Monthly Archives: June 2018

In the news

Press clips from the week include:

This week in the CTE

Dealing with Uncomfortable, Intimidating and Threatening Student Behaviors
Monday, July 2
4-5 p.m., Online

Do you have a topic you are interested in presenting to your colleagues?

The Center for Teaching Excellence is preparing its workshop calendar for fall 2018. We encourage you to submit your workshop ideas on teaching and learning strategies, instructional technology, and best practices. Please complete the Workshop Proposal Form by Friday, July 6.

If you have any questions, please contact the CTE at x1680.

Remind students to register for classes required for their program of study

Fall registration is now open!

Please encourage your students to register by visiting

As a reminder, late registration will not be allowed after a class begins. This is designed to promote student success by ensuring students are in the classroom for the entire length of a course.

Special circumstances may be considered after consultation with faculty and with final approval from the academic dean.

Additionally, please be aware students can only use financial aid to pay for classes that are required for their program of study. It is therefore essential students keep their program of study updated in Banner.

They are welcome to continue enrolling in any other class, but off-pathway courses will not count toward their enrollment level for determining financial aid eligibility.

This is a federal requirement, but students might be confused or upset at the change. Please help to explain the situation and suggest they visit the StarZone for more assistance.

New external website to launch next week

The new external LCC website will launch Thursday, July 5.

The current website content is frozen, but updates will again be possible after the July 5 launch.

As a reminder, upon launch of the web refresh, the existing website will remain as the internal site under the new URL structure of The external web refresh site – – is designed to serve prospective students, employees, business partners and the community. It outlines basic information about our programs and offerings and highlights our resources. It is designed as a marketing tool to bring people into the college community. Therefore, you will see less detailed information on the new external site than you are used to seeing at

Faculty, staff and students should treat the internal site as their primary online resource following the external web refresh launch, and will be able to access their respective homepages through and

Accessibility training assigned to all employees

All employees are required to complete a brief training about the college’s accessibility initiative. The training:

  • Outlines the college’s legal requirements for accessibility;
  • Explains different technologies sometimes used by people with disabilities;
  • Offers basic step-by-step instructions on how to make Microsoft Office, Adobe Acrobat and video files accessible; and,
  • Supplies contact information for further trainings and help available on campus.

To access the training, log on to myLCC and select the “Work” tab. In the column on the right side of the screen, select “Talent Management System.”

Non-faculty must complete the training by July 27. Faculty have until Oct. 26 to complete, since many are off campus for the summer. Thank you for giving all our students and employees a chance to succeed!

All incoming students to be assigned a success coach beginning in fall

Beginning in the fall semester, every new student will be assigned to an academic success coach. Assignments will be based on the student’s declared career community.

Students will receive an introductory letter from their new coach in their LCC admissions packet, followed by a welcome phone call to provide students with information and guidance on next steps. The welcome call also includes an abbreviated intake to identify needs and assist the college in proactively providing necessary resources.

Based on multiple measures – including high school GPA, aid and scholarship eligibility, placement levels, and identified barriers – students will be organized within a three-tier classification system. Students who need the most attention and support will be ranked tier one.  The tier classifications will provide the coaches with recommendations for contact frequency, services and supports.

Students can move up and down the tier system during their time at LCC as their needs change and barriers are addressed. Regardless of their tier ranking, students can always contact their coach for assistance, advice or a meeting.

College’s work on redesigning developmental education and embedding academic supports seeing early progress

LCC is overhauling how we approach developmental education and use embedded academic supports to help students succeed in college-level coursework.

The goal is to help students while they are enrolled in college-level courses, rather than preparing students through non-college-level courses. The old model pushed more than two-thirds of our students through some sort of developmental education coursework, which provided no credits toward their intended degree or certificate and cost them time and money. Instead, LCC aims to get students into college-level coursework as soon as possible, and then provide extra support to help them succeed.

These supports will be specific to the program and the student, but can include co-required classes, required tutoring, required peer groups, additional meetings with academic success coaches, or other creative options. The key is making the supports a requirement for students.

The college will still offer some developmental education classes for students who need additional help to get college-ready. However, these courses will be greatly reduced in favor of placing students into college-level work with support.

While many components of this vision are in the planning stages, some work has already been implemented. Beginning this summer, LCC did not allow late enrollment. Data consistently showed students who joined a class after it began had lower success rates, and so the college made the decision to push students toward late-start classes rather than allowing them to sign up for classes already in progress.

Beginning in fall, every incoming student will be assigned to an academic success coach. This coach will provide them with individualized support and mentoring. The college will also implement a new student intake process that will allow students to use their high school transcripts or ACT or SAT scores in addition to traditional placement tests to place into classes. Students will also be connected with an academic success coach and academic advisor during the admission process to help prepare them for orientation, registration and classes.

Moving into the fall and beyond, the college is focused on four key next steps:

  • Charge the program areas with determining appropriate embedded academic supports for their gateway, or entry-level, courses. Depending on the area, implementation of these supports could begin as soon as spring 2019, with the goal of being fully integrated across the college by fall 2020.
  • Develop a comprehensive system for determining which students need what level of support by fully integrating information contained in Banner, DegreeWorks and our upcoming CRM system.
  • Focus the web refresh on updating the student self-help pages for easier navigation and better usability. This has been largely done for the external-facing sites, but still needs to be accomplished in the second phase of the web refresh for the internal pages students use after admission.
  • Develop wide-ranging professional development for all employees – and especially faculty – focused on how to work with and best utilize the embedded academic supports to further student success.

To accomplish this work, the college convened an embedded academic support team after the Board of Trustees in January passed a developmental education resolution. The team includes nearly 30 individuals representing diverse areas of the college involved in student success. Smaller work groups are focused on advising and coaching, math, reading/writing, registration, multiple measures/student assessment, psychology gateway course embedded support, and supplemental instruction.

In addition, program and support areas are being pulled into the work as necessary to create an inclusive, representative process that will serve our students well. The team has also sought input from the Academic Senate, a student panel, leaders of the academic divisions, and all employees through collegewide open forums.

For a full report of the embedded academic support team’s work, including a detailed timeline of projects, review the June 2018 Board of Trustees packet. The report begins on page 195.

Early timesheet alert – Independence Day 2018

Due to the shortened timeframe for processing the July 6 pay, Payroll has had to make the following changes to the normal processing schedule.

For hours submitted for the June 17-30 pay period for the July 6 pay date (BW14):

  • Timesheets are due 10 a.m. Thursday, June 28, with PROJECTED HOURS for June 29 and June 30.
  • Please note timesheet entry capability will not be available after 10 a.m.  It is important all employees and timekeepers have time entered.
  • Timesheet approvals need to be completed by 9 a.m. Friday, June 29.
  • Timesheet adjustments are due no later than 10 a.m. Monday, July 2.

Questions can be directed to the Payroll Department at or x1799.