Honoring Our Promise:The Chaffey College Basic Skills

Transformation Project

Rob Rundquist - Success Center Coordinator

The Chaffey College“Basic Skills” Curriculum

No Assessment

Separation from the discipline

Duplicated curriculum

Confusing numbering systems

Student Population (2000)

72% Underprepared

28%

College

Prepared

Course Offerings (1999)

Transfer Courses

90%

“Basic Skills”

Courses

10%

Example from 1998-1999 Chaffey College Catalog

Basic Skills in English 301 A, B, C, D

“Individually prescribedinstruction designed to provide students with skills in capitalization, punctuation, spelling, sentence structure, and prewriting…”

Basic English 307 A, B, C

“An individually designed

program for grammar

…assignments may include

review by application and

practice of basic grammar,

writing skills, and vocabulary

development”

Basic Skills

Transfer

DSPSEOPS

Separate and Unequal Support

The Chaffey “Basic Skills” Support Services

Lack of faculty leadership

Limited budgets and poor facilities

Duplicated services

“Basic Skills” Campus Culture

Divisive

Students “trapped” and “stigmatized”

Faculty frustrated

“Painful” recognition of the need to change

Basic Skills Success Rates

49

51

53

55

57

59

61

63

65

1997-98 1998-99 1999-00

1997-1998 1998-1999 1999-2000

Success Rates 57.2% 56.2% 54.9%

Succ

ess

Rat

es

The “foundation” student of today is the transfer student of tomorrow.

The Promise

Basic Skills Transformation Project

Academic Support

Instruction

Curriculum

Organizational Structure

Assessment/ Placement

Facilities

What Happened . . .

Budget

Preparation for Change

Visiting Team Report

Board Mandate

Partnership for Excellence Funds

Research Model

Overview of Change

Implementation of assessment measures Curriculum Revision

Eng 500Eng 550Eng 450Eng 1A Success Center Requirements

Creation of Success Centers

Instructional Program

Faculty Leadership

Serve all students and faculty

Student-centered learning community

E. Course Catalog Description English 1A: Careful study and practice of expository and argumentative writing techniques and the frequent writing of compositions with the ultimate goal of a research project. A minimum of 6,000 written words is expected over the course of the term. Five arranged hours of supplemental learning in a Success Center that supports this course is required. Designed to prepare the student for satisfactory college writing. May be offered as an Honors course. “Supplemental

Learning” defined as study groups, workshops, and directed learning activities

Activities available at the Writing Center and all off-campus

locations

English 1A Course Outline

F. Course Topics (Scope and Description of Content):

1. Minimal grammar and paragraph review2. Limiting topic; thesis; unity; coherence3. Rhetorical Modes4. The components of the research project5. Elements of style6. MLA documentation mastery7. Awareness of purpose, audience, and tone

DLA for 3 levels

Learning Group DLA using library materials

Workshops on integrating research

DLA on evaluating websites

DLA activities connecting to students’ writing

Explicit Course Connection

Success Center Curriculum

Directed Learning Activity

Learning Group

Workshop

Tutoring

Lab Resources

Annual Number of Student Contacts at the Success Centers (Contacts of 15 or More Minutes)

Num

ber

of C

onta

cts

00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

Contacts 73,685 147,774 177,024 164,037 182,075 209,764 177,778 202,490 255,190 254,306 231,777 218,703 206,056

Unduplicated Number and Percent of Students Who Accessed Success Centers Annually

Per

cent

of

Stu

dent

s

Annual Headcount 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

Accessed Success Center 7,573 11,712 12,526 11,991 12,746 14,595 13,684 14,759 16,453 16,434 14,864 14,184 13,653

District Headcount 26,559 29,800 28,741 26,071 26,827 27,185 27,185 28,222 29,323 29,377 25,929 24,110 23,599

Success Center AccessCourses That Do/Do Not Have a Success Center Requirement

Per

cent

Success Center Access 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

Have SC Requirement 42.1 49.3 53.6 54.7 58.9 58.1 57.1 54.8

Do Not Have SC Requirement 57.9 50.7 46.4 45.3 41.1 41.9 42.9 45.2

Success Rates in Foundation Skills CoursesPre- and Post-Basic Skills Transformation

99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13

Succ. Rate 54.9 60.6 61.1 61.2 63.3 63.9 64.1 66.2 67.8 67.6 68.1 69.6 71.8 71.9

Suc

cess

Rat

e

Pre Post-Transformation

Relationship Between Success Center Access andSuccess and Retention Rates, 2012 ~ 2013

All Courses

Students Who

Accessed the Success Centers

Students Who Did Not

Access the Success Centers

Success Rate 77.5% 68.4%

Retention Rate 93.7% 88.0%

Per

cent

Students Who

Accessed the Success Centers

Students Who Did Not

Access the Success Centers

Success Rate 78.3% 51.3%

Retention Rate 94.7% 80.1%

Per

cent

Relationship Between Success Center Access andSuccess and Retention Rates, 2012 ~ 2013

Foundation Skills Courses

Students Who

Accessed the Success Centers

Students Who Did Not

Access the Success Centers

Success Rate 78.9% 70.3%

Retention Rate 93.8% 88.7%

Per

cent

Relationship Between Success Center Access andSuccess and Retention Rates, 2012 ~ 2013

Transfer Level Courses

Percent of Students Who Completed at Least OnePre-Collegiate Skill Level Course Who Subsequently

Transferred to a Four-Year Institution

Perc

ent o

f T

rans

fer

Stud

ents

Pre Transformation Post Transformation

98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10

Transfer Rate 6.4 10.0 11.3 12.6 14.0 15.2 17.8 20.7 22.6 23.4 26.3 27.7

Perc

ent

Success Center Usage Increase After Taking A Required Course

Student Populations Positively Impacted bySuccess Center Access: Success Rates, 2012 ~ 2013

Student PopulationAccessed

Success CenterDid not Access Success Center

Effect Size

Male Students 75.0 66.5 .19

Female Students 79.0 69.8 .21

African American 69.2 57.3 .25

Asian 85.2 79.2 .16

Caucasian 81.8 74.6 .17

Hispanic 77.1 66.4 .24

Native American 70.6 55.1 .32

Pacific Islander 80.3 60.7 .44

Multi-Racial/Ethnic 74.0 66.9 .16

First-Time Students 75.8 60.8 .33

DPS Students 71.6 66.5 .11

EOPS Students 76.6 71.5 .12

Reflections and Questions