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GIVE STUDENTS A COMPASS, PHASE II. PILOT SITES. EAST LOS ANGELES COLLEGE. CSU LOS ANGELES. PRESTIGE PRogress and Engage Scholastically Through Integrated General Education. CSULA. Chemistry. East Los Angeles College. English. Stats. PRESTIGE Program

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GIVE STUDENTS A COMPASS, PHASE II

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Give students a compass phase ii

GIVE STUDENTS A COMPASS,

PHASE II

PILOT SITES


Give students a compass phase ii

EAST LOS ANGELES COLLEGE

CSU LOS ANGELES


Give students a compass phase ii

PRESTIGE

PRogress and Engage Scholastically Through Integrated General Education

CSULA

Chemistry

East Los Angeles

College

English

Stats


Give students a compass phase ii

PRESTIGE Program

Vision: College students [and community members] see the value of chemistry [science] in their lives and advocate effectively for themselves and their own communities.

Goal:Multiple high impact practices will be integrated into parallel GE courses at ELAC and CSULA to increase student success and transfer.


Give students a compass phase ii

  • Strategies:

  • 3 linked GE cohorted courses

  • Environmental science theme (contextualized learning of foundational skills)

  • Community engagement (partner: YMCA)

Chemistry

Chemistry

Seminar

CSULA

English

Statistics

English

Statistics

East Los Angeles College

CSU Los Angeles


Give students a compass phase ii

Chemistry

PRESTIGE is supported by:

English

Stats

‘Give Students a Compass’ (www.calstate.edu/app/compass) and The Rosalinde and Arthur Gilbert Foundation

This material is based upon work supported by the Corporation for National and Community Service under Learn and Serve America Grant No. 10LHPCA001. Opinions or points of view expressed in this document are those of the authors and do not necessarily reflect the official position of the Corporation or the Learn and Serve America Program

  • CSULA Academic Affairs, Student Affairs, Colleges of Arts & Letters and Natural and Social Sciences, Office of Community Engagement

  • ELAC Academic Affairs, Student Services, Foundation


Give students a compass phase ii

PRESTIGE

Proposal and curriculum design faculty:

Chemistry

English

Stats

CSULA

Silvia Heubach (Mathematics)

Alison McCurdy* (Chemistry & Biochemistry)

Patrick Sharp (Liberal Studies)

Wayne Tikkanen (Chemistry & Biochemistry)

ELAC

Alex Immerblum (English)

Veronica Jaramillo* (Chemistry)

Mona Panchal (Mathematics)

Amanda Ryan Romo (English)

Shana Scherzer (English)


Give students a compass phase ii

OXNARD COLLEGE

CSU CHANNEL ISLANDS


Sophomore seminar transfer pipeline

Sophomore Seminar Transfer Pipeline

Oxnard College

High-Impact Integrations linking courses: faculty development, writing intensive, shared service-learning projects & shared assignments, folioCI rubrics for outcomes assessment, CI peer mentors/reflection leaders lead Dolphin Interest Groups, folioCI presentation portfolios

COMM R113R

Intercultural Communication

  • GE D7 (Interdisciplinary, social, behavioral science)

  • Transfer transition

  • OC-CI peer relationships

  • Part of SB 1440 COMM transfer degree

UNIV 250 Serve and Learn as Active College Students

  • GE A3 (critical thinking), D (social science), E (self-development)

  • Introductory interdisciplinary

  • Service-learning


Changing contexts

Changing Contexts

Oxnard College

  • strengthening relationships between institutions, building transfer pipeline

  • developing assessment model for course-level SLOs

  • working out logistical issues through pilot:

    • campus-wide stakeholders’ buy-in

    • choosing initial faculty

    • building service learning infrastructure, shared MOUs

    • transportation issues for students

    • strengthening Writing Across the Curriculum

  • this semester a COMM class, next time a different discipline – opportunity to deepen the pipeline across campus

  • outcomes-based GE system, students achieve credit for GE by demonstrating learning of outcomes

    • not bound by 3 or 4 unit courses, breaks seat time

    • outcomes integrated & scaffolded into courses across the curriculum

  • folioCI measuring:

    • CI Graduate Characteristics

    • WASC core competencies


Csu channel islands and oxnard college pilot site compass phase ii

CSU Channel Islands and Oxnard CollegePilot Site, COMPASS Phase II

Sophomore Seminar Transfer Pipeline links Oxnard College “Intercultural Communications” class with CSUCI “Serve and Learn as Active College Students” class during Spring 2012 semester.

Service Learning Orientation held at CI Campus on January 26, 2012.

Students from both seminar classes met for the first time.

Students interacted with community partners and learned about service projects.

School on Wheels, Garden Share/Join the Farm, Food Share, Inc., Cabrillo Economic Development Corp., Smile on Seniors, Ventura County Homeless and Housing Coalition.


Give students a compass phase ii

OC CONDORS

CI DOLPHINS


Give students a compass phase ii

COSUMNES RIVER COLLEGE

CSU SACRAMENTO


Give students a compass phase ii

COsumnes-SAcramento State (COSA) Transfer Project

  • Carpool Lane on the 99

  • seminars (freshman and transfer) at both institutions focus on advising, mentorship, and the LEAP Essential Learning Outcomes

  • e-portfolios that follow students from CRC to graduation

  • Transfer Learning Collaboratives-3 course GE/GR completion


What we have done

What we have done..

  • Capacity Building

  • Campus constituency groups

  • Establishment of the transfer club

  • Contact with students who have applied for admission to Sac State for Fall 2012

  • Outreach to CRC alumni

  • Development of Portfolio ‘handbook’ and club “curriculum”

  • Piloted use of eFolioWorld

  • Identified Co-Sa TLCs

    • GUAR

    • GE Area Certification/GR req met


Give students a compass phase ii

  • SPRING 12 - COHORT 1: IMPLEMENTATION OF CRC LEARNING COMMUNITY

  • SUMMER 12 - SPECIAL ORIENTATION AT CSUS FOR COSA TRANSFERS

  • FALL 12 - COHORT 1: IMPLEMENTATION OF CAPSTONE SEQUENCE SEMINAR 1. COHORT 2: IDENTIFICATION OF COHORT 2


Give students a compass phase ii

CITY COLLEGE OF

SAN FRANCISCO

SAN FRANCISCO STATE

UNIVERSITY


Give students a compass phase ii

Master Slideshow Metro FN


Give students a compass phase ii

Metro Academies are

  • A redesign of the first two years of college…

‘schools within schools’

of 140 students each, located at both community colleges and

universities—4 currently. Academies lead to

two-year and especially

four-year degrees.


Give students a compass phase ii

  • Our mission….

To increase equity in college completion

through engaging, supportive, rigorous, and

socially relevant education


Give students a compass phase ii

  • Basic Metro Design


Give students a compass phase ii

  • Essential Element #9

  • Faculty Learning Community

    • Model and practice interactive teaching methods

    • Trouble-shoot student issues


Give students a compass phase ii

  • Student & Program Evaluation


Give students a compass phase ii

SF State FTF 09/10 Cohort (66)

All FTF (4032)

Matched comparison (294)


Give students a compass phase ii

  • Persistence into third semester at CCSF

* Data compiled and analyzed by Steve Spurling, Division of Research and Policy, CCSF. Institutional baseline = FTF starting in Fall 2010.

CCSF State FTF 10 Cohort (31)


Give students a compass phase ii

  • Compass Grant Metro Academies Initiative Activities

  • • Study the cost efficiency and sustainability

  • Use Efolio to directly measure student learning

  • Develop Dashboard Indicators of student success

  • • Add to web-based toolkit

    • Scalability guidelines using redeployment

    • Efolio guidelines

    • Integrate VALUE rubric in curriculum tool kit

    • Guidelines for student success indicators


Give students a compass phase ii

Thank you!

Master Slideshow Metro FN


Give students a compass phase ii

CABRILLO COLLEGE

HARTNELL COLLEGE

CSU MONTEREY BAY


Collaborative alliance for postsecondary success ii

Collaborative Alliance for Postsecondary Success II

A Pilot Project of Give Students a Compass Phase II

CSU Monterey Bay

Cabrillo College

Hartnell College


Background

Background:

  • 3-year Lumina grant to collaborate across institutions to improve developmental writing and mathematics

  • Focus on transfer of learning and habits of mind as well as skill development

  • 10 faculty from each campus participated in summer institutes to review research and practices in developmental education and to create new instructional materials

  • Implementation during the academic year, with peer observations/feedback and student feedback


Culminating event

Culminating event:

June 8-10, 2012, Seaside, CA

Proposal deadline February 27, 2012


Moving forward with compass

Moving forward with Compass:

  • Taking our collaboration and approach from developmental to college level writing and mathematics, based on lessons learned:

    • To their surprise, writing and mathematics faculty discovered they have much to learn from each other and together

    • Enhanced learning of mathematics through writing and writing through mathematics

    • Intentional work built strong, sustained, and sustainable collaboration across institutions


Process

Process:

  • Bring faculty together across disciplinary lines

  • Explore research and pedagogy for the college-level courses that we’re bringing into our collaboration

  • Utilize peer observations and feedback

  • Document our work for each other, for our colleagues on campus, and for colleagues elsewhere

  • Provide regular opportunities to share impact on teaching and learning


Give students a compass phase ii

PIERCE COLLEGE

CSU NORTHRIDGE


G e pathways

G.E. Pathways

A COMPASS Collaboration between

California State University, Northridge and Pierce College


G e menu choices

G.E. Menu Choices

  • Most CSUN students (and Pierce students readying to transfer to CSUN) view G.E. as a giant menu with lots of choices.

  • Choice can be great

  • But how do you know whether to have the burger or the tofu? The snapper or the california roll?


Pathways

Pathways

Pathways: linked courses in G.E. with connections around a theme

They include: basic subjects and subject exploration courses

They feature high impact practices: first year seminars, writing intensive courses, collaborative assignments, diversity and global learning, service learning

They target: freshman and sophomores


Pathways to engaged learning

Pathways to engaged learning

  • Social Justice

  • The Global Village

  • Sustainability

2012-2013 Pathways


Pathways to engaged learning1

Pathways to engaged learning

2013-2014 Potential Pathways

  • Monsters and Humans

  • Food and foodways

Pathways will be opt-in/opt-out

Pathways may potentially lead to interdisciplinary minors

Pierce College student will be eligible for minors with aligned pathways

CSUN and Pierce students will share learning experiences


Retention and transfer

Retention and transfer

  • Engaged students stay enrolled

  • Meaningful G.E. helps engagement

  • LEAP outcomes are core to this engagement

  • Keep them in classes during their first two years

  • Get (more of) them successfully from Pierce to CSUN


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