Dialogue on the Basic Skills Initiative at Fullerton College. Where We Have Been, and Where We Are Going. Meet Your Presenters. Dan Willoughby , Dean of Humanities and the dean overseeing the BSI budget
Dialogue on the Basic Skills Initiative at Fullerton College
Where We Have Been,
and Where We Are Going
Ask a partner:
What is the definition of basic skills?
“Basic skills are those foundation skills in reading, writing, mathematics, and English as a Second Language, as well as learning skills and study skills which are necessary for students to succeed in college-level work.”
Background of the BSSSSC
Purpose # 1
Faculty – English
Faculty – Reading
Faculty – Counseling
Faculty – At-Large
Faculty – Career Technical Education
Faculty – Math
Faculty – ESL
Dean, Math & Computer Science
Dean, Library/Learning Resource Center
Director, Academic Support Center
Special Projects Director, Basic Skills
Classified - Tutoring Center Coordinator
Classified – Academic Support Center
Classified – Math Lab
Vice President, Instruction
Vice President, Student Services
-- Support instruction in the classroom
-- Provide workshops, tutoring, and mentoring
The committee is looking for proposals that:
Current Areas of Focus with Some Preliminary Program Feedback/data
Purpose # 2
Theme # 1: Tutoring and Student Support
Delivered by graduate students working to support basic skills in both developmental and content-area classes
Spring 2010 GSI Enrollment, Retention and Success
Delivered by graduate students specializing in second language learning
Delivered by peer tutors
Support student athlete academic success and retention in Basic Skills classes
The Academic Support Center partners with Counseling, Physical Education, and the Library
To provide a structured program involving:
Spring 2010 Academic Success and Retention:
Theme # 2:Staff Development
As part of the professional development portion of the program, interns:
The Adjunct Training Program is designed to increase adjunct instructors’ awareness of developmental education theory and best practices.
As part of the ATP, participants will:
Changes in instructional practice:
Excerpts taken from ATP Focus Group, Fall 2010
Spring 2010 Faculty Survey
Designed to develop a committed cadre of basic skills experts
Theme # 3:BSI Infused into Content-area Courses
Large proportions of faculty report that students need support in basic writing, study skills, basic reading and vocabulary.
Graduate student interns have provided reading and study skills support in the following content-area courses:
Theme # 4:First Year ExperienceEntering Scholars Program (ESP)
¹ Andi Levitz and Lee Noel. “Connecting Students to Institutions: Keys to Retention and Success.” M.L. Upcraft, J. Gardner, and Associates, The Freshman Year Experience. San Francisco: Jossey- Bass, 1989.
² Retention Theoretical Underpinnings. www.sc.edu/fye/events/presentation/international/2...
Discussion of Future Directions/trends for Basic Skills
Purpose # 3
DLAs are supplemental activities that support the basic skills that students need to achieve success in courses across the curriculum.
“’Faculty inquiry’ is a term that encompasses a broad set of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own courses and programs ... It is easy for faculty working on their own to become discouraged by the narrow reach of their best efforts. When faculty inquire together about how to improve their own classrooms and their department’s courses and programs, space is opened for conversation and for hope.”
Huber, M.T. “The Promise of Faculty Inquiry for Teaching and Learning Basic Skills.” Strengthening Pre-collegiate Education in Community Colleges [SPECC]. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching, 2008.
Exponential attrition in long developmental sequences (Math, English, ESL) means that even the most successful interventions at each level result in minimal increases in the numbers of students completing college-requirements.
Accelerating developmental coursework results in more students succeeding in college-level Math and English.
Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.
The percent of developmental students completing college-level/ degree-applicable course:
If a student starts at 3 levels below college math (pre-algebra) or English,
the success rate would be:
If a student starts at 4 levels below college math (Arithmetic) or English,
the success rate would be:
Communication and Computation Prerequisite Validation Through Content Review