Transcript 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
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Dan Willoughby, Dean of Humanities and the dean
overseeing the BSI budget
Mark Greenhalgh, Dean of Mathematics and Cochair 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.
2.
3.
Background of the Basic Skills Student
Success Steering Committee (BSSSSC)
Current areas of focus with some
preliminary program feedback/data
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 9/1/2007
Adapted from a report prepared by Kenneth A. Meehan, Ph.D. on June 17, 2009
Basic Skills Allocations
$700,000
$600,000
$500,000
$400,000
$300,000
$200,000
$100,000
$0
2005- 2006- 2007- 2008- 2009- 201006
07
08
09
10
11
Background of the BSSSSC
Purpose # 1
BSSSSC Members
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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
Established Goals
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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
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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
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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
Graduate Student Internship Program
Spring 2010 GSI Enrollment, Retention and Success
GSI SECTIONS
COURSE
ENROLL
RETENT
SUCCESS
OTHER SECTIONS
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%
208
176
132
85%
63%
4,678
3,694
2,953
79%
63%
TOTAL
Specialized ESL Tutoring
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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
Used Extra in-class Math Support Provided by Tutor(s)
200
180
160
140
120
100
80
41 (20.7%)
49 (24.7%)
60
30 (15.2%)
20 (10.1%)
40
41 (20.7%)
17 (8.6%)
20
0
Never
Once during the Several times in
semester
a semester
Once a week
(n = 198)
Several times a
week
Every day
Support Received Compared to
Other Classes
One-on-one Support Received
Compared to other Classes at Fullerton College
200
180
160
140
120
100
68 (36.6%)
58 (31.2%)
80
48 (25.8%)
60
40
1 ( < 1%)
11 (5.9%)
20
0
Much less
Less
The same amount
(n = 186)
More
Much more
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:
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Group study time
Tutoring
Educational planning
Academic accountability
Academic Support for Student Athletes
Spring 2010 Academic Success and Retention:
Non-Study Hall
Group (n = 59):
Study Hall Group
(without PE
credits):
Non-Study Hall
Group (without PE
credits):
231
246
157
166
Success
(%):
79.22%
55.69%
70.06%
43.98%
Retained
(%):
90.91%
73.98%
87.26%
65.66%
Study Hall Group
(n = 50):
Total
courses:
Academic Support for Student Athletes
Umoja Community
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Creates a supportive campus community
with special emphasis on the AfricanAmerican student population
Includes counseling, mentoring and
community events
Theme # 2:
Staff Development
Graduate Student Internship Program
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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
Adjunct Training Program (ATP)
Changes in instructional practice:
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“…just the concept of metacognition and
incorporating that into class has been a huge
change.”
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“…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
Adjunct Training Program (ATP)
Spring 2010 Faculty Survey
Teaching Excellence Program
Designed to develop a committed cadre of
basic skills experts
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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
Enroll
Enroll
Enroll
Success
Success
Success
All Students
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%
Math 10 Students
Division
Course
Enroll
Success
Math 15 Students
Enroll
Success
Math 20 Students
Enroll
Success
All Students
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
Reading 36 Students
Reading 56 Students
Reading 96 Students
Enroll
Enroll
Enroll
All Students
Course
Success
Success
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%
Social Sciences Survey Data
Large proportions of faculty report that students need support in
basic writing, study skills, basic reading and vocabulary.
Faculty Indicate where Students need Support
30
28
26
24
22
22 (73.3%)
21 (70%)
18 (60%)
17 (56.7%)
20
18
16
14
12
10
6 (20%)
8
6
4
2
0
Study skills
Basic writing
Basic reading
n = 30
Vocab
Other
Strategic Literacy Initiative
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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 Internship Program
Graduate student interns have provided
reading and study skills support in the
following content-area courses:
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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
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“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: JosseyBass, 1989.
² Retention Theoretical Underpinnings. www.sc.edu/fye/events/presentation/international/2...
Entering Scholars Program (ESP)
Information
Competency
Selfexploration
Success in
Core
Curriculum
Educational
Planning
Study Skills
ESP Program Components
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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:
–
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–
–
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
Fall 2010
Spring 2010
CLASS
FACULTY
READ 96
Angela Henderson
ENGL 59
Bridget Kominek
TIME
MW 8-9:50 AM.
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
ENGL 60
Danielle Fouquette
M/W 10-11:50 AM
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
READ 56
Angela Henderson
T/R 9:30-11:50 AM
MATH 20
Robert Diaz
M/W 10-11:50 AM
READ 96
Angela Henderson
M/W 10-11:50 AM
T/R 8-9:50 AM
Questions?
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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
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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.
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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.
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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 collegerequirements.
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
The percent of developmental students completing collegelevel/ 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%
Pre-requisites for Content-area Classes
Communication and Computation Prerequisite
Validation Through Content Review
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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
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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
Mark Greenhalgh
Dani McLean
Jeanne Costello
Agi Horspool
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]