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KNOWLEDGE KNOWS NO BOUNDARIES.

STEM Learning Communities End of the Year Report Sponsored by Title V Presented by: Oralia De los Reyes, Ph.D. Director of Title V. KNOWLEDGE KNOWS NO BOUNDARIES. PRESENTATION OVERVIEW. Program Results by Grant Objectives 1) Professional Development 2) Learning Communities

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KNOWLEDGE KNOWS NO BOUNDARIES.

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  1. STEM Learning Communities End of the Year Report Sponsored by Title V Presented by: Oralia De los Reyes, Ph.D. Director of Title V KNOWLEDGE KNOWS NO BOUNDARIES.

  2. PRESENTATION OVERVIEW • Program Results by Grant Objectives • 1) Professional Development • 2) Learning Communities • 3) Integration of Technology • Intervention for Math Readiness • Conclusions • BUILDING INFRASTRUCTURE TO: • Offer Professional Development • Institutionalize three High Impact Educational Practices: Learning Communities, First Year Seminar and Service Learning Components • Establish a Culture of Evidence • Maximize use of Blackboard Outcomes System

  3. PROFESSIONAL DEVELOPMENT

  4. PROFESSIONAL DEVELOPMENT Source: Professional Development Database, compiled by Title V, Fall 2011.

  5. Annual Faculty Survey • The UTB/TSC Annual Faculty Survey was designed to assess participation in professional development activities, use of technology and pedagogical strategies and perception of institutional priorities. • The survey was administered to 615 Faculty in spring 2011. • 277 responded and completed the survey. • The response rate was 45%.

  6. Overall Faculty Satisfaction With Professional Development at UTB/TSC

  7. Using Assignments To Improve General Education Outcomes Note: N/A removed from analyses N=227

  8. LEARNING COMMUNITIES

  9. LEARNING COMMUNITIES FORMAT Types of Learning Communities: Integrated Cohorted Stand Alone Courses All STEM learning communities have Integrated Academic Support: Set tutoring time are assigned and announced in the course schedule All learning communities have a tutor and a peer mentor

  10. STUDENTS ENROLLED IN STEM LEARNING COMMUNITIES Source: Learning Communities Student Tracking Database, compiled by Title V, Fall 2011.

  11. LEARNING COMMUNITY STUDENTSBY COLLEGE, N=544 CSMT CLA Source: Datatel Database, Management and Reporting Office, compiled by Title V, Fall 2011.

  12. PERFORMANCE MEASURES: LC STUDENTS’ RETENTION BY COHORT FALL 2009 TO FALL 2011 UTB FT Freshman Fall ‘09 to Fall ‘10 Retention 55.4% Pilots

  13. CONTROL AND COMPARISON GROUPS The CONTROL GROUP was drawn from a database provided by the office of Institutional Effectiveness and was defined by random selection of non LC students... with same classification taking same courses in the same semester The COMPARISON GROUP was drawn from 2009 FoE Freshmen Cohort, DFWI Grade Distribution Report, published by the office of Data Management and Reporting, Spring2010

  14. FALL 2010-SPRING 2011 LC STUDENTS’ DEMOGRAPHICS NOTE: Control Group was defined by Student Classification and Non LC students taking same courses during the same semester Source: Learning Communities Student Tracking Database, compiled by Title V, Fall 2011.

  15. GRADE DISTRIBUTION: FALL 2010, n=526 8 pts. Comparison Group Source:Office of Data Management and Reporting Database, Fall 2011

  16. GRADE DISTRIBUTION: FALL 2010, PRE-CALC, n=21 14 pts. 33 pts. Comparison Group Source:Office of Data Management and Reporting Database, Fall 2011

  17. GRADE DISTRIBUTION: ENGL 1301-FALL 2010, n=152 10 pts. 20 pts. 6 pts. Comparison Group Source:Office of Data Management and Reporting Database, Fall 2011

  18. GRADE DISTRIBUTION: FALL 2010 AND SPRING 2011 Comparison Group Source: DFWI Grade Distribution of FY2009 Freshmen Cohort (Fall 2008, Spring and Summer 2009) for FoE, Office of Data Management and Reporting, Spring2010

  19. HIGH PERFORMANCE LC’SFALL 2010-SPRING 2011: COLLEGE ALGEBRA Comparison Group Source: DFWI Grade Distribution of FY2009 Freshmen Cohort (Fall 2008, Spring and Summer 2009) for FoE, Office of Data Management and Reporting, Spring 2010

  20. HIGH PERFORMANCE LC’SFALL 2010-SPRING 2011: CALCULUS I Comparison Group Source: DFWI Grade Distribution of FY2009 Freshmen Cohort (Fall 2008, Spring and Summer 2009) for FoE, Office of Data Management and Reporting, Spring 2010

  21. HIGH PERFORMANCE LC’SFALL 2010-SPRING 2011: CHEMISTRY I 11 pts. Comparison Group Source: DFWI Grade Distribution of FY2009 Freshmen Cohort (Fall 2008, Spring and Summer 2009) for FoE, Office of Data Management and Reporting, Spring 2010

  22. Fall 2011 RovaiResults: Sense of Community1=Strongly Disagree – 5=Strongly Agree N=154

  23. Fall 2011 Rovai Results: Sense of CommunityCCS Results Continued: Fall 2011 N=154

  24. Learning Community Experience Satisfaction

  25. LC Survey Top Rated Items N=312 to 315

  26. LC Survey Results Continued… N=314

  27. The NSSE assesses the extent to which undergraduate students are involved in educational practices empirically linked to high levels of learning and development. Random sample of first-year students and seniors. Oversampled first-year students and administered to students in the LCs in the spring. National Survey of Student Engagement (NSSE)

  28. NSSE Items Significantly Different (p. < .05) N=54 to 165

  29. NSSE Items Significantly Different (p. < .10) N=49 to 164

  30. LC Student Focus Groups • A total of 9 students were recruited to voluntarily participate in an hour long semi-structured interview regarding learning communities. • The interview was tape-recorded and subsequently content analyzed. • The qualitative results were analyzed for content and coded into individual thematic theme categories.

  31. High Praise to the Tutoring Support • “They (tutors) explained everything. They had patience.” • “They helped to introduce good study habits.” • “The tutors they really helped in helping us become individual(s) off of them. Like they kind of helped us to get our sea legs you could say.” • “Chem. and Pre-Cal. Their pretty hard classes, and even Bio, knowing that you have the option for tutors and knowing that there’s a set time for you to study…. I think that helps a lot.” • “At the time when you would go (tutoring) – they would always go over a chapter they would give you like an overview on every chapter. That was really helpful too. And they would always ask us like if you guys want during lecture -- write questions that you want to know-- bring it to the tutoring session -- and we’ll answer them there.” • “Linked actually makes it more easier since the tutoring is there. If you take them separately having like that time setup for studying makes it more difficult.”

  32. Improving Critical Thinking • “I also liked the fact that I had to look at it through two different philosophies. I mean the philosophy of English and Biology. I felt that it helped with a deeper understanding. It just reinforced it.” •  “Seeing them spending more time with both of them (Chemistry and Math). You’re understanding more. You’re not just understanding Chemistry better you are understanding Chemistry and Math.” •  “I don’t know if this one counts but the big thing that framed the beginning part of our semester –was - What is science? What do we consider science? And what is considered science? And we basically went through the scientific process as well which eventually led to us forming our own opinion of what science (is).”

  33. Developing a Sense of Community • “For me I think for both classes we had the same classmates… and I know that’s a lot of fun because you form like a little community amongst each other. So once you get that confidence of like knowing everybody for both classes you feel more free to like ask more questions or ask each other questions that we don’t understand.” • “This is my first semester so like I didn’t know anybody and just being in the learning community and meeting new people and having them there with me - helping me… Instead of those classes that I didn’t have with other students that I know. I think it just helped me more.” • “Having the same students and actually going to the other classes with those students was extremely helpful. And I’m a pretty open person but in other classes you could see people shut down because they’re afraid…because they don’t know their peers. And so they’re afraid to ask questions.”

  34. TECHNOLOGY INTEGRATION AND ASSESSMENT

  35. INTEGRATION OF TECHNOLOGY Use of Technology Facts: Trained 101 faculty on Technology related topics A group of faculty, the “Select 40” were trained by Blackboard and piloted the Blackboard Content Management 9.1 Service Pak in Spring 2011 23 faculty are using tablet PC in their classrooms to grade papers and engage students 330 TurningPoint clickers are being used by 17 faculty in 29 sections COW for Mathematics LC’s and tutorials 10 sections Mobile Computers for faculty trainings 83 workshops Development of ESO’s and SLO’s Blackboard Outcomes templates 30 faculty got Laser Pointers/Podium remote controls

  36. Annual Faculty Survey Results: Integration of Technology Note: N/A removed from analyses N=227

  37. Annual Faculty Survey Results: Supporting a Culture of Evidence N=277, Note: N/A removed from analyses

  38. INTERVENTIONS TO INCREASE MATH READINESS

  39. SUMMER 2010 & 2011: COLLEGE ALGEBRA & PRE-CALCULUS BOOT CAMP • 101 students have participated in the two week summer boot camps • 67 students did the pre and post test • 31% have tested out • SUMMER 2010: • 80% were successful in their next math course in fall’10 (“C” or better) • 78% were successful in their next math course Spring 2011 • From the ones that did not pass the post test: • 40 to 60% take the same course next semester • 46% do not enrolled in a math course

  40. WHAT IS GOING WELL… • LC students are improving retention rates and GPAs • building connections and community • developing communication and critical thinking skills • Faculty are participating in PD initiatives and they are finding it useful. • integrating technology in their classroom to improve teaching and learning.

  41. WHAT IS NEXT… • Find ways to institutionalize effective initiatives • Blocked schedule by discipline (establishing cohorts) • Integrated Academic Support (tutoring) to gatekeeper courses • Sustaining interventions to improve math readiness because math is a impediment to attaining a STEM degree. • Expand Math Boot Camp for STEM disciplines • Making sure that progress on retention and academic achievement translates into degree attainment in STEM fields/graduation • Continue to measure progress in student degree attainment

  42. For Electronic Newsletter and Full Presentation go to: Thanks to our LC FACULTY!!!!! http://www.utb.edu/vpaa/TitleV/Pages/2011report.aspx

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