dialogue on the basic skills initiative at fullerton college

Dialogue on the Basic Skills Initiative at Fullerton College

Where We Have Been, and Where We Are Going

Meet Your Presenters

Dan Willoughby, Dean of Humanities and the dean overseeing the BSI budget

Mark Greenhalgh, Dean of Mathematics and Co-chair of the Basic Skills Student Success Steering Committee (BSSSSC)

Dani McLean, Basic Skills Special Projects Director Jeanne Costello, English Faculty and Co-chair of

the Basic Skills Student Success Steering Committee (BSSSSC)

Agi Horspool, Basic Skills Research Assistant

Index Cards

Please use the index cards on your tables to record questions as they come up. We will have a question and answer session at the end of the presentation.

Purpose of the Presentation

1. Background of the Basic Skills Student Success Steering Committee (BSSSSC)

2. Current areas of focus with some preliminary program feedback/data

3. Discussion of future directions/trends for Basic Skills

Basic Skills Awareness

Ask a partner:

What is the definition of basic skills?

Basic Skills Definition

According to the Basic Skills as a Foundation for Student Success in California Community Colleges (AKA “The Poppy Copy”):

“Basic skills are those foundation skills in reading, writing, mathematics, and English as a Second Language, as well as learning skills and study skills which are necessary for students to succeed in college-level work.”

Placement Test Results

Assessed Below Transfer Level ~ Fall 2007

Number Percentage

English 3,523 72.3%

Mathematics 3,929 75.8%

Reading 3,212 70.1%

Note: Results are for all assessments administered between 4/1/2007 and 9/1/2007Adapted from a report prepared by Kenneth A. Meehan, Ph.D. on June 17, 2009

Basic Skills Allocations

$0

$100,000

$200,000

$300,000

$400,000

$500,000

$600,000

$700,000

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

Background of the BSSSSC

Purpose # 1

BSSSSC Members

Voting MembersFaculty – EnglishFaculty – ReadingFaculty – CounselingFaculty – At-LargeFaculty – Career Technical EducationFaculty – MathFaculty – ESLDean, HumanitiesDean, Math & Computer ScienceDean, Library/Learning Resource CenterDean, CounselingDirector, Academic Support CenterSpecial Projects Director, Basic SkillsClassified - Tutoring Center CoordinatorClassified – Academic Support CenterClassified – Math LabStudent Representative

Resource Members

Vice President, InstructionVice President, Student ServicesBudget OfficerInstitutional Researcher

Established Goals

Improve student retention success and persistence rates in basic skills courses

Increase participation of basic skills students in matriculation activities Increase student awareness and participation of basic skills curriculum

and related student support services Increase all faculty knowledge of basic skills pedagogy in order to

more effectively teach developmental, ESL, and transfer level courses Increase availability of resources, materials, and technology designed

to support basic skills instruction and support services

Established Objectives

Enhance tutoring services for basic skills students Support innovation in instructional methods Develop alternative cohort models for first-year basic skills students Increase the number of full-time faculty teaching basic skills courses Recruit graduate student interns to:

-- Support instruction in the classroom-- Provide workshops, tutoring, and mentoring

Develop innovative technological delivery methods for academic support Develop a process for granting priority registration for basic skills students who attend required matriculation

activities Develop a cadre of designated counselors who specialize in the needs of basic skills students Develop a means for basic skills students to interface with counselors and their instructors regarding academic

success Increase follow-up with students who receive substandard grades Develop innovative ways to follow up with and retain incoming students Develop a comprehensive faculty and staff development program, including conference attendance, which focuses

on basic skills pedagogy Continue to develop the Adjunct Training Program Expand technological resources for classroom instruction

Criteria for Proposal Assessment

The committee is looking for proposals that: Clearly address the goals and objectives outlined by

the Basic Skills Committee Build upon existing campus infrastructures in ways

that would suggest a potential for sustainability Create synergistic relationships or collaborations

with other Basic Skills proposals Demonstrate support from the key faculty and staff

who would be involved in implementing the proposal

Proposal Solicitation Process

Proposal Solicitation Process, Cont’d.,

Statewide BSI Networks

http://3csn.org/

Current Areas of Focus with Some Preliminary Program Feedback/data

Purpose # 2

Theme # 1: Tutoring and Student Support

Graduate Student Internship Program

Delivered by graduate students working to support basic skills in both developmental and content-area classes

In-class support Out-of-class tutoring Student success workshops, open to all

students across campus


COURSEGSI SECTIONS OTHER SECTIONS

ENROLL RETENT SUCCESS RET RATESUCC RATE ENROLL RETENT SUCCESS

RET RATE

SUCC RATE

ANTH102 46 40 29 87% 63% 439 376 276 86% 63%

ENGL039 27 23 22 85% 81% 276 191 153 69% 55%

ENGL059 28 24 17 86% 61% 563 457 345 81% 61%

ENGL059 27 23 18 85% 67% 563 457 345 81% 61%

ENGL060 28 22 17 79% 61% 1313 1024 854 78% 65%

ENGL060 26 23 12 88% 46% 1313 1024 854 78% 65%

READ056 26 21 17 81% 65% 211 165 126 78% 60%

TOTAL 208 176 132 85% 63% 4,678 3,694 2,953 79% 63%

Spring 2010 GSI Enrollment, Retention and Success

Specialized ESL Tutoring

Delivered by graduate students specializing in second language learning

One-on-one tutoring Group tutoring Workshops

Mathematics Enhanced Tutoring Program

Delivered by peer tutors Tutoring and support for students enrolled in

basic skills mathematics courses Math annex for additional math support

Use of In-class Math Tutoring Support

41 (20.7%)

20 (10.1%)

49 (24.7%)

30 (15.2%)

17 (8.6%)

41 (20.7%)

0

20

40

60

80

100

120

140

160

180

200

Never Once during thesemester

Several times ina semester

Once a week Several times aweek

Every day

Used Extra in-class Math Support Provided by Tutor(s)

(n = 198)

Support Received Compared to Other Classes

1 ( < 1%) 11 (5.9%)

68 (36.6%)58 (31.2%)

48 (25.8%)

0

20

40

60

80

100

120

140

160

180

200

Much less Less The same amount More Much more

One-on-one Support Received Compared to other Classes at Fullerton College

(n = 186)

Academic Support for Student Athletes

Mission:Support student athlete academic success and

retention in Basic Skills classesThe Academic Support Center partners with

Counseling, Physical Education, and the LibraryTo provide a structured program involving:

Group study time Tutoring Educational planning Academic accountability


Spring 2010 Academic Success and Retention:

Study Hall Group (n = 50):

Non-Study Hall Group (n = 59):

Study Hall Group (without PE

credits):

Non-Study Hall Group (without PE

credits):

Total courses:

231 246 157 166

Success (%):

79.22% 55.69% 70.06% 43.98%

Retained (%):

90.91% 73.98% 87.26% 65.66%

Umoja Community

Creates a supportive campus community with special emphasis on the African-American student population

Includes counseling, mentoring and community events

Theme # 2:Staff Development


As part of the professional development portion of the program, interns:

Attend all class sessions Meet with faculty weekly to discuss the course Participate in three 2-hour training sessions Attend at least one basic skills workshop Read and present on one text chosen from a

bibliography of readings on basic skills pedagogy

Adjunct Training Program (ATP)

The Adjunct Training Program is designed to increase adjunct instructors’ awareness of developmental education theory and best practices.

As part of the ATP, participants will: Develop reflection responses concerning current

instructional practices Attend three 3-hour training workshops Read prepared textbook and materials Complete a capstone project


Changes in instructional practice:

“…just the concept of metacognition and incorporating that into class has been a huge change.”

“…it was taking that kind of [activity] that I’ve built… that I do in the 6th week and saying, “Ok, how can I use that in the 1st week, in the very first class to get them up and get them active.”

Excerpts taken from ATP Focus Group, Fall 2010


Spring 2010 Faculty Survey

Teaching Excellence Program

Designed to develop a committed cadre of basic skills experts

Conference attendance Teaching and Learning Certificate (TLC)

Workshops Faculty Inquiry Groups (FIGs)

Theme # 3:BSI Infused into Content-area Courses

Success Rates for Students Concurrently Enrolled in Basic Skills English, Math and Reading Courses

2001-2009

Division Course

English 39 Students English 59 Students English 60 Students All Students

Enroll Success Enroll Success Enroll Success Enroll Success

Social Sciences HIST127 F 58 31% 164 40% 478 47% 7533 58%

Social Sciences PSY101 F 254 27% 703 42% 1881 51% 20478 56%

Social Sciences SOC101 F 265 28% 706 35% 1663 56% 20821 58%

Division Course

Math 10 Students Math 15 Students Math 20 Students All Students


Natural Sciences BIOL101 F 71 18% 337 29% 705 41% 8529 55%

Natural Sciences ENVS105 F 33 39% 166 51% 356 55% 6091 67%

Natural Sciences ESC100 F 28 14% 138 28% 238 29% 3787 44%

Natural Sciences HED140 F 119 27% 358 36% 415 53% 5250 56%

Division CourseReading 36 Students Reading 56 Students Reading 96 Students All Students


Social Sciences GEOG100 F 19 11% 29 14% 42 40% 4,717 44%

Social Sciences HIST127 F 17 24% 38 32% 88 49% 7,533 58%

Social Sciences POSC100 F 32 9% 92 14% 201 31% 24,036 45%

Social Sciences Survey Data

Large proportions of faculty report that students need support in basic writing, study skills, basic reading and vocabulary.

21 (70%)22 (73.3%)

18 (60%)17 (56.7%)

6 (20%)

02

468

101214

161820

222426

2830

Study skills Basic writing Basic reading Vocab Other

Faculty Indicate where Students need Support

n = 30

Strategic Literacy Initiative

Seven-day Reading Apprenticeship (RA) workshop trained approximately 40 faculty to incorporate reading instruction into content-area classes.

Mentioned in the Basic Skills as a Foundation for Student Success in California Community Colleges Handbook (Poppy Copy), as the leading research and development agency to provide basic skills students with effective tools for content-area reading improvement.

Planning group is currently working to disseminate RA techniques to colleagues


Graduate student interns have provided reading and study skills support in the following content-area courses:

ANTH 101 (Physical Anthropology) ANTH 102 (Cultural Anthropology) ENC 130 (Introduction to Oceanography) SOC 101 (Intro to Sociology)

Theme # 4:First Year Experience

Entering Scholars Program (ESP)

Background of FYE

“Fostering student success in the freshman year is the most significant intervention an institution can make in the name of student persistence…The freshman’s most critical transition period occurs during the first two to six weeks (half the students who dropped out their first year, dropped out in the first six weeks).”¹ The academic literature is clear: the early weeks on campus truly matter for students and affect their likelihood of progressing (Tinto 1988, 2006). Stated most simply, new students need to feel a part of their new institution and need to connect to each other, to faculty, and to the campus community.²

¹ Andi Levitz and Lee Noel. “Connecting Students to Institutions: Keys to Retention and Success.” M.L. Upcraft, J. Gardner, and Associates, The Freshman Year Experience. San Francisco:

Jossey- Bass, 1989.² Retention Theoretical Underpinnings. www.sc.edu/fye/events/presentation/international/2...

Entering Scholars Program (ESP)

Self-exploration

EducationalPlanning

Study Skills

InformationCompetency

Success in Core

Curriculum

ESP Program Components

Student Services Professional Tutor (in and out of class) Counselor visit Study skills infused into curriculum Faculty and tutor training Course pack with activities related to:

– Library/ information competency– Career and Life Planning Center– Campus scavenger hunt– Time management– Learning styles– Memory building– Reading, note-taking and test-taking strategies

ESP Courses 2010

Spring 2010

CLASS FACULTY TIME

READ 96 Angela Henderson MW 8-9:50 AM.

ENGL 59 Bridget Kominek M/W 10-11:50 AM

ENGL 60 Danielle Fouquette M/W 10-11:50 AM

ENGL 60 Annie Liu T/R 8-9:50 AM

MATH 15 Robert Diaz T/R 8-9:50 AM

MATH 20 Robert Diaz T/R 10-11:50 AM

MATH 20 Robert Diaz M/W 10-11:50 AM

Fall 2010

CLASS FACULTY TIME

ENGL 39 Jeanne Costello T/R 8-9:50 AM

ENGL 59 Bridget Kominek M/W 10-11:50 AM

ENGL 60 Annie Liu T/R 8-9:50 AM

ENGL 60 Danielle Fouquette M/W 10-11:50 AM

READ 56 Angela Henderson T/R 9:30-11:50 AM

READ 96 Angela Henderson M/W 10-11:50 AM

Questions?

We will take a few minutes to answer some of the questions from your index cards

Discussion of Future Directions/trends for Basic Skills

Purpose # 3

Discussion Themes

Directed Learning Activities (DLAs) Faculty Inquiry Groups (FIGs) Acceleration in developmental sequences Pre-requisites for content-area classes

Directed Learning Activities (DLAs)

DLAs are supplemental activities that support the basic skills that students need to achieve success in courses across the curriculum.

Designed by discipline faculty in collaboration with Academic Support Center (ASC) staff

Assigned by faculty as part of required coursework Completed by students in the ASC

Faculty Inquiry Groups (FIGs)

“’Faculty inquiry’ is a term that encompasses a broad set of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own courses and programs ... It is easy for faculty working on their own to become discouraged by the narrow reach of their best efforts. When faculty inquire together about how to improve their own classrooms and their department’s courses and programs, space is opened for conversation and for hope.” Huber, M.T. “The Promise of Faculty Inquiry for Teaching and Learning Basic Skills.” Strengthening Pre-collegiate Education in Community Colleges [SPECC]. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching, 2008.

Faculty-based Collaborative Research-based and outcome-driven Focused on areas of challenge or success

Acceleration in Developmental Course Sequences

Exponential attrition in long developmental sequences (Math, English, ESL) means that even the most successful interventions at each level result in minimal increases in the numbers of students completing college-requirements.

Accelerating developmental coursework results in more students succeeding in college-level Math and English.

Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.

Acceleration in Developmental Course Sequences

If a student starts at 3 levels below college math (pre-algebra) or English, the success rate would be:

Math English

24% 21%

If a student starts at 4 levels below college math (Arithmetic) or English, the success rate would be:

Math English

13% 17%

The percent of developmental students completing college-level/ degree-applicable course:

Pre-requisites for Content-area Classes

Communication and Computation Prerequisite Validation Through Content Review

The Academic Senate for California Community Colleges recommend changes needed to Title 5 language on prerequisites that, instead of relying on statistical analysis, allow local faculty to base their determination for prerequisites of English, reading, or mathematics for collegiate level courses on content review

The resolution received a first read at the Board of Governors Meeting, May 2010

To Continue the Conversation…

Please contact the following presenters for more information concerning the Basic Skills Initiative at Fullerton College

Dan Willoughby [email protected] [email protected] McLean [email protected] Costello [email protected] Agi Horspool [email protected]

dialogue on the basic skills initiative at fullerton college

Documents