The Network: A Three-Semester Learning Community for Basic Skills Students

7/31/2019 The Network: A Three-Semester Learning Community for Basic Skills Students

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The NetworkLearning CommunityA three-semester program for student success

SUCCESSNext Exit


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PresentersDonna Cooper, Basic Skills Coordinator

[email protected]

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


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


Semester I:

Reading ESL 265R

Writing ESL 265W

No Math


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

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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

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Increased comfort withasking questions and

participation in discussion

3.40


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Teamwork

Improved my abilityto work cooperatively

with others

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Improved my abilityto put team goals

above my own

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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
http://www.fresnocitycollege.edu/http://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/

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