The ABCs of Transitioning to College Assessment Basic
The ABC’s of Transitioning to College: Assessment, Basic Skills, & Collaboration Dyrell Foster, Associate Dean, Counseling Art Nitta, Math Instructor Anabel Perez, Counselor/Coordinator of Learning Communities Audrey Yamagata-Noji, Vice President of Student Services
Overview Purpose Case Study Discussion Student Profiles (Basic Skills) Bridge Programs ASPIRE Learning Communities Faculty Development (Classroom Assessment) Campus Wide Support (Collaboration)
Mt. SAC: a College of Champions Located in Southern California $149 million budget Nearly 65, 000 total students (annually) 30, 000 full time equivalent credit students 53% female, 47% male Culturally diverse student population: 43% Latino 27% Asian/Pacific Islander/Filipino 19% Caucasian 6% African American. 4% American Indian 2. 7% Other Average student age: 26 Entering Freshmen: 40% English is not spoken at home 59% First generation college students
Case Study SCENARIO: State policy has changed to allow mandatory placement criteria to be posted as entrance requirements to 85% of the curriculum. Discuss pros and cons of this new policy. What opportunities and challenges would this change bring? What are some strategies that you can use to meet the basic skills needs of your entering, underserved students? What do you perceive will be potential roadblocks? How will you measure success?
Where we were in 1997 Our students were: • • scared inexperienced underprepared unfamiliar Our College had: • a traditional approach to educating students • rigid basic skills prerequisites • students repeating the same class 3 -4 times until they could pass
Where we wanted our students to be • • • Increase success in basic skills competencies Improve persistence and retention Improve grades and pass rates Enhance goal attainment Improve self confidence and self efficacy
What we did & What we found • Conducted research -- student surveys, student focus groups, review of existing data/reports • Identified eight causes/factors related to decreased student success at our college: -Lack of information -Institutional structure -Campus climate -Lack of student preparedness -Lack of faculty preparedness -Students’ personal/economic concerns -Lack of study skills -Lack of self-appraisal, abilities and need for self-efficacy
Our Solution • A learning community model designed to increase students’ academic and personal success through the structuring of the learning environment. The model enables: • Students to take an active role in the teaching-learning process • An integrated curricular approach • Learner-centered pedagogical techniques • Peer group learning experience • A networked system of support
Basic Skills Placement Levels Assessment of Written English (AWE) Learning Assistance Services LERN 81: Basic writing skills (review) English writing ENGL 67: Writing Fundamentals (Paragraph to short essay) *ENGL 68: Prep for College Writing (Short essay) ENGL 1 A: College Freshman Composition * Prerequisite: “Eligibility for English 68” Math Placement Learning Assistance Services LERN 49: Basic Math skills (review) Math Department Math 50: Pre-Algebra Math 51: Elementary Algebra Math 71: Intermediate Algebra Math 110/130: Stats/College Algebra
Placement Test Results 97 percent of students place below Freshman Composition (English 1 A) – graduation/transfer level English 1 A: 3% English 68: 24% [eligibility level for 85% of curriculum] English 67: 50% LERN 81: 14% ESL: 9% 85 percent of students place below transfer level math Math 71 (Intermediate Algebra): 16% Math 51 (Elementary Algebra): 6% Math 50 (Pre-Algebra): 22% LERN 49 (Math Skills Review): 34% LERN 48 (Basic Math Skills Review): 7%
The Summer Bridge Program Mt. SAC’s answer to access, diversity, and basic skills Mt. SAC’s first learning community Summer program designed to transition students from high school to college 6 week program Classes, field trips, tutoring, parent orientation, college orientation and registration assistance
Benefits of starting college in the summer Get students acclimated to college Take away the fear factor Provide students with greater self-confidence and connection to people (counselors, faculty, peer advisors) and programs and services Complete a key basic skills course—enhance academic preparation Enroll in strategic college services – EOPS, DSPS, tutoring, honors program
Who are the Bridge students? Higher percentage of female students (64. 7%) to male students (35. 3%) 20 years or younger (94. 5%) Latino/Hispanic (83. 9%) Receive some form of financial aid (77. 4%) First-generation college student (99. 8%) 100% are academically underprepared for college
Student Services/Counseling + Instruction An Integrated Model All students take one “Community Class” together and then one paired/linked courses Community Class Math Class Intro. to College Class English Class Intro. to College class
Summer Bridge 2009 Class Schedule
Summer Bridge Community Class Purpose: to create and facilitate interpersonal relationships between students, faculty, and the larger college community & to support students as they transition from high school to college Weekly themes include: Academic & Campus Resources, Working Under Pressure & Motivation, Diversity, Communication, Setting Goals Team taught Faculty Corners: each faculty share their own experiences in college and beyond related to the weekly themes Guest Speakers: Student Life, Health Center, Financial Aid
The Student Support System Bridge Staff Student Peers Parents/Guardians Supplemental Instructors/Tutors Student Peer Advisors Counselors Faculty
Campus Collaboration English/Math Departments Basic Skills Initiative High School Outreach Admissions Bridge Learning Assistance Assessment Counseling/ EOPS Financial Aid Orientation
Summer Bridge 2008
The next generation: 3 New Learning Community Models Math Bridge English Bridge Pre-Algebra + Elementary Algebra + College Study Skills Development English Writing + Reading + College Success Elementary Algebra + Intermediate Algebra + College Study Skills Pre-Nursing/ Health Bridge English Bridge Math Bridge Chemistry + Anatomy + Counseling Physiology + Microbiology + Counseling
English Bridge - Fall 2008 Class Name % Successful Bridge English 67 80. 5 Non-Bridge English 67 63. 7 Bridge English 68 80. 4 Non-Bridge English 68 66. 7 Bridge Read 90 75. 0 Non-Bridge Read 90 59. 0
Math Bridge Concentrated subject matter focus Students take both Beginning Algebra and Intermediate Algebra or Pre-algebra and Beginning Algebra in one semester Students enroll in a “Community Class” Supplemental Instructors Counseling support
Math Bridge Community Class General self management skills Specific math study skills Supplemental math activities Goal setting Motivation Developing relationships Understand the relevance of math to their lives and to the world Assigned formal study groups
Math Bridge – Fall 2008 Class Name % Successful Bridge Math 50 74. 5 Non-Bridge Math 50 61. 7 Bridge Math 51 64. 6 Non-Bridge Math 51 50. 3 Bridge Math 71 72. 7 Non-Bridge Math 71 52. 0
Expansion of Learning Communities Model ASPIRE “African American Student Program Inspiring Responsibility for Education” – to address lack of academic success of African American students Model incorporates: Mentoring Rites of Passage/Commitment Ceremony Learning Communities with course content enriched with an African American perspective Community Building through special events, fieldtrips, HBCU Tours, Conferences
ASPIRE Success rates for ENGL 68 during fall 2008 were higher among A. A. students in ASPIRE than A. A. students not enrolled in ASPIRE 71. 4% ASPIRE students vs. 63. 1% Non-ASPIRE Feelings of being connected to the college Supportive experiences with a mentor Motivation to succeed Friends in the program
Faculty Development Classroom Assessment On Course – Strategies for Student Success Skip Downing Learner-centered strategies for empowering students to become active, responsible learners 8 principles: Self-Responsibility, Discover Self- Motivation, Master Self-Management, Employ Interdependence, Gain Self-Awareness, Adopt Life-Long Learning, Develop Emotional Intelligence, Believe in Themselves
Learning Communities Institute Annual two-day convening of faculty (both full and part-time) who are teaching in a learning community and want to strengthen & improve, faculty who would like to develop a new learning community, and those who want to explore and learn more about learning communities Faculty receive training on specific strategies and pedagogies to engage students and build community, such as learning styles, diversity, and developing integrated assignments. Speakers/lecturers Planning in faculty teams
Faculty Voices “I’ve recommended the program to several professors. “ "Participating in LC’s has been one of the best experiences. “ “I’ve learned many new ideas for increasing student participation. ” "Being a part of this faculty community was great. "
Key Ingredients of a Successful Learning Community Program Centralized administrative structure Strong learning outcomes and assessment A Learning Community Steering Group A Comprehensive Faculty Development Program A Student Marketing Plan A Formalized Faculty Recruitment Plan Developed interdisciplinary curriculum Collaboration between academic and student affairs Counselors as intervention specialists
Strategies q Meetings/briefings with key leaders q Faculty presentations q Continued research and documentation of efforts – need to prove your point! q Student testimonials q Presentation to Board of Trustees q Media coverage q Conference presentations
Strategies continued … q Include the most influential and vocal faculty members q Take faculty leadership to conferences q Continue to make your case to the administration – especially for ongoing funding and dedicated space q Constant ‘presence’ on campus – internal communications, posters, fliers, schedule of classes, college catalog, student paper
A Student’s Experience…. . “I learned that I really am smart. I learned that if I put my mind to something and I don’t give up, I will accomplish it. I have a whole new outlook on school and on my study habits. But, over all I learned that I could also help others, and in turn I would be helping myself. ” Excerpt from Midterm Evaluations – Math Academy, March 2002
Contact Information Mt. San Antonio College (909) 594 -5611 Dyrell Foster Associate Dean, Counseling Ext. 5917, email: dfoster@mtsac. edu Art Nitta Mathematic Instructor ext. 5386, email: anitta@mtsac. edu Anabel Perez Counselor/Coordinator of Learning Communities ext. 5904, email: aperez@mtsac. edu Audrey Yamagata-Noji Vice President of Student Services ext. 4505, email: ayamagata@mtsac. edu
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