SCC’s TAA Grant initiative for students in accelerated foundations courses. An Introduction for Intensive Advising Candidates. by Phip Ross with Kara Gall & Patricia Dankenbring.
SCC’s TAA Grant initiative for students in accelerated foundations courses
by Phip Rosswith Kara Gall & Patricia Dankenbring
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Transitions Cohort Selection foundations courses
Intense Advising: faculty
Accelerated Math/English Cohort
Score Into Pre-Foundations
Pass: Yes (?)
COMP INTERMEDIATE ALGEBRA
* success preparation: basic skills M/E tutor, keyboarding, technology
More exit points
Projected Critical Points:
*heterogeneous (ability) student population
*limit exit points
* adaptation via communication/feedback: T-advisors; A-Advisors; 0999 faculty; ABE/GED/ESL; grant team
“Analyses foundations coursesof student progression through developmental education reveal, however, that this seemingly straightforward process is rife with complexity and confusion, and results in poor outcomes for the majority of developmental students.
Various explanations have been advanced to explain developmental students’ lack of progression, including inadequate test preparation, insufficiently predictive exams, poorly aligned curricula, uninspiring skill-and-drill instruction, and the sheer length of time and financial resources required to finish a long sequence of courses (Edgecombe, 2011a; Grubb, 2010; Hughes & Scott-Clayton, 2011). Each explanation implies that the developmental system is broken and that one or more specific fixes will mend it.”The Opposing Forces that Shape Developmental Education November 2011, CCRC Working Paper No. 36, Janna Smith Jaggars
Katie foundations coursesHern & Tom DeWitt, Chabot College: 2/3/10, Accelerating Students’ Progress through College-Level English and Math: Restructuring Curricula and Reducing the Length of Developmental Sequences
Heisserer, D.L. & Parette, P. (2002, March). Advising at-risk students in college and university settings. College student journal, 36(1), 69-84. Retrieved April 1, 2007 from EBSCOhost database. Upcraft, M.L. & Kramer, G. (1995). Intrusive advising as discussed in the first-year academic advising: patterns in the present, pathways to the future. Academic Advising and Barton College, 1-2.
Enhancing College and Career Readiness and Success: The Role of Academic Behaviors (Engage)
and tutor relationship with a Transitions
student, expanding the advisee’s
familiarity, comfort level, and skill
in navigating SCC and its services as well as aid in assisting advisees in successfully completing Transitions accelerated course objectives.
Carol S. Dweck, “Transforming Students’ Motivation to Learn” (Winter 2008)