Communicating between the silos using alternative methods to meet students needs
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Communicating Between the Silos: Using Alternative Methods to Meet Students’ Needs. Stephanie DumontGolden West College Laura HopeChaffey College. Golden West College. Ways in which we created barriers between the silos and consequently were not meeting students needs. Math Success Rates.

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Communicating Between the Silos: Using Alternative Methods to Meet Students’ Needs

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Communicating between the silos using alternative methods to meet students needs

Communicating Between the Silos: Using Alternative Methods to Meet Students’ Needs

Stephanie DumontGolden West College

Laura HopeChaffey College


Golden west college

Golden West College

  • Ways in which we created barriers between the silos and consequently were not meeting students needs


Math success rates

Math Success Rates


Golden west college1

Golden West College

  • How instruction and student services broke down silos and began bridging the gap to serve students more effectively

    • Creation of Student Success Committee

    • Math summer bridge

    • Math workshop series

    • College Success course for lower level Basic Skills students

    • College Success/English learning community


Communicating between the silos using alternative methods to meet students needs

  • Chaffey College Student Success Center


Basic skills success rates

Basic Skills Success Rates

Success Rates


Access doesn t mean success

“Access Doesn’t Mean Success”

  • 98% of students assessed are underprepared in either math, reading, or writing

  • 71% are deficient in all 3 categories

  • 31% are first generation college students

  • 21% have been out of school 5 or more years

  • Over 80% declare transfer as their goal


Success center philosophy

Success Center Philosophy

  • Academic support should mimic the classroom

  • Academic support shouldn’t be stigmatized

  • All learning is developmental

  • The classroom instructor is an integral partner to effective academic support


Chaffey college s 8 success centers

Chaffey College’s 8 Success Centers

Rancho Cucamonga Campus:

Writing Center

Math Center

Language Success Center

Multidisciplinary/Reading Success Center

Chino Campus:

Reading/Writing Center

Chino Multidisciplinary Success Center

Chino Institute for Women:

CIW Success Center

Fontana Campus:

Fontana Multidisciplinary Success Center


The success center population

The Success Center Population

Students in the following disciplines are required to participate in Center activities:

English, reading, modern languages, some math classes, some ESL classes, some guidance classes (60%)

All other students may use any service in the Centers on a voluntary basis (30%)

50% access at least one Center every term

35% access two or more every term


Success center curriculum

Success Center Curriculum

  • Directed Learning Activity

  • Study Group

  • Workshop

  • Tutoring

  • Lab Resources


Directed learning activities

Directed Learning Activities

Directed Learning Activity: Directed Learning Activities are instructor-initiated projects, assignments, or activities that students complete and review in the Success Center. All directed learning activities have instructional design and curricular connectedness to particular courses. Directed Learning Activities may be used to meet supplemental learning requirements.


Study groups

Study Groups

Study Group: Study groups are focused learning sessions led by a Success Center facilitator that address the needs of a small group. Classroom instructors work through the Success Center Instructional Specialists to develop specified curriculum that is delivered by apprentice tutors. Study groups have a strong instructional design component that is tied to the classroom instruction. Study groups may be used to meet supplemental learning requirements.


Workshops

Workshops

Workshop/Seminar: Workshops are pre-arranged or scheduled “mini courses” taught by certificated instructors and focus on one skill or subject area that directly enhances and supports classroom instruction. Workshops may be used to meet supplemental learning requirements.


Percent gain in success rate for those who accessed the success center by academic year

Percent Gain in Success Rate for those who Accessed the Success Center by Academic Year


Success rates in basic skills courses pre and post transformation

Success Rates in “Basic Skills” CoursesPre- and Post-Transformation

Success Rates


Percent of transfer students who completed at least one pre collegiate skill level course

Percent of Transfer Students Who Completed at Least One Pre-Collegiate Skill Level Course

Percent of Transfer Students


Annual number of student contacts at success centers contacts of 15 min or more

Annual Number of Student Contacts at Success Centers (Contacts of 15 min. or more)

Number of Contacts


Impact of dla on writing success

Impact of DLA on Writing Success


Impact of workshops on language success

Impact of Workshops on Language Success


Honoring the promise

Honoring the Promise

“I love the Success Center and feel without it I would have been totally lost.”

_____________________________________________

  • 68% of Chaffey Honors students started in a basic skills course

  • 95% of students surveyed agree or strongly agree that a connection exists between Success Center and classroom activities

  • 46% access the Success Centers each term

  • 41% of students accessed a Success Center at least twice a week

  • 35% of the students who used a Success Center accessed two or more Success Centers


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