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Communicating Between the Silos: Using Alternative Methods to Meet Students’ Needs. Stephanie Dumont Golden West College Laura Hope Chaffey 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

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

Stephanie Dumont Golden West College

Laura Hope Chaffey College


Golden west college
Golden West College to Meet Students’ Needs

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


Math success rates
Math Success Rates to Meet Students’ Needs


Golden west college1
Golden West College to Meet Students’ Needs

  • 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



Basic skills success rates
Basic Skills Success Rates to Meet Students’ Needs

Success Rates


Access doesn t mean success
“Access Doesn’t Mean Success” to Meet Students’ Needs

  • 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 to Meet Students’ Needs

  • 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 to Meet Students’ Needs

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 to Meet Students’ Needs

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 to Meet Students’ Needs

  • Directed Learning Activity

  • Study Group

  • Workshop

  • Tutoring

  • Lab Resources


Directed learning activities
Directed Learning Activities to Meet Students’ Needs

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 to Meet Students’ Needs

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 to Meet Students’ Needs

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.



Success rates in basic skills courses pre and post transformation
Success Rates in Success Center by Academic Year“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 Success Center by Academic Year 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 Center by Academic YearSuccess Centers (Contacts of 15 min. or more)

Number of Contacts


Impact of dla on writing success
Impact of DLA on Writing Success Success Center by Academic Year


Impact of workshops on language success
Impact of Workshops on Language Success Success Center by Academic Year


Honoring the promise
Honoring the Promise Success Center by Academic Year

“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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