Pasadena City Colleges First Year Pathway Boutique to

Pasadena City College’s First Year Pathway: Boutique to Behemoth STRENGTHENING STUDENT SUCCESS CONFERENCE COSTA MESA, OCTOBER 10, 2014

1. In this workshop, we will demonstrate and engage you in the process of how we scaled up and sustained Pasadena City College’s First Year Pathways (FYP) program. 2. By the end, we hope you will have the knowledge and tools to do the same at your college. Workshop Goals

Who is not in your room who should be? Who is in the room?

Dream/Pair/Share What will your FYE program look like in five years?

Math Jam 2011

Math Jam 2012

Math Jam 2013

FYP Growth 1882 1342 772 320 FYP 2011 FYP 2012 FYP 2013 FYP 2014

How do we scale up and not lose Danny?

• • • Enrollment management Curriculum redesign Professional learning Career exploration High school outreach Dual enrollment Second Year Pathway Completion Center Partnerships with four-year schools What’s what?

• Find someone here that you don’t know. • Spend a few minutes talking about why you came to this session and what you hope to learn. • Be prepared to share what you learned from your partner(s) with the whole group. Why: Finding Your Noble Purpose

Boutiques, Silos, and Guerilla Warfare A Brief History

• • • Getting into the room Debunking the myths Identifying our noble purpose Coordinating efforts Reallocating resources A Brief History

KWest 1 Retreat

5, 537 Number of first time students who enrolled at PCC in 2004 Why?

Developmental Education N = 3, 408 • 12% earned an AA/AS • 5% earned a certificate • 25% transferred • 69% had no discoverable milestone Non-Dev Education N = 2, 129 • 10% earned an AA/AS • 4% earned a certificate • 41% transferred • 55% had no discoverable milestone The 5, 537 6 years later

• XL • Athletes • International • Career • Ujima PCC’s FIRST YEAR PATHWAYS

Who FYP Staff • Associate Dean of Pathways • Center Coordinator • English, ESL, Math, and Counseling leads • Outreach and Recruitment Coordinator lead • Counselors, Coaches and Tutors First Year Pathways Council • Program coordinators • Academic & Counseling VPs and Deans • Enrollment Management staff • Outreach, A&R, Assessment, Research staff

Outreach and recruitment Pre-assessment workshops Priority registration Summer Orientation Student Success Team Required first-year schedules College 1, One Book, One College, Student Conference • Study/resource centers • • What -- FYP Essential Components

A Room of Their Own

The First Year Pathways Process Fall High school outreach/recruitment April PCC application, pre-assessment prep, on-site placement assessment, FYP application June/July Info sessions at PCC -- guaranteed full schedule, priority registration August Summer bridges (Math Jam, i. Jam, and Design Jam) Fall Full-time student status Contract and passport “One Book, One College” and FYP Student Conference Spring Full-time student status Contract and passport Career exploration

XL: First and Second Year Pathways • • Year 1 Fall Spring English Math College 1 Speech 1 or GE • • English Math GE or Speech 1 GE Career Quest Declared major Two-year ed plan e. Portfolio Year 2 • Required hybrid course with support • Coaching, counseling, & e. Portfolio support • Leadership • Peer tutoring • Peer mentoring • Service learning

EMP SSTFR FYP Student Success, Equity, and Access Increase College and Career Readiness Outreach, Career Ladders, Summer Jams, College 1 Professional Development Revitalize and Re-Envision Professional Development College 1 Professional Learning Institute Pathways Incentivize Successful Student Behaviors XL Athletes International Students Career Tech Ujima Student Support Services Strengthen Support for Entering Students Coaching, Tutoring, Summer Jams Enrollment Management Align Course Offerings to Meet Student Needs Guaranteed Math/English, GE Improve the Education of Basic Skills Students STACC (English Composition), SLAM (Non-STEM Math) Student Success, Equity, and Access

YOUR NEEDS YOUR RESOURCES Triple entry log activity YOUR GAPS

• Quality • Scale • Intensity “Until colleges make high-impact practices inescapable for all students who need them, these practices will be only minimally effective in promoting the major gains sought in student success and completion. ” A Matter of Degrees, CCSSE, 2013 How -- High-Impact Practices

1. First Year Seminars and Experiences 6. Undergraduate Research 2. Common Intellectual Experiences 7. Diversity/Global Learning 3. Learning Communities 8. 4. Writing-Intensive Courses Service Learning, Community-Based Learning 9. Internships 5. Collaborative Assignments and Projects 10. Capstone Courses and Projects How -- High Impact Practices Association of American Colleges and Universities, 2014

SUMMER JAM

Short-term Outcomes • • Connectedness to campus Awareness of support services and resources Creation of a network of support Improved attitude toward math, counseling, and tutoring

Long-term Outcomes • Change in behavior • increased confidence • productive engagement in class • regular use of college resources • Increased retention and success in developmental education math

Notable Math Jam Characteristics 1. 2. 3. 4. 5. 6. Stress-free environment in which to study math Interactive, problem-based learning curriculum Creation of tutor/tutee relationship Tutor learning, empowerment, and community building Engagement between student tutors and instructors Professional development for instructors

• Math. Jam: http: //pamelacampos. weebly. com/college 1. html • http: //ellenchan. weebly. com/college-courses. html • i. Jam: http: //hazelnut-cao. weebly. com/jam-reflection. html Student Math Jam Reflections

Take a Break!

Integrating Academic Affairs and Student Services

• A 3 unit CSU and UC transferable First Year Seminar • Critical Reading, Metacognition, Info Literacy • Embedded Reading Apprenticeship • One Book, One College Speaker Series plus Student Conference College 1

College 1 Institute • Intensive Professional Learning: 3 day summer institute with monthly follow ups • 50 instructors from all 12 divisions on campus plus staff and managers • Mentor pods College 1 Professional Learning

http: //demystifytheeportfolio. weebly. com e. Portfolio

• • Use research-based best practices Read together Tolerate vulnerability • Invite • Assess • Revise Remember why Foundational Principles

Jigsaw data entry activity

Credits Earned after 1 year 35 100% 90% 30 80% 25 20 Persisted to Fall 2013 70% 32. 4 60% 50% 15 80. 8% 40% 10 20. 1 5 30% 58. 7% 20% 10% 0 0% FYP Students Non. FYP Students FYP 2012 Cohort FYP n=764, non-FYP n=4, 396 FYP Students Non. FYP Students Office of Institutional Effectiveness, 2014

Credits Earned after 1 year 30 25 100% 90% 80% 28. 6 70% 20 60% 22. 7 15 10 PERSISTED TO FALL 2013 50% 17. 3 40% 15. 4 30% 5 20% 0 0% 77% 73% 58% 42% 10% FYP Hispanic/Latino Non. FYP Hispanic/Latino FYP African-American Non. FYP African-American FYP 2012 Cohort FYP n=764, non-FYP n=4, 396 Office of Institutional Effectiveness, 2014

• Builds a comparison group that is as similar as possible to the cohort of interest (FYP) • Approximates random assignment (the “Gold” standard in experimental research) • Provides the ability to make stronger inferences of cause and effect • Allows us to determine if it is the treatment (FYP) or other characteristics of the FYP students that “cause” the outcomes of interest Propensity Score Matching

PSM Analysis: Persistence Rates 100% 90% Persistence Rate 80% 70% 60% 50% Non. Cohort 40% Cohort 30% 20% 10% 0% Year 1 Fall Year 1 Spring Year 2 Fall Year 2 Spring Academic Period FYP 2012 Cohort FYP n=764, non-FYP n=4, 396 Office of Institutional Effectiveness, 2014

PSM Analysis: Transfer-Level Math 40% Attainment Rate 35% 30% 25% 20% Non. Cohort 15% 10% 5% 0% Year 1 Fall Year 1 Spring Academic Period FYP 2012 Cohort FYP n=764, non-FYP n=4, 396 Year 2 Fall Year 2 Spring Office of Institutional Effectiveness, 2014

PSM Analysis: Transfer-Level English 100% 90% Attainment Rate 80% 70% 60% 50% Non. Cohort 40% Cohort 30% 20% 10% 0% Year 1 Fall Year 1 Spring Academic Period FYP 2012 Cohort FYP n=764, non-FYP n=4, 396 Year 2 Fall Year 2 Spring Office of Institutional Effectiveness, 2014

PSM Analysis: Units Earned 35 32. 7 27. 0 30 17. 9 Units Earned 25 25. 3 20 20. 4 Non. Cohort 15 Cohort 10 12. 8 5 0 Start Year 1 Fall (End) Year 1 Spring (End) Academic Period FYP 2012 Cohort FYP n=764, non-FYP n=4, 396 Year 2 Fall (End) Office of Institutional Effectiveness, 2014

Pathways Awareness hs outreach, PCC orientation Priority Registration #1 motivation Meeting People Best part of Jam College 1 Most helpful component -- time management Time Management & academic planning What students want and need most Math placement Unprepared for test, placed low Resource centers Awesome! Pathways staff Welcoming, accessible, helpful, esp. coaches • Pathways Focus Groups, 2013 -14 • # of groups: 27, # of students: 131 Focus Group Findings

Shared Core Beliefs 1. Only a campus-wide effort will eliminate the equity/achievement gap. 2. We must address non-cognitive as well as academic issues. 3. We must be evidence-informed. 4. Failure is not an option.

Strengths 1. A Firm Foundation -- Ten years of experience with first year experience programs 2. The Dream Team – A unique combination of skill sets and personalities 3. Our North Star – The Educational Master Plan 4. The L Word – Solid leadership and support from administration

Challenges 1. 2. 3. 4. 5. 6. Allocating scarce resources One initiative or many? Priority registration and other incentives Why do I need College 1? How big can we get? Communicate, communicate

Breakthroughs/Game-changers • • Alignment with the EMP & Bd. Goals Change in policy for priority registration College 1 -- 3 -units & UC/CSU transfer status Units from HR for professional development

What challenges do you face?

• Project Management & Math Jam: Brock Klein bmklein@pasadena. edu • Academic & Student Affairs Integration: Cynthia Olivo cdolivo@pasadena. edu • Coaching and Tutoring: Lily Tran jxtran@pasadena. edu • College 1: Shelagh Rose serose@pasadena. edu • Evaluation: Crystal Kollross cakollross@pasadena. edu • Evaluation: Dustin Tamashiro djtamashiro@pasadena. edu We’re Here to Help!

http: //pccproject 90. org/test-pathway/