ibest dev ed -- nursing pathways
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IBEST DEV ED -- NURSING PATHWAYS. 2010-2011 Year One. What is the IBEST Dev Ed Project?. The Student Completion Initiative 2009-2012 - PowerPoint PPT PresentationTRANSCRIPT
IBEST DEV ED -- NURSING PATHWAYS
2010-2011Year One
What is the IBEST Dev Ed Project?THE STUDENT COMPLETION INITIATIVE 2009-2012
The Student Completion Initiative will improve access and completions for low-income young
adults in pre-college and college courses in Washington state community and technical
colleges over the next three years.
(SBCTC, http://www.sbctc.ctc.edu/college/e_studentcompletioninitiative.aspx)
SUMMER 2010:FACULTY INQUIRY GROUPS
Reading 50./Eng 50
• Ruby B
Rdg 85
• Caren K
Eng 92
• Andrea C
Eng 101
• Andrea C.
Psych
• Carl O
Nursing
• Roxanne T
BAS
• Judi W
Biology
• Andrea O
A & P
• Carol G
Nursing
• Cindy H
Math 50
• Paula G
Math 90
• Liz C
Math 98
• Liz C
Nursing
• Joan H
MATH FIG
SCIENCE FIG
ENGLISH/PSYCHOLOGY FIG
• Students need to be better prepared in the use of integrative thinking skills and interpersonal skills.
• Integrative Thinking: “Integrative thinking including habits of mind and cognitive skills can be directed and enhance.”
(Dickieson, P., Carter, L., & Walsh, M., (2008). Integrative thinking and learning in undergraduate nursing education: Three strategies. International Journal of Nursing Education Scholarship, 5:1, 1-13)
RESULTS OF SUMMER 2010 FIGS
STUDENTS:• 22 total• 9 with GED• 13 Former IBEST Health (BTC & GED)• 4 ESL (China, Thailand, Russia, Cuba)• 3 LDTUTORING• 3 tutors/• Students attended 4-6 minimum hours per week
FALL 2010
COURSES• College Success (1st half as pre-fall intensive)• BIO&160• Math98/99• Basic Academic Skills (with Reverse Integration)– Extended lesson on APA citation (J. Blume)– Reinforced study strategies learned in College
Success– Multi-modal activities to reinforce biology concepts– Review of concepts in Math 98
FALL 2010
STUDENTS:• 17 total (16 + 1 new student)– 2 withdrew in Fall– 3 re-evaluated commitment to school in Fall– 1 withdraw mid-winter quarter to go to Medical
Office programTUTORING:• 2 Tutors
WINTER 2011
COURSES• A & P 1 / IBEST• English 101• Basic Academic Skills (with reverse integration)
– Concept mapping– Multi-modal extension activities– Critical Thinking/application problems– Interview with 3rd Quarter Nursing Student (M. Curran)– English Writing Lab– Extended Practice for Eng 101– “Just in Time” lesson for Interpersonal Skill Intervention dealing
with “Emotional Intelligence”
WINTER 2011
STUDENTS• 15 (1 to repeat A&P 1, 13 A&P 2)• 1 withdraw (end of Spring)to go to WCC Medical Assisting
Program • 1 time off (end of Spring or Summer) for baby• 1 withdraw from IBEST program (end of Winter)
TUTORS• 1• Students encouraged to use regular college tutoring, H Bldg tutors• Added 6 hours supplemental for Pharmacology Instructor
SPRING 2011
COURSES:• A&P 2• PSYCHOLOGY• BASIC ACADEMIC SKILLS (with reverse integration)
– Critical Thinking assignment on atrial fibrillation– Review major concepts with “You be the Experts”– Concept Mapping– Psychology Discussion Groups– Scaffolded Research Assignment for Psychology/Peer evaluation– Case Study of relationship involving a transgendered individual
(Case Studies in Sciences, http://sciencecases.lib.buffalo.edu/cs/)
SPRING 2011
WHAT WORKED WELL?• Strategic interventions for student success• Extra time with students• Other?
CHALLENGES?• Lost tutors• Basic Concepts took over case studies/critical thinking• Other?
FACULTY COMMENTS
CONFERENCES, NEWS, PRESENTATIONS
12/6/10—BELLINGHAM HERALD http://www.bellinghamherald.com/2010/12/06/1757506/bellingham-technical-college-expands.html
12/2/10—KGMI INTERVIEW WITH SUSAN PARKER http://www.kgmi.com/play_window.php?audioType=Episode&audioId=5033992
2/10/11--COLLEGE READINESS RETREAT, FEBRUARY 2011
• Dedicated tutoring (required minimum 4 hours per week)• Dedicated advisor• Structured schedule• Contextualized study strategies—study groups, concept
mapping, “You be the Expert” summary presentations• Collaboration between content faculty and Basic Skills
faculty• Integrated assignments in BAS, including case studies and
critical thinking assignments• Reinforcement of interpersonal skills
PROJECT BEST STRATEGIES
• ESL students, who had come through IBEST programs, showed significant struggle with college courses.
• We continued reading profile research began by N. Mantas with her students in Winter. Findings show a significant drop in Word Meaning (Vocabulary knowledge). Conclusion: Students need a strong vocabulary base to perform at college level, less reliance on translation.
• All faculty along pathway need to teach integrative thinking skills, metacognition, college & interpersonal success skills.
• ESL students need better oral communication skills. They tended to rely on reading skills in class.
PROJECT FINDINGS
• 13 students– 7 day, 6 evening– Summer: 7 NA, 2 A&P 2, 1 Eng 101
• 4 ESL• 5 former IBEST students
2011-2012
Final 13 Average CASAS ReadingUpon Entry240.5
Upon Exit IBEST Year249Final 13 Average CASAS Math Upon Entry 230.6 Upon Exit IBEST Year239• 6 Students “Exit” Basic Skill Reading, 1 “Exit” Math• Total Momentum Points for Year—45 (13 final); 51
(total)
NUMBERS
• ESL Transitional Curriculum Development FIG
• Teaching Diverse Learners FIG
• Language Partners for Pronunciation
• Development of Academic Preparation Hybrid Mini
Courses – Academic Reading Success: Vocabulary 1 (2cr)– Academic Reading Success: Morphology (2cr)– Academic Communication Success: Speaking & Pronunciation
(2cr)– Academic Communication Success: Listening (2cr)
2011-2012 Projects