro Start

5) Information Technology

a. A+ (comp TIA)

b. IC3 (international Exam Certiport)

c. CIW (Certified Internet Webmaster)

d. MOS (Microsoft Office Specialist)

e. MCP (Microsoft Certification professional)

a. STAR (Students Teaching and Reaching)

b. CDA (Child Development Associate)

Postsecondary Transitional Initiatives (PTI)… Admissions & Enrollment Services

Innovative, interactive, and informative, the Postsecondary Transitional Initiatives are intended

to provide motivation and information introducing students and their families to the many

postsecondary opportunities available. For some, this may be their first exposure to a

postsecondary environment and for others it may be a positive reinforcement.

PTI’s at Delgado:

Delgado on Site (DOS) A high school to college transition program

… is designed to

help students make a successful transition to Delgado prior to their high school

graduation. Currently ten high schools from Orleans, Jefferson, St. Tammany, and

Plaquemines parishes participate in the DOS program. Participants are considered

successful once completing all four components.

Components of the program are:

College Readiness

Career exploration/goal setting

Financial aid assessment & submission

Freshmen connection (on-campus placement assessment, and freshman

Traditional outreach initiatives …..

Attend college fairs at local high school/parish

Participate in private high school visits/program specific visits

Navigating New Waters: Parents and Students Together …

this initiative is designed

to provide parents and high school students with the information needed for successful

completion of high school and a smooth transition to postsecondary education. The

information provided includes postsecondary education costs as well as opportunities for

grants and scholarship (federal grants, TOPS, etc.)

Career Showcases …..

are designed to provide high school students an opportunity to

visit Delgado and to learn firsthand the about various opportunities that are available.

Planting the Seed

…. Based on research indicating that students make a decision about

career options and postsecondary education as early at the 8

grade, Planting the Seed is

designed to provide 8

graders with an introduction to postsecondary opportunities.

Students participate in an interactive game show, “Who wants to be a college student”?

Students participate in a tour of the College’s campus and are introduced to the

possibilities dual enrollment.

Delgado Community College

Policies Relating to Student Success

Academic Procedures Resource Guide

Policies and procedures relating to advising, academic appeals, academic status, cross

enrollment, grade changes, graduation, and non-traditional credit can be found at the above link.

Other Policies

AA-1438.1 Articulation Agreements with Other Institutions

AA1442.3 Evaluation of Transfer Credit

LCTCS Policies

Delegation of Authority to Chancellors to Sign and Distribute Degrees, Diplomas

and Certificates

. Effective Date: May 10, 2000

Academic Amnesty

Effective Date: October 10, 2002

Program Assessment

Effective Date: March 14, 2001

Effective Date: November 14, 2001

LCTCS Cross-Enrollment Policy

Effective Date: November 14, 2001

Academic Status

Effective Date: Fall 2003

LCTCS Policy on Non-Traditional

Effective Date: December 12, 2001

Effective Date: December 12, 2001

Academic Renewal

Effective Date: February 14, 2002

Disclosure of Degree Program Transferability

Effective Date: August 14, 2002

Cross Enrollment Agreement between System Institutions

Effective Date: July 9, 2003

Tuition Discounts and Waivers

Effective Date: August 10, 2005

Southeastern 2008-2009 Transfer Feedback Report

Delgado Community College

New Orleans, LA

Total 2008-2009 Transfers

Summer 2008 Transfers

Fall 2008 Transfers

Spring 2009 Transfers

Admitted to Southeastern as an Exception

Grade in First Attempt at ENGL 101

Grade in First Attempt at ENGL 102

Grade in First Attempt at MATH 155

Grade in First Attempt at MATH 161

Grade in First Attempt at MATH 162

Grade in First Attempt at MATH 241

Average Semester GPA first semester at Southeastern

Cumulative GPA End of 08-09 Academic Year

Total Baccalaureate Recipients Through Fall 2010

BBA Business Administration

BS Biological Sciences

BA Communications

BS Family Consumer Science

BGS General Studies

Returned Fall 2009

*Student counts are duplicated

Criminal Justice

General Studies

General Studies