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Dialogue on the Basic Skills Initiative at Fullerton College

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Title: Dialogue on the Basic Skills Initiative at Fullerton College


1
Dialogue on the Basic Skills Initiative at
Fullerton College
  • Where We Have Been,
  • and Where We Are Going

2
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

3
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.

4
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

5
Basic Skills Awareness
  • Ask a partner
  • What is the definition of basic skills?

6
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.

7
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 9/1/2007 Adapted from a report prepared by Kenneth A. Meehan, Ph.D. on June 17, 2009
8
Basic Skills Allocations
9
Background of the BSSSSC
  • Purpose 1

10
BSSSSC Members
  • Voting Members
  • Faculty English
  • Faculty Reading
  • Faculty Counseling
  • Faculty At-Large
  • Faculty Career Technical Education
  • Faculty Math
  • Faculty ESL
  • Dean, Humanities
  • Dean, Math Computer Science
  • Dean, Library/Learning Resource Center
  • Dean, Counseling
  • Director, Academic Support Center
  • Special Projects Director, Basic Skills
  • Classified - Tutoring Center Coordinator
  • Classified Academic Support Center
  • Classified Math Lab
  • Student Representative
  • Resource Members
  • Vice President, Instruction
  • Vice President, Student Services
  • Budget Officer
  • Institutional Researcher

11
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

12
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

13
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

14
Proposal Solicitation Process
15
Proposal Solicitation Process, Contd.,
16
Statewide BSI Networks
http//3csn.org/
17
Current Areas of Focus with Some Preliminary
Program Feedback/data
  • Purpose 2

18
Theme 1 Tutoring and Student Support
19
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

20
Graduate Student Internship Program
Spring 2010 GSI Enrollment, Retention and Success
COURSE GSI SECTIONS GSI SECTIONS GSI SECTIONS GSI SECTIONS GSI SECTIONS OTHER SECTIONS OTHER SECTIONS OTHER SECTIONS OTHER SECTIONS OTHER SECTIONS
COURSE ENROLL RETENT SUCCESS RET RATE SUCC 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
21
Specialized ESL Tutoring
  • Delivered by graduate students specializing in
    second language learning
  • One-on-one tutoring
  • Group tutoring
  • Workshops

22
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

23
Use of In-class Math Tutoring Support
24
Support Received Compared to Other Classes
25
Academic Support for Student Athletes
  • Mission
  • Support student athlete academic success and
    retention in Basic Skills classes
  • The Academic Support Center partners with
    Counseling, Physical Education, and the Library
  • To provide a structured program involving
  • Group study time
  • Tutoring
  • Educational planning
  • Academic accountability

26
Academic Support for Student Athletes
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
27
Academic Support for Student Athletes
28
Umoja Community
  • Creates a supportive campus community with
    special emphasis on the African-American student
    population
  • Includes counseling, mentoring and community
    events

29
Theme 2 Staff Development
30
Graduate Student Internship Program
  • 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

31
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

32
Adjunct Training Program (ATP)
  • 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 Ive
    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

33
Adjunct Training Program (ATP)
Spring 2010 Faculty Survey
34
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)

35
Theme 3 BSI Infused into Content-area Courses
36
Success Rates for Students Concurrently Enrolled
in Basic Skills English, Math and Reading Courses
2001-2009
Division Course English 39 Students English 39 Students English 59 Students English 59 Students English 60 Students English 60 Students All Students All Students
Division Course 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 10 Students Math 15 Students Math 15 Students Math 20 Students Math 20 Students All Students All Students
Division Course Enroll Success Enroll Success Enroll Success Enroll Success
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 Course Reading 36 Students Reading 36 Students Reading 56 Students Reading 56 Students Reading 96 Students Reading 96 Students All Students All Students
Division Course Enroll Success Enroll Success Enroll Success Enroll Success
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
37
Social Sciences Survey Data
  • Large proportions of faculty report that
    students need support in basic writing, study
    skills, basic reading and vocabulary.

38
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

39
Graduate Student Internship Program
  • 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)

40
Theme 4 First Year Experience Entering
Scholars Program (ESP)
41
Background of FYE
  • Fostering student success in the freshman year
    is the most significant intervention an
    institution can make in the name of student
    persistenceThe freshmans 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
    ... 

42
Entering Scholars Program (ESP)
43
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

44
ESP Courses 2010
Fall 2010
CLASS FACULTY TIME
ENGL 39 Jeanne Costello T/R 8-950 AM
ENGL 59 Bridget Kominek M/W 10-1150 AM
ENGL 60 Annie Liu T/R 8-950 AM
ENGL 60 Danielle Fouquette M/W 10-1150 AM
READ 56 Angela Henderson T/R 930-1150 AM
READ 96 Angela Henderson M/W 10-1150 AM
Spring 2010 Spring 2010
CLASS FACULTY TIME
READ 96 Angela Henderson MW 8-950 AM.
ENGL 59 Bridget Kominek M/W 10-1150 AM
ENGL 60 Danielle Fouquette M/W 10-1150 AM
ENGL 60 Annie Liu T/R 8-950 AM
MATH 15 Robert Diaz T/R 8-950 AM
MATH 20 Robert Diaz T/R 10-1150 AM
MATH 20 Robert Diaz M/W 10-1150 AM
45
Questions?
  • We will take a few minutes to answer some of the
    questions from your index cards

46
Discussion of Future Directions/trends for
Basic Skills
  • Purpose 3

47
Discussion Themes
  • Directed Learning Activities (DLAs)
  • Faculty Inquiry Groups (FIGs)
  • Acceleration in developmental sequences
  • Pre-requisites for content-area classes

48
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

49
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 departments 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

50
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.

51
Acceleration in Developmental Course Sequences
The percent of developmental students completing
college-level/ degree-applicable course
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
52
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

53
To Continue the Conversation
  • Please contact the following presenters for more
    information concerning the Basic Skills
    Initiative at Fullerton College
  • Dan Willoughby dwilloughby_at_fullcoll.edu
  • Mark Greenhalgh mgreenhalgh_at_fullcoll.edu
  • Dani McLean dmclean_at_fullcoll.edu
  • Jeanne Costello jcostello_at_fullcoll.edu
  • Agi Horspool ahorspool_at_fullcoll.edu
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