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