Empowering Developmental Student Success

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Empowering Developmental Student Success

• A Unique Integration of
• Learning Assistance,
• Alternative Instructional Approaches,
• and Student Development Services

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Speaker

• Assoc. Professor Pam LauDirector, Center for
  Academic SuccessParkland CollegeChampaign, IL
  61821
• Phone [phone]
• Email plau_at_parkland.edu

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Outline

• Parkland College a brief introduction
• Center for Academic Success an overview
• Guiding principles, goals, and programming
• Learning assistance or tutoring services
• Modularization of developmental courses
• Intrusive academic advising and student
  development support
• Factors behind success and possibilities for
  replication

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Parkland CollegeChampaign, IL

• A one-campus community college located in
  Champaign-Urbana, Illinois (combined population
  190,000)
• An average of 10,500 for-credit students (fall
  semester count)
• White 71
• Minority 29
• Faculty 595 (FT - 181 PT 414)
  

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Students with developmental coursework placements

• Entering students from area high schools
• 70 need at least one developmental math course
• 50 need developmental writing
• 35 need developmental reading
• 7 8 of overall seat count is taken by
  developmental students
• Mandatory assessment and placement policies

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Decentralized developmental programs

• At Parkland, we adopt a decentralized model of
  developmental education.
• Developmental reading and writing is within the
  Humanities Dept.
• Developmental math in the Mathematics Dept.
• Culture of collaboration and coordination among
  developmental programs
• Facilitated by the Academic Development Center
  and now the Center for Academic Success.

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Center for Academic SuccessAn Overview

• Started in July 2006
• Result of task force study on Parklands academic
  support services
• Led to integration of 4 previously independently
  operated units
• Learning Lab
• Peer Tutoring
• Writing Center
• Academic Development Center

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• One physical location
• Under leadership of a director (faculty)
• Part of Academic Services reports directly to
  Dean of Academic Services
• Mission To empower students in achieving their
  academic goals

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Three Primary Areas of Services
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Guiding Principle (1)

• A one-stop learning center for all students
• Avoids segregation of students in developmental
  coursework
• Promotes atmosphere of learning at all levels
• Gives faculty/staff one place to refer all
  students

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Guiding Principle (2)

• An integrated system of academic and student
  development support
• The model of teacher in the classroom plus an
  array of independent student support services
  does not work well for the under-prepared
  student.
• Faculty input and participation in tutoring and
  alternative delivery is important
• Learning assistance must be coordinated with
  student development and advising

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Guiding Principles (3)

• Collaborative partnerships with academic
  departments/programs and faculty
• Provide opportunities for faculty to design,
  pilot, and implement alternative delivery
  approaches and/or supplemental instruction
• Create faculty-advisor links to support students
  with academic and non-academic needs

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Guiding Principle (4)

• Student-centered focus on learning
• Student-centered learning environment
• Just-in-time learning and individualized
  instruction
• Learning, not assignment completion
• Comprehension and attainment of learning outcomes
• Customizing, where possible, to individual
  learning needs

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Principles ? Goals
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Three Primary Areas of Service
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Walk-in Tutoring and Learning Assistance

• Five walk-in services

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Math Faculty Tutoring

• Walk-in math help for developmental math
  students Monday Friday, 9 a.m. to 2 p.m.
• 4 areas
• Pre-Algebra
• Beginning Algebra
• Intermediate Algebra
• Geometry

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• Students sit at designated tables according to
  their math course.
• Full-time math faculty provide tutoring.

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• One faculty rostered each hour.
• Faculty paid per hour using Title III funds.
• College currently in discussion on how to fund
  this when Title III grant ends in Fall 2008.

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Benefits from MFT

• From the teaching point of view
• Pedagogy remains consistent between classroom and
  tutoring
• Student questions and difficulties with material
  are vital as feedback to faculty
• Faculty guide classroom teaching and learning and
  outside-the-classroom practice of lessons learned

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• From the learning and learning outcomes point of
  view
• Students benefit from just-in-time teaching and
  learning
• Comprehension at each stage
• Significant increase in pass rates among students
  who use MFT repeatedly

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First year data Pass rates
MAT 094 Pre-Algebra MAT 094 Pre-Algebra MAT 094 Pre-Algebra MAT 095 Beginning Algebra MAT 095 Beginning Algebra MAT 095 Beginning Algebra MAT 098 Intermediate Algebra MAT 098 Intermediate Algebra MAT 098 Intermediate Algebra
Course Pass Rate () MFT 5 visits () MFT 12 visits () Course Pass Rate () MFT 5 visits () MFT 12 visits () Course Pass Rate () MFT 5 visits () MFT 12 visits ()
Fall 2006 51.5 63.0 67.0 54.8 36.0 55.0 48.8 59.0 88.0
Spr 2007 50.5 76.0 100.0 48.5 75.0 78.0 57.8 70.0 80.0
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• Questions?
• What are your experiences with developmental math
  tutoring on your campuses?

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Academic Development Lab (ADL)

• Located within the larger CAS facility
• A Computer Lab /Tutoring area dedicated to
  students in developmental courses
• Reading
• Writing
• Math

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• Staffing
• Academic Development Specialists (2)
• Background in special education
• Learning specialists who work primarily with
  students who have academic gaps and/or have
  learning challenges
• Collaborate with faculty

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• Fosters a welcoming student-centered learning
  environment
• No question is a stupid question
• Free printing

• Technical Specialist (1)
• Helps with all computer usage related issues

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Collaborative Partnership with the Office of
Disabilities Services

• At Parkland, the Office of Disabilities Services
  handles registration, documentation, and
  accommodations for students with LD and other
  disabilities.
• Students with LD are referred to the CAS for
  learning assistance , tutoring, and academic
  coaching.

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• No documentation required within the CAS
• No overt distinction between LD students (with or
  without documentation, declared or undeclared)
  and regular developmental students
• Assistive technology and learning software
  available

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Retention Rates

• 73-75 of students who work with the Academic
  Development Specialists in the fall return in the
  spring (compared to 61-66 of students who
  decline services).
• The same students return the following fall at
  rates higher than other developmental peers.

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• Questions?

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Modularization of Developmental Coursework

• A standard multi-credit hour course is broken
  into several one-credit component modules.
• Designed for primarily students who have to
  repeat a developmental course
• Student may have learning challenges and gaps in
  prior knowledge/skill
• Student may have passed but for some non-academic
  circumstances

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Math Modules

• Curriculum for each dev math course divided into
  several one-credit hour courses.
• Full sequence of modules same course material
  as standard course.
• Diagnostic test ? number of modules student
  needed to acquire math outcomes for stated
  course.
• A repeating student may or may not need full
  sequence of modules.

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• To ensure step-by-step comprehension and skill
  acquisition, student must pass a module mastery
  test with C or better before proceeding to next
  module.
• To ensure course mastery, student must take Math
  Dept. common final for course with C or better.
• C or better in final student has completed
  course requirements and may proceed to next
  required math course.

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Individualized Module Instruction

• One-on-one CAS instructor works with three math
  students an hour/week.
• Assigns homework in supervised environment for an
  additional hour/week or more.
• Paced, within limits, to students ability in
  math and learning challenges.
• Typically, a math-challenged student completes a
  module in 6-8 weeks entire math course is
  covered in 2-3 semesters.

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Success Rates

• The modules cohort is small but slowly
  increasing. Current semester 14 students in
  math modules.
• Each semester, approximately 4 to 5 students
  complete module sequence.
• The only way for some students to complete
  required math for a degree.
• Challenge Succeeding in a regular math class in
  subsequent semester(s).

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Modules for Reading, Writing, and Chemistry

• Small group teaching Each section of 6-8
  students

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Chemistry Module

• Creating a community of learners
• The crucial human dimension of learning

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• Focused time-on-task
• Increased instructor guidance
• Supplemental help from Academic Development
  Specialists
• Focus on demonstrating learning outcomes early
  completion possible

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Measuring success

• Compare module pass rates with average course
  pass rates
• Track academic performance of students in
  subsequent course
• Success cannot be just measured in numbers
• Leaving a module with more knowledge and skills
• An increase in confidence or awareness of choices

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Spring 2007 (pilot semester) a snapshot of
numbers
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Tracking success Spring to Fall 07

• ENG 099 repeaters (n 17)
• 70 earned ENG 101 placement through modules
• 80 passed ENG 101 in subsequent semester

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Collaborative Partnerships
Academic Departments and Faculty
Center for Academic Success
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• Questions?
• How do you incorporate faculty participation in
  your learning assistance support for
  underprepared students?

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Academic Advising and Intrusive Support

• Staffing
• Student Development Advocates (2) and Academic
  Advisor (1)

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• Focus on students with low reading scores
• Explain placement scores set up class schedule
  choose program of study
• Help student negotiate basic college procedures
  registration, ID, financial aid
• Advice about non-academic matters housing,
  childcare

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• Connect with students through office visits,
  emails, hallway encounters
• Visit developmental classrooms or adopt a class

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• Liaise with developmental faculty about student
  progress
• Connect students with resources across campus
• Hallway triage is a common occurrence

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Some data

• Fall 2007 student traffic We served 831 students
  2333 times.
• Persistence 76 of students receiving Advocate
  services in fall return in the spring. (Return
  rate of developmental students averages 61.)
• Qualitative data the stories students tell
• I will so scaredbut Jan led me in the right
  direction

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• Questions?
• What forms of intrusive support do you provide
  academically underprepared students on your
  campus?

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Assessing the CAS

• Three basic questions
• Are students using our services?
• Are students who use our services more successful
  in their coursework than their peers who do not?
• Are students satisfied with our services?
• Data
• Quantitative
• Qualitative

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Collecting data

• Quantitative Data
• Computerized sign-in swipe-card system
• Reports generated for each service
• Connected with college database
• Select according the number of visits
• Midterm and final grades

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• Qualitative data student perceptions about the
  CAS and its services
• Surveys

•  
• How satisfied are you with the help you received
  today?
• Very satisfied
• Satisfied
• Somewhat satisfied
• Not satisfied
• Please take a minute to tell us why.
• __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ____

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Factors Behind Success

• Strong institutional support
• Task force
• Facility
• Direct report to Dean, Academic Services plus
  monthly meetings with the Vice- President of
  Academic Services
• Budget allocation Faculty and staff tutors,
  small-group instructors are front-load costs

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• Faculty buy-in
• Culture of student-centered teaching and
  innovativeness
• CAS designed to allow for faculty-led pilots in
  alternative delivery and other student supports
• Faculty choose to teach or tutor in the CAS

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• Active support for student in the classroom
• Move beyond tutoring and walk-in learning
  assistance
• Flexible and creative partnerships with faculty
  and academic programs / departments
• Modules for students in Ford ASSET program
• Study skills tutorials for students on contract
  in Occupational Therapy Assistant program
• Exploring with Nursing about a Health Professions
  Academy building bridges from CNA to LPN to ADN

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• Broad support from Student Services
• Advising team coordinate with student services
  units
• Constant referrals from across campus
• Physical space
• High traffic area easily accessible
• Designed as learning center
• Accommodates range of tutoring services,
  small-group learning situations, computer lab

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• Team of faculty and staff clearly committed to
  student success

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• Questions?
• How much of this is
• replicable or feasible in your college context?

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Contact Information

• Assoc. Professor Pam LauDirector, Center for
  Academic SuccessParkland CollegeChampaign, IL
  61821
• Phone [phone]
• Email plau_at_parkland.edu