This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation and commercially available early alert software solutions. Implications of findings for the operationalization of the success coach model are considered and suggestions for further investigation are discussed.
"An Argument for Delayed, Indirect, Embedded Praise,"
Journal of Applied Social Science Research and Practice: Vol. 1
, Article 6.
Available at: https://firescholars.seu.edu/jassrp/vol1/iss1/6
Educational Methods Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons