PRESTIGE PRogress and Engage Scholastically Through Integrated General Education East Los Angeles College Chemistry English Stats CSULA
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.
Strategies: 3 linked GE cohorted courses Environmental science theme (contextualized learning of foundational skills) Community engagement (partner: YMCA) CSU Los AngelesEast Los Angeles College Chemistry StatisticsEnglish Seminar CSULA Chemistry StatisticsEnglish
‘Give Students a Compass’ (www.calstate.edu/app/compass) and The Rosalinde and Arthur Gilbert Foundationwww.calstate.edu/app/compass 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 PRESTIGE is supported by: CSULA Academic Affairs, Student Affairs, Colleges of Arts & Letters and Natural and Social Sciences, Office of Community Engagement ELAC Academic Affairs, Student Services, Foundation Chemistry EnglishStats
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) Proposal and curriculum design faculty: Chemistry EnglishStats PRESTIGE
Sophomore Seminar Transfer Pipeline 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 Oxnard College
Changing Contexts 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 Oxnard College
CSU Channel Islands and Oxnard College Pilot 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.
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 COsumnes-SAcramento State (COSA) Transfer Project
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
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
CITY COLLEGE OF SAN FRANCISCO SAN FRANCISCO STATE UNIVERSITY
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. Metro Academies are
Our mission…. To increase equity in college completion through engaging, supportive, rigorous, and socially relevant education
SF State FTF 09/10 Cohort (66) All FTF (4032) Matched comparison (294)
Persistence into third semester at CCSF CCSF State FTF 10 Cohort (31) * Data compiled and analyzed by Steve Spurling, Division of Research and Policy, CCSF. Institutional baseline = FTF starting in Fall 2010.
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
CABRILLO COLLEGE HARTNELL COLLEGE CSU MONTEREY BAY
A Pilot Project of Give Students a Compass Phase II CSU Monterey Bay Cabrillo College Hartnell College
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: June 8-10, 2012, Seaside, CA Proposal deadline February 27, 2012
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: 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
G.E. Pathways A COMPASS Collaboration between California State University, Northridge and Pierce College
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: 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 Social Justice The Global Village Sustainability 2012-2013 Pathways
Pathways to engaged learning 2013-2014 Potential Pathways Monsters and Humans Monsters and Humans Food and foodways 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 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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