the network: a three-semester learning community for basic skills students
TRANSCRIPT
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The NetworkLearning CommunityA three-semester program for student success
SUCCESSNext Exit
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PresentersDonna Cooper, Basic Skills Coordinator
Janine Nkosi, Basic Skills [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected] -
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Agenda
The Network Roadmap
A Few Flat Tires
Road Side Service
Maintenance
Diagnostics
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Small cohort of students enrolls in largerclasses that faculty DO NOT coordinate.
Two or more classes linked, a cohort of
students takes together. The faculty DO
plan the program collaboratively.
Programs of coursework that faculty
members team-teach. The course work is
embedded in an integrated program of
study.
shading represents the student cohort
Learning Communities Can Be
Structured As:
+
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Student outcomes
Higher student retention, achievementGreater student involvement, motivation
Shorter time to degree, degree completion
Greater intellectual development
Faculty outcomes
Increased faculty development in terms of expanded
repertoire of teaching approaches, revised course
content, and new scholarly interests.
Promoted faculty mentoring
Increased faculty engagement with beginningstudents, with general education offerings.
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Who We AreFresno City College is located in the Central Valley
Total Enrollment 24,563Retention 88%
Success Rate 66%
61% Part time
First-time new students FA10 (N=4,357)
Persistence to SP10 69%
McKi
FCC 2010/11 Facts
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The Network RoadmapQuestions:
How can we assist students who start their academic roadtrip at our lowest levels of Reading, Writing and ESL?
What assets do we already have that will help us on our
road trip?
What can we do that wont cost much on this road trip?
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ConversationsThese conversations focused on:
Data
Free or nearly free
Capacity building
Keep the end in mind
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Visual of FCC Collaboration
Student Servicesassessment ,
counseling, admissions
MSEmath
BusinessEducation
computer information,business technology
Humanitiesreading, writing, ESL
Library/StudentLearning
tutoring,writing/readingcenter, basic skills
Social Sciencespolitical science
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Flat Tires, Lost Wheels and
Collisions
PersonalitiesSchedules
Communication
Deadlines
Priorities
Budgets
Silos
Seniority
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Fishbone Diagram
Effect
Causes
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Increase STEM
student success
Student
Study
Center
Develop
academic
support
New student
orientation
system
Cultivate
interest in
MESA
through
outreach
MESAadvisory
council
Develop
personal
advising
Factors for
increasing STEM
student success
using the COS
MESA program
study and tutorial services
area
Centralized communication
center
Build bridges between current
and new MESA students,
increase student motivation
MESA orientation as part of
FYE
Tutoring from other students
and instructors
Academic Excellence
Workshops
Identify program strengths
Program accountability
Develop strong administrative
team
Faculty sponsors
Counseling system
exclusively for MESA
students
Leadership development for
MESA club
Develop MESA club for
MESA students
Work with high schools to
identify potential STEM
focused students
Focus on students with low
eligibility for successful
transfer
Science Technology Math and Engineering (STEM)
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Network Classes Cohort I
English Pathway ESL Pathway
Semester I:
Reading ENGL 260
Writing ENGL 250
Math Varied
Business Technology 106
Semester I:
Reading ESL 264R
Writing ESL 264W
Math Varied
Business Technology 106
Semester II:Reading ENGL 262
Writing ENGL 252
Math 101
CIT 12
Semester II:Reading ESL 265R
Writing ESL 265W
Math 101
CIT 12
Semester III:
Reading ENGL 126
Writing ENGL 125
Math 103
Political Science 2
Semester III:
Reading ESL 68R
Writing ESL 67W
Math 103
Political Science 2
* All students who successfully completed the program are eligible for ENGL 1A
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Network Classes Cohort II
English Pathway ESL PathwaySemester I:
Reading ENGL 260
Writing ENGL 250
Math 101
Business Technology 106
Semester I:
Reading ESL 265R
Writing ESL 265W
No Math
Business Technology 106
Semester II:
Reading ENGL 262
Writing ENGL 252
Math 103
CIT 12
Semester II:
Reading ESL 67
Writing ESL 68
Math 255 or Math 101
CIT 12
Semester III:
Reading ENGL 126
Writing ENGL 125
Transfer math
Introduction to Psychology
Semester III:
English 1A
Math 101 or 103
Introduction to Psychology
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The role of The Network coordinator, faculty,
counselor, and support staff in maintaining
regular
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How math, reading, writing, computer
technology, and social science faculty work
together for student success
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Contextualized Learning
Orientation: bring syllabus, textbook and
sample assignmentso Faculty spend 1 hour reviewing material and
brainstorming ideas
o Create 2 assignments for each class that
incorporates content/skills from other classeses
Office meeting: First 2 weeks of semestermeet one-on-one to finalize assignments
Program meetings: At our Network meetings
faculty discuss outcomes and make
modifications Emails: never underestimate the power of
email collaboration
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Significance of Advising
Academic advisors are typically in the best positions to
assist students in making quality academic decisions (Feghaliet al., 2011)
Center for Community College Students Engagement(2012) 71% of students reported that an advisor helped them to
identify courses needed to take during their first semester;
60% reported that an advisor had helped them select a courseof study, program or major;
85% of full-time and 71% part-time faculty referred students toacademic advising/planning services
2011 National Student Satisfaction and Priorities Report
Academic advising continues to play a critical role inproviding students the necessary information andsupport needed to achieve their academic goals (Feghali et al.,2011)
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The Counselor
Intrusive Advising Approach
Pro-active rather than reactive
Interview intake
Orientation
First week classroom supporto Now first three weeks survival workshops
Check-in & Student Ed Plans (weeks 5-7)
Progress meetings (weeks 8 -10)
Drop by tutoring sessions
Motivation emails
Two social gatherings
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Recruitment +/-
Cohort One
Registration to go
Feeder HS
Campus
collaboration Admissions
Counseling
Assessment
Special Programs
Student Inquiries
Cohort Two
Mass email (HS)
Assessment Office
Phone calls
Letters Emails
Contacted waitlist
students
Increased campuscollaboration
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Embedded Tutoring: Regularlyscheduled peer-led study
sessions
In-class support for students
and instructor
Essential Skills Workshops: 50minute workshops on successskills such as:
Textbooks, note taking, examprep.
Reading, writing, math
Time management, goalsetting,
Academic Support Services
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Programs need to run diagnostics to make
evidenced based decisions
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Program Evaluation Institutional Research
Descriptive Statistics
Success & Persistence
Student Questionnaire via Survey
Monkey Student Focus Groups (conducted by IR)
Faculty Focus Group (Scheduled forOctober)
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Criteria Included: Students enrolled in both sections of ESL or English
each semester (i.e. ESL 67/68 or Engl 125/126);
Enrolled in at least one additional Network course (e.g.
Math, BT, CIT or Political Science);
Met with the Network Counselor, Coordinator or
Faculty prior to enrollment;
And/or met the minimum criteria for enrollment intothe Network program (Math and ENGL or ESL).
Note: Students in DSP&S, athletes, students who did not
attend orientation or missed the first week of classes, andstudents added to the program by non-Network counselors
are not included in the data analysis.
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Demographics2011 Spring 2011 Fall 2012 Spring Overall
Ethinicity
African-American/non-Hispanic 3 1 1 4
American Indian/Alaskan Native 0 0 0 0
Asian/Pacific Islander 11 13 14 27
Hispanic 32 23 23 55
Unknown 0 2 2 4
White/non-Hispanic 7 6 4 9
Total 53 45 44 99
GenderFemale 29 26 27 50
Male 24 19 17 49
Unknown 0 0 0 0
Total 53 45 44 99
Age
19 or Less 20 25 22 48
20-24 20 11 14 33
25-29 5 5 4 7
30-34 1 1 0 2
35-39 1 0 0 1
40-49 3 2 3 5
50+ 3 1 1 3
Unknown 0 0 0 0
Total 53 45 44 99
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Success & Persistence
Semester/Course Enrollment GPA Success Rate
2011 Spring
ENGL 250 26 N/A 60.9%
ENGL 260 26 N/A 89.7%
ESL 264R 19 N/A 75.0%
ESL 264W 19 N/A 76.5%
2011 Fall
ENGL 252 19 N/A 78.9%
ENGL 262 19 N/A 94.7%ESL 265R 24 N/A 100.0%
ESL265W 24 N/A 75.0%
2012 Spring
ENGL 125 17 2.32 78.9%
ENGL 126 17 3.00 93.3%
ESL 67 23 2.33 76.2%
ESL 68 23 2.67 80.0%
Persistence Persistence Rate
2011Spring to 2011 Fall 28.3%
2011Fall to 2012Spring 62.2%
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Cohort II Progress
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Surveys Survey Monkey to students school
email The survey was sent to 44 students
The response rate was 16 out of 44
(36%) Responses were on a 4-point Likert
scale
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Overall satisfaction with yourexperience in The Network
0
1
2
3
4
5
6
7
8
9
Very
dissatisfied
Somewhat
dissatisfied
Somewhat
satisfied
Very
satisfied
Responses
Responses
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College Experience
Increased interest incontinuing my
education
3.75
Increased comfortwith multicultural
interactions
3.56
Increased myconnection to other
clubs2.94
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Tutoring
Tutor washelpful
3.44
Helped me earnhigher grades
3.06
Regularinteraction
2.88
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Learning Experience
Helped me practice theskills I am learning
3.47
Increased myconfidence in my
reading ability
3.47
Helped me seeconnections in learning
among my classes
3.31
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Oral Communication
Increased my ability tolisten to others
3.50
Improved my ability tomake formal class
presentations
3.44
Increased comfort withasking questions and
participation in discussion
3.40
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Teamwork
Improved my abilityto work cooperatively
with others
3.44
Improved my abilityto put team goals
above my own
3.44
Increased myinvolvement in study
groups
3.31
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Self Understanding
Improved my abilityto meet my personal
goals as a student
3.56
Increased myawareness of my
learning style
3.44
Improved my abilityto identify my
personal strengths
3.38
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I had a great experience and I'm glad that I was a part of the
network program. The teachers, tutors and counselor are thebestthey've shown such a great effort and patience with thestudents. They really helped us prepare for the rest of oursemesters here at FCC...
The Network was the best thing I could get involved in as
a brand new college student. It has helped metremendously!! Thank you
It was awesome, finally I felt like a part of something.
Too bad can not stay longer
I was pleased to be in the Network LearningCommunity. It has helped me get through all of myclasses with confidence. I am saddened to have toleave the program because my time is up. Thanks forall of your help!
Student Voices
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Focus Group Findings
Overwhelmingly agreed that they
would recommend the program toother students
Hassle free registration
Tutors Ed Plans
Good fornewstudents
Community&
Friendships
What would make The Network
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What would make The Network
better for the next students
Evening classes
More math tutors
Replace PoliSci; itwas too hard totake with math
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Most Satisfying Aspect
Teachers chosen arewonderful
Felt a bond with theinstructors; they werehelpful & supportive
Breaks betweenclasses gave them
time to do HW
Bond with students;
building socialconnections; led tobetter study groups
Not all students feltthat all instructorswere helpful to
everyone
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Better MarketingFCCWise, Postersat Assessment &
Counseling
http://bit.ly/SuFSmD
Easier Enrollment
Process
One pointperson on all
marketing and
WebAdvisor
More Opp. for social
involvement
Mini-grant for field
trip & 2 scheduled
events
Increase
communication
between students
Orientation
activities to increase
student contact
Maintain or increase
level of tutoring in
harder classes
Maintained Tutoring
More collaboration
on assignments
between faculty
Increased
Collaboration
Recommendations
1 2 3
http://bit.ly/SuFSmDhttp://bit.ly/SuFSmDhttp://bit.ly/SuFSmD -
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Questions? More Information?
www.PresenterMedia.com
www.fresnocitycollege.edu
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Break Out Session
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Basic Skills Progress Tracker The Basic Skills Progress Cohort Tracking Tool gives all California
community colleges immediate, easy access to data on student
progress through their English, reading, ESL, and math pipelines.
http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx
http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspxhttp://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspxhttp://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspxhttp://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx -
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Questions? More Information?
www.fresnocitycollege.edu
Documents
http://bit.ly/QkF3u6
http://www.fresnocitycollege.edu/http://bit.ly/QkF3u6http://bit.ly/QkF3u6http://bit.ly/QkF3u6http://bit.ly/QkF3u6http://www.fresnocitycollege.edu/