ࡱ> Z\Yb E:jbjb "bhh'4:::::::884 @8      ,]RL:L::a::Nd:::::,:: {Pd. w08R[[:88 88SUMMARY OF CHAFFEY TRANSITIONAL STUDIES BOOTCAMP Held: Friday, May 29, 2009 through Sunday, May 31, 2009 At Chaffey College (or thereabouts) Friday, May 29, 2009 We received detailed instruction involving interpretation of ARCC data. I have been told confusing things about how seriously to take our ARCC data, so it was gratifying to hear of other campus struggles to do the same. We also discussed how to phase and fund innovation (at least from Chaffey Colleges point of view), and based on that discussion, I developed the following list of activities we could address, categorized based on needing money to do something or not needing money to do something. MONEY NEEDED FOR FOLLOWING ACTIVITIESMONEY NOT NEEDED FOR FOLLOWING ACTIVITIES Oncourse training by Skip Downing (It was recommended that we use Jonathan Brennan, who is more available than Mr. Downing. The cost would be approximately $15,000 for 50 people over a three-day period. This includes purchase of textbooks accompanying the course as well as paying for the facilitators food and travel, and providing food for the whole group as well.) Have in-class visitation by counselors to all of the transitional studies classes. For Chaffey, the tipping point was if students (as a result of the in-class visits from counselors) actually went to visit a counselor, with the magic number being 4 visits per semester. This number triggered a marked improvement in student performance. By the way, Chaffey College has four researchers (going to be five by fall), and they track everything in terms of data, etc., scrupulously. Learning Communities (I understand this approach is expensive, and I heard from colleagues who had used themboth good and bad things. It seems that higher level, e.g., one level below transfer, transitional studies students benefited more from learning communities than lower level transitional studies students.) Efforts to reach out to adjuncts. Some of these efforts could be for minimal dollars, e.g., providing a flashstick (thumb drive?) to each adjunct during Flex week in which documents of specific interest to them could be housed.Supplemental Instruction (Chaffey particularly focused on this method, albeit expensive, documented as extremely effective as well. Following students who attended SI sessions one per week for one to two hours, it was found that students continued to access such services or enroll in classes in which such services were provided after the end of their first experience. Students basically learned that successful students access assistance as part of the natural process of learning. Get access to Data on Demand. I need to get the institutional password so that I can track some data myself. We had a whole session on Saturday, May 30th, devoted to training us on how to use this database.Provide New Hire Teacher training, ala our recent Faculty Summer Institute, so that teachers begin with a good set of tools in their toolbox. Establish stronger prerequisites and enforce them during this time of high student demand when no one class would most likely be cut due to enrollment concerns. (Students who complete a transfer-level course successfully are far more likely to succeed overall in achieving their educational goals, according to the research presented.) Establish The First Year Experience (Other colleges recommend this approach and specify that its worth the money spent on creating it.) Create Directed Learning Activities (especially with regard to working with the Success Academy students or the Referral program coming out of the Success Academy. Provide more tutoring. Share the data more regularly. (It was recommended that data regularly be shared with the Student Success Committee, the Transitional studies Advisory Committee, at the Faculty Summer Institute, and at PEPC, some of which we are already doing.) Conduct a student survey (performed by our student ambassadors or other appropriate peers) to query why students are leaving. Darla began this type of research in 2005. Post the Office of Institutional Researchs queue online so that people can publicly follow the progress on their queries.Conduct a learning styles seminar for faculty, ala Strengths Quest. Conduct classroom-based research. It was recommended we read a book titled What About Rose? By Smokey Wilson. Bring in a speaker about brain research (some of which weve already done). Specifically, the B.S. Coordinator at Santa Ana College highly recommended Dr. Judy Willis, a neurologist who became a fifth grade teacher. She charges $3,000 and makes her materials easily available. She wrote a book entitled Igniting Student Learning.Susan Cabral mentioned to me some months ago an idea for a reality tv show, specifically, following a student around Oxnard Colleges campus. I think this could be integrated into the tv curriculum, if it or something like it hasnt already been so integrated, and it would be a great way for students to find out how to do things on our campus, e.g., how to access tutoring, or register, etc., etc. It was suggested that we analyze our schedule of classes for ratio of transitional studies classes to transfer-level classes and perhaps rearrange, as roughly 85% to 95% of our students are transitional studies learners. Text early alert information to students rather than only sending them a letter, e-mail, or phoning. (Per information we learned about Generation Y/Millenials at the Faculty Summer Institute). Implement a price matching policy at the bookstore, similar to whats done at Staples. If the student can find the textbook cheaper online, or somewhere else, bring evidence of such and the bookstore will match the price. What is the institutional equivalent of a gold star? When students complete registration/assessment process, what can we give them (as extrinsic motivation)? Can we add learning style evaluation to our assessment process? It might be useful for instructors to know this information about a student entering their classes. Review the Schedule of Classes for readability. Revise per findings.  Saturday, May 30, 2009 On Saturday, a very helpful presentation on Instructional Design was given by Merrill Deming. Using her PowerPoint presentation, I could offer the same for our instructors, if desired. It really got me thinking about exactly what kind of behavior and learning we want to result from our instruction. Later on Saturday, we received an extremely technical and thorough training involving the Statewide data available at the State Chancellors website as well as using the Data on Demand function. Sunday, May 31, 2009 Sunday mornings discussion was largely devoted to explanation and review of Chaffey Colleges Student Success Centers, of which there are a number involving writing, math, language, and reading/multidisciplinary. The process for creation of such centers was detailed, including the meeting of 25 decision-makers every Friday for one whole year. Chaffey is extremely careful with language it employs with regard to transitional studies students. This key committee decided to abandon all medical models (e.g., prescriptions, fixing the problems, etc.). They abandoned all prison language models, e.g., doing time at a certain lab, for instance. They also abandoned all reference to transitional studies and instead use success wherever possible. They contracted an external visiting team to help them evaluate the climate, etc., on campus, as well as processes in general from the students point of view. Again and again Chaffey personnel emphasized having all the decision-makers at the table so that they were invested in the project and campus transformation around transitional studies. Such people to be sure to include were the facilities personnel (ala Will Diets), the researcher (ala Carolyn, Lisa, etc.). They also created 100% release time positions for faculty to develop these centers. Currently, each Success Center (of which there are 8) employs 380 personnel (each) including tutors, etc. A non-instructional faculty person runs each center, someone with a Masters Degree in the subject matter area. The emphasis was to take the stigma out of getting help. The prevalent campus attitude has become All learning is developmental. Currently, over 50% of Chaffeys entire student body population accesses help from the Success Centers at last once during the semester. Over 35% of the students access such help from two or more Success Centers. Each Center conducts over 300 workshops a piece. The result is that the Transitional studies success rate per ARCC data has increased to 17% from 9%. They said this change was massive and took ten years to achieve. It costs $3.5 million yearly to run all of the Success Centers. It is an institutional priority. These centers are considered core programs. It relating what they did ten years ago, the following were mentioned: (1) integrated counseling into transitional studies delivery; (2) renumbered courses to be transparent to students; (3) rescaffolded content within curriculum; (4) created an absolutely integrated model such that curriculum offered at the Success Centers directly related to classroom instruction. Laura Hope, who was delivering this session, presented an example, step-by-step, of how through Directed Learning Activities, a topic could be off-loaded onto the Success Centers and that as a result, the classroom instructor could cover more material in class. There are SLOs associated with the Success Centers as well as assessment of same. The Success Centers are competency-based and focus on developmental students in transfer-level courses. The faculty specialists running the various Success Centers also had to engage in a lot of missionary work with faculty. It took a few years, but the faculty now engages regularly with these faculty specialists at the Success Centers. These faculty specialists also represent the Success Centers at all of the campus meetings. In a ten-year period, Chaffeys transfer rate has gone from 5.4% to 23%. This figure represents the number of students who have taken at least one transitional studies course and who subsequently transfer. The number of students accessing Success Center services has gone from 73,635 in 2000-01 to 185,072, with a visit being over 15 minutes in length. Each instructor places a statement in his/her syllabus which constitutes a referral (per the Chancellors Offices legal requirements). A sophisticated tracking system, homegrown, called Datatel, tracks students and creates documentation sufficient to allow collection on certain hours. Supervised tutoring (with referral by an instructor or counselor) is allowable under Title 5. Using computers for research or simply seeking resources is not reimbursable. Required lab hours are tracked as well. Students must also confirm the referral. Even PG courses have Success Center requirements. It took the longest to get counselors invested in the Success Centers, but with patience this can be done. Once the counselors (and other faculty) realized that the Success Centers amplify what the instructor does, not replacing what the instructor does, the system began to work really well. The Success Centers focus on a service orientation. How can we help you? What do you not have time to do that we could do for you? Chaffey is now beginning to institute an early alert system for the first time. They are also beginning to track when students placement results are overridden by counselors and the resulting student performance. I thought this would be a good question for the RP Group to tackle statewide, as well as a good question for Carolyn to track at Oxnard College. Discussion arose about the validity of some placements, as students didnt take the placement tests seriously enough or didnt prepare in any way. The solution offered was to offer a 1-unit refresher class prior to students taking a placement test. Chaffey personnel also emphasized the significance of correctly aligning entrance and exit skills in sequential curriculum. Also discussed was the idea of rotating the delivery of transitional studies courses. If teachers regularly complain about transitional studies students poor performance in their literature classes, for example, then they should be required to teach at least one transitional studies course in their load. By the same token, transitional studies teachers should also be required to teach transfer level courses in their loads. This would increase the depth and breadth of our teaching faculty. To build a higher level of sensitivity into recruited faculty, it was suggested that a sensitivity to developmental educational needs of students statement be placed in job descriptions. To broaden the leadership base, it was suggested that each leader pick an apprentice to train, so that leadership baton-passing could be accomplished more smoothly and successfully. 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