Transcript Compass II: Using High Impact Practices in GE to Maximize

Compass II:
Using High Impact Practices in GE to
Maximize Student Success
Beth Smith (Academic Senate, CCC)
ASCCC Vice President, COMPASS Steering Committee
Mark Van Selst (Academic Senate, CSU)
Chair of Acad. Prep. & Ed. Programs, COMPASS Steering Committee
April 2012
Overview
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General Education
COMPASS (who, what & why)
High Impact Practices
Examples of COMPASS projects
Outreach, involvement, and policies that make
sense for CCCs and CSUs
GENERAL EDUCATION
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GE requirements have been designed … to
assure that graduates have made
noteworthy progress toward becoming
truly educated persons.
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… designed to provide the knowledge,
skills, experiences, and perspectives … to
take part in a wide range of human
interests and activities; to confront
personal, cultural, moral, and social
problems that are an inevitable part of
human life; and to cultivate both the
requisite skills and enthusiasm for
lifelong learning…
EO 1065 (CSU)
GENERAL EDUCATION
… should be responsive to the need for
students to have developed knowledge of,
or skills related to:
1) quantitative reasoning
2) information literacy
3) intellectual inquiry
4) global awareness and understanding
5) human diversity
6) civic engagement
7) communication competence
8) ethical decision-making
9) environmental systems
10) Technology
11) lifelong learning and self-development
12) physical and emotional health throughout
a lifetime.
EO 1065 (CSU)
THE
ROSALINDE AND ARTHUR
GILBERT FOUNDATION
Give Students a Compass is a national initiative of the Association of American
Colleges and Universities (AAC&U) that advances liberal learning and
underserved student success by focusing on the educational practices that most
engage students — such as learning communities, internships, peer mentoring,
and faculty-student collaboration on research.
These high-impact practices demonstrably benefit the traditionally underserved:
students of color, the economically disadvantaged, and those whose parents
didn’t attend college.
“Give students a COMPASS” started with the adoption of the LEAP “Principles of Excellence” to:
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Focus each student’s plan of study on achieving the essential learning outcomes – and assess
progress
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Guide each student’s plan of study and cumulative learning such that the student’s
achievements of the essential learning outcomes be the shared focus of both school
preparation and college
It has since expanded…
PROCESSING
College Learning For the New Global Century (AACU, 2007)
Liberal Education and America's
Promise (LEAP)
• Essential learning outcomes—as a guiding vision and
national benchmarks for college learning and liberal
education in the 21st century
• High-Impact educational practices—that help students
achieve essential learning outcomes
• Authentic Assessments—probing whether students can
apply their learning to complex problems and realworld challenges
• Inclusive Excellence—to ensure that every student gets
the benefits of an engaged and practical liberal
education.
Matching Effective Teaching to GE
Outcomes (+ Retention & Engagement)
High Impact Practices
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Learning Communities
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b)
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Writing Intensive Courses
Revitalized Curriculum
a)
b)
c)
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First Year Seminars and Experiences
Common Intellectual Experiences
Collaborative Assignments and
Projects
Diversity / Global Learning
Thematic GE Packages
Inclusive
Undergraduate Research
Service Learning / Communitybased Learning
Capstone Projects / Courses
Desired Outcomes of GE
A. Learning to be college
students
B. Breadth of learning
C. Explore different discipline
offerings
D. Apply learning across
disciplines
E. Critical Thinking
F. Quantitative Reasoning
Some COMPASS-Supported Projects
http://catalog.csuchico.edu/viewer/GENED.html
Redesigning general education to make it
more inclusive, reaching out to traditionally
underserved populations with high-impact
practices in the first and last year of the
baccalaureate.
Responding to a recent general education
program review by developing high-impact
interventions for first-in-family, Education
Opportunity Program (EOP), migrant program,
and Pell grant students.
Creating a “transfer year experience” in
partnership with Evergreen Valley College,
strengthening links between English
composition faculty and EOP offices at both
campuses.
PILOT PROJECT PARTNERSHIPS
GIVE STUDENTS A COMPASS, PHASE II
Pilot projects currently underway:
CSU Channel Islands and Oxnard College
• Enhancing Transfer Success with Sophmore GE Seminars
(Inter-Disciplinary, Inter-Segmental, Service-learning; moving
beyond seat-time & shared assessments)
CSU Los Angeles and East Los Angeles College
• STEM-focus remediation
CSU Monterey Bay, Cabrillo College, and Hartnell College
• Learning Communities and Learning Portfolios (Written
Communication and Information Literacy)
PILOT PROJECT PARTNERSHIPS
GIVE STUDENTS A COMPASS, PHASE II
(More) Pilot projects currently underway:
CSU Northridge and Pierce College (Quality Collaborative)
• Integrate multiple meanings of student success by
combining commonly used persistence and completion
metrics with demonstrated competency metrics to suggest
changes in policy and practice around transfer
CSU Sacramento and Cosumnes River College
• Intersegmental seminar sequence with intentional
integration of degree qualifications matrix in course design
and assessment activities
San Francisco State and City College of San Francisco
• Interdisciplinary courses embed GE outcomes in careerfocused settings for lower-division students at both the
community college and CSU. Evaluates evidence of the
long-term cost effectiveness of high-impact practices.
NETWORKING PARTNERSHIPS
GIVE STUDENTS A COMPASS, PHASE II
Partnerships of one CSU campus and one or more CCC campuses will meet locally and participate in
statewide conferences and online conversations to explore ways to increase student success by
making GE more engaging and relevant to students. The partnerships will also have the opportunity
to apply for small seed grants to expand, replicate, or assess promising models.
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California State Polytechnic University, Pomona, and Norco College
California State University Bakersfield, Antelope Valley College, Bakersfield College, and
Taft College
California State University Dominguez Hills, and El Camino College – Compton Center
California State University East Bay, and Ohlone College
California State University Fresno, and West Hills College Lemoore
California State University Fullerton, Coastline College, Fullerton College, Golden West College,
Orange Coast College, Santa Ana College, and Santiago Canyon College
California State University Northridge, College of the Canyons, Los Angeles Valley College, and
Pierce College
California State University Sacramento, College of the Canyons, Sacramento City College, and
California Council of Gerontology and Geriatrics
San Francisco State University and Cañada College
San José State University, Foothill College, and West Valley College
Phase II Network Partnerships as of January 2012
IMPLICATIONS for POLICY or PRACTICE
• Facilitating “alternate” GE certification
methodologies
• Identifying “slippage” in transfer
– Identifying those students who DO NOT
remediate, persist, transfer, or graduate (and
processes to rectify these slippages)
• What policy (or implementation) might yield a
more integrated approach to GE on the part of
students and faculty?
Resources
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http://www.calstate.edu/app/compass/
http://www.aacu.org/leap/index.cfm
http://survey.csuprojects.org/geresources
https://secure.aacu.org/PubExcerpts/HIGHIMP.html