SUCCESS

Next Exit

The Network Learning Community

A three-semester program for student success

Presenters
Donna Cooper, Basic Skills Coordinator
donna.cooper@fresnocitycollege.edu

Janine Nkosi, Basic Skills Counselor

janine.nkosi@fresnocitycollege.edu

Agenda
The Network Roadmap A Few Flat Tires

Road Side Service

Maintenance Diagnostics

Learning Communities Can Be Structured As:

Small cohort of students enrolls in larger classes that faculty DO NOT coordinate.

+
Two or more classes linked, a cohort of students takes together. The faculty DO plan the program collaboratively.

Programs of coursework that faculty members team-teach. The course work is embedded in an integrated program of study. shading represents the student cohort

Are Learning Communities Effective?

Student outcomes Higher student retention, achievement Greater student involvement, motivation Shorter time to degree, degree completion Greater intellectual development Faculty outcomes Increased faculty development in terms of expanded repertoire of teaching approaches, revised course content, and new scholarly interests. Promoted faculty mentoring Increased faculty engagement with beginning students, with general education offerings.

Who We Are
Fresno City College is located in the Central Valley Total Enrollment 24,563 Retention 88% Success Rate 66% 61% Part time First-time new students FA10 (N=4,357) Persistence to SP10 69%

McKin

FCC 2010/11 Facts

The Network Roadmap

Questions: How can we assist students who start their academic road trip at our lowest levels of Reading, Writing and ESL? What assets do we already have that will help us on our road trip? What can we do that wont cost much on this road trip?

Conversations
These conversations focused on: Data Free or nearly free Capacity building Keep the end in mind

Visual of FCC Collaboration

Student Services
assessment , counseling, admissions

MSE
math

Business Education
computer information, business technology

Humanities
reading, writing, ESL

Library/Student Learning
tutoring, writing/reading center, basic skills

Social Sciences
political science

Flat Tires, Lost Wheels and Collisions

Personalities Schedules Communication Deadlines Priorities Budgets Silos Seniority

Fishbone Diagram
Effect

Causes

Develop academic support

New student orientation system

Student Study Center

study and tutorial services area

Tutoring from other students and instructors Academic Excellence Workshops Faculty sponsors

MESA orientation as part of FYE

Build bridges between current and new MESA students, increase student motivation

Centralized communication center

Increase STEM student success

Identify program strengths Program accountability Develop strong administrative team Counseling system exclusively for MESA students Leadership development for MESA club Develop MESA club for MESA students Work with high schools to identify potential STEM focused students

MESA advisory council

Cultivate Factors for interest in increasing STEM MESA student success through using the COS outreach MESA program Science Technology Math and Engineering (STEM)

Develop personal advising

Focus on students with low eligibility for successful transfer

Network Classes Cohort I

English Pathway Semester I: Reading ENGL 260 Writing ENGL 250 Math Varied Business Technology 106 Semester II: Reading ENGL 262 Writing ENGL 252 Math 101 CIT 12 Semester III: Reading ENGL 126 Writing ENGL 125 Math 103 Political Science 2 ESL Pathway Semester I: Reading ESL 264R Writing ESL 264W Math Varied Business Technology 106 Semester II: Reading ESL 265R Writing ESL 265W Math 101 CIT 12 Semester III: Reading ESL 68R Writing ESL 67W Math 103 Political Science 2

* All students who successfully completed the program are eligible for ENGL 1A

Network Classes Cohort II

English Pathway Semester I: Reading ENGL 260 Writing ENGL 250 Math 101 Business Technology 106 Semester II: Reading ENGL 262 Writing ENGL 252 Math 103 CIT 12 Semester III: Reading ENGL 126 Writing ENGL 125 Transfer math Introduction to Psychology ESL Pathway Semester I: Reading ESL 265R Writing ESL 265W No Math Business Technology 106 Semester II: Reading ESL 67 Writing ESL 68 Math 255 or Math 101 CIT 12 Semester III: English 1A Math 101 or 103 Introduction to Psychology

The role of The Network coordinator, faculty, counselor, and support staff in maintaining regular

MAINTENANCE

How math, reading, writing, computer technology, and social science faculty work together for student success

FACULTY COLLABORATION

Contextualized Learning
Orientation: bring syllabus, textbook and sample assignments
o Faculty spend 1 hour reviewing material and brainstorming ideas o Create 2 assignments for each class that incorporates content/skills from other classeses

Office meeting: First 2 weeks of semester meet one-on-one to finalize assignments Program meetings: At our Network meetings faculty discuss outcomes and make modifications Emails: never underestimate the power of email collaboration

Significance of Advising
Academic advisors are typically in the best positions to assist students in making quality academic decisions (Feghali
et al., 2011)

Center for Community College Students Engagement (2012)

71% of students reported that an advisor helped them to identify courses needed to take during their first semester; 60% reported that an advisor had helped them select a course of study, program or major; 85% of full-time and 71% part-time faculty referred students to academic advising/planning services

2011 National Student Satisfaction and Priorities Report Academic advising continues to play a critical role in providing students the necessary information and support needed to achieve their academic goals (Feghali et al.,
2011)

The Counselor
Intrusive Advising Approach Pro-active rather than reactive Interview intake Orientation First week classroom support o Now first three weeks survival workshops Check-in & Student Ed Plans (weeks 5-7) Progress meetings (weeks 8 -10) Drop by tutoring sessions Motivation emails Two social gatherings

Recruitment +/Cohort One Cohort Two

Registration to go Feeder HS Campus collaboration

Admissions Counseling Assessment Special Programs

Mass email (HS) Assessment Office

Phone calls Letters Emails

Student Inquiries

Contacted waitlist students Increased campus collaboration

Academic Support Services

Embedded Tutoring: Regularly scheduled peer-led study sessions In-class support for students and instructor

Essential Skills Workshops: 50 minute workshops on success skills such as: Textbooks, note taking, exam prep. Reading, writing, math Time management, goal setting,

Programs need to run diagnostics to make evidenced based decisions

DIAGNOSTICS

Program Evaluation
Institutional Research Descriptive Statistics Success & Persistence Student Questionnaire via Survey Monkey Student Focus Groups (conducted by IR) Faculty Focus Group (Scheduled for
October)

Criteria Included:
Students enrolled in both sections of ESL or English each semester (i.e. ESL 67/68 or Engl 125/126); Enrolled in at least one additional Network course (e.g. Math, BT, CIT or Political Science); Met with the Network Counselor, Coordinator or Faculty prior to enrollment; And/or met the minimum criteria for enrollment into the Network program (Math and ENGL or ESL).

Note: Students in DSP&S, athletes, students who did not attend orientation or missed the first week of classes, and students added to the program by non-Network counselors are not included in the data analysis.

Demographics
2011 Spring Ethinicity African-American/non-Hispanic American Indian/Alaskan Native Asian/Pacific Islander Hispanic Unknown White/non-Hispanic Total 3 0 11 32 0 7 53 1 0 13 23 2 6 45 1 0 14 23 2 4 44 4 0 27 55 4 9 99 2011 Fall 2012 Spring Overall

Gender Female Male Unknown 29 24 0 26 19 0 27 17 0 50 49 0

Total

53

45

44

99

Age 19 or Less 20-24 25-29 30-34 35-39 20 20 5 1 1 25 11 5 1 0 22 14 4 0 0 48 33 7 2 1

40-49
50+

3
3

2
1

3
1

5
3

Unknown
Total

0
53

0
45

0
44

0
99

Success & Persistence

Semester/Course
2011 Spring ENGL 250 ENGL 260 ESL 264R ESL 264W 2011 Fall 26 26 19 19 N/A N/A N/A N/A 60.9% 89.7% 75.0% 76.5%

Enrollment

GPA

Success Rate

ENGL 252
ENGL 262 ESL 265R ESL265W

19
19 24 24 17 17 23 23

N/A
N/A N/A N/A 2.32 3.00 2.33 2.67

78.9%
94.7% 100.0% 75.0% 78.9% 93.3% 76.2% 80.0%

2012 Spring
ENGL 125 ENGL 126 ESL 67 ESL 68

Persistence
2011Spring to 2011 Fall 2011Fall to 2012Spring

Persistence Rate
28.3% 62.2%

Cohort II Progress

Surveys
Survey Monkey to students school email The survey was sent to 44 students The response rate was 16 out of 44 (36%) Responses were on a 4-point Likert scale

Overall satisfaction with your experience in The Network Responses

9 8 7

6
5 4 3 2 1 0 Very Somewhat Somewhat Very dissatisfied dissatisfied satisfied satisfied Responses

College Experience
Increased interest in continuing my education 3.75 Increased my connection to other clubs 2.94 Increased comfort with multicultural interactions 3.56

Tutoring
Tutor was helpful 3.44 Regular interaction 2.88 Helped me earn higher grades 3.06

Learning Experience
Helped me practice the skills I am learning 3.47 Increased my confidence in my reading ability 3.47 Helped me see connections in learning among my classes 3.31

Oral Communication
Increased my ability to listen to others Improved my ability to make formal class presentations 3.44

3.50

Increased comfort with asking questions and participation in discussion 3.40

Teamwork
Improved my ability to work cooperatively with others 3.44 Improved my ability to put team goals above my own 3.44

Increased my involvement in study groups 3.31

Self Understanding
Improved my ability to meet my personal goals as a student 3.56 Improved my ability to identify my personal strengths 3.38 Increased my awareness of my learning style 3.44

Student Voices
I had a great experience and I'm glad that I was a part of the network program. The teachers, tutors and counselor are the bestthey've shown such a great effort and patience with the students. They really helped us prepare for the rest of our semesters here at FCC...

The Network was the best thing I could get involved in as a brand new college student. It has helped me tremendously!! Thank you

It was awesome, finally I felt like a part of something. Too bad can not stay longer
I was pleased to be in the Network Learning Community. It has helped me get through all of my classes with confidence. I am saddened to have to leave the program because my time is up. Thanks for all of your help!

Focus Group Findings

Overwhelmingly agreed that they would recommend the program to other students Hassle free registration

Good for new students

Community
& Friendships

Tutors

Ed Plans

What would make The Network better for the next students

Evening classes

More math tutors

Replace PoliSci; it was too hard to take with math

Most Satisfying Aspect

Teachers chosen are wonderful

Felt a bond with the instructors; they were helpful & supportive Bond with students; building social connections; led to better study groups Not all students felt that all instructors were helpful to everyone

Breaks between classes gave them time to do HW

Recommendations

1
Better Marketing FCCWise, Posters at Assessment & Counseling
http://bit.ly/SuFSmD

2
More Opp. for social involvement Mini-grant for field trip & 2 scheduled events Increase communication between students Orientation activities to increase student contact

3
Maintain or increase level of tutoring in harder classes Maintained Tutoring More collaboration on assignments between faculty Increased Collaboration

Easier Enrollment Process

One point person on all marketing and WebAdvisor

Questions? More Information?

www.fresnocitycollege.edu

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Break Out Session

Basic Skills Progress Tracker

The Basic Skills Progress Cohort Tracking Tool gives all California community colleges immediate, easy access to data on student progress through their English, reading, ESL, and math pipelines.

http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx

Questions? More Information?

Documents http://bit.ly/QkF3u6
www.fresnocitycollege.edu

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