Empowering Developmental Student Success A Unique Integration of Learning Assistance, Alternative Instructional Approaches, and Student Development Services

Speaker Assoc. Professor Pam Lau Director, Center for Academic Success Parkland College Champaign, IL Assoc. Professor Pam Lau Director, Center for Academic Success Parkland College Champaign, IL Phone: 217/ Phone: 217/

Outline Parkland College: a brief introduction Parkland College: a brief introduction Center for Academic Success: an overview Center for Academic Success: an overview Guiding principles, goals, and programming Guiding principles, goals, and programming Learning assistance or tutoring services Learning assistance or tutoring services Modularization of developmental courses Modularization of developmental courses Intrusive academic advising and student development support Intrusive academic advising and student development support Factors behind success and possibilities for replication Factors behind success and possibilities for replication

Parkland College Champaign, IL A one-campus community college located in Champaign-Urbana, Illinois (combined population: 190,000) A one-campus community college located in Champaign-Urbana, Illinois (combined population: 190,000) An average of 10,500 for-credit students (fall semester count) An average of 10,500 for-credit students (fall semester count) White 71% White 71% Minority 29% Minority 29% Faculty: 595 (FT - 181; PT – 414) Faculty: 595 (FT - 181; PT – 414)

Students with developmental coursework placements Entering students from area high schools: 70% need at least one developmental math course 50% need developmental writing 35% need developmental reading 7– 8 % of overall seat count is taken by developmental students Mandatory assessment and placement policies

Decentralized developmental programs At Parkland, we adopt a decentralized model of developmental education. At Parkland, we adopt a decentralized model of developmental education. Developmental reading and writing is within the Humanities Dept. Developmental reading and writing is within the Humanities Dept. Developmental math in the Mathematics Dept. Developmental math in the Mathematics Dept. Culture of collaboration and coordination among developmental programs Culture of collaboration and coordination among developmental programs Facilitated by the Academic Development Center and now the Center for Academic Success. Facilitated by the Academic Development Center and now the Center for Academic Success.

Center for Academic Success An Overview Started in July 2006 Result of task force study on Parkland’s academic support services Led to integration of 4 previously independently operated units: Learning Lab Peer Tutoring Writing Center Academic Development Center*

One physical location Under leadership of a director (faculty) Part of Academic Services; reports directly to Dean of Academic Services Mission: To empower students in achieving their academic goals

Three Primary Areas of Services A coordinated system of services

Guiding Principle (1) A one-stop learning center for all students A one-stop learning center for all students Avoids segregation of students in developmental coursework Avoids segregation of students in developmental coursework Promotes atmosphere of learning at all levels Promotes atmosphere of learning at all levels Gives faculty/staff one place to refer all students Gives faculty/staff one place to refer all students

Guiding Principle (2) An integrated system of academic and student development support An integrated system of academic and student development support The model of “teacher in the classroom plus an array of independent student support services” does not work well for the under-prepared student. The model of “teacher in the classroom plus an array of independent student support services” does not work well for the under-prepared student. Faculty input and participation in tutoring and alternative delivery is important Faculty input and participation in tutoring and alternative delivery is important Learning assistance must be coordinated with student development and advising Learning assistance must be coordinated with student development and advising

Guiding Principles (3) Collaborative partnerships with academic departments/programs and faculty Collaborative partnerships with academic departments/programs and faculty Provide opportunities for faculty to design, pilot, and implement alternative delivery approaches and/or supplemental instruction Provide opportunities for faculty to design, pilot, and implement alternative delivery approaches and/or supplemental instruction Create faculty-advisor links to support students with academic and non- academic needs Create faculty-advisor links to support students with academic and non- academic needs

Guiding Principle (4) Student-centered; focus on learning Student-centered; focus on learning Student-centered learning environment Student-centered learning environment Just-in-time learning and individualized instruction Just-in-time learning and individualized instruction Learning, not assignment completion Learning, not assignment completion Comprehension and attainment of learning outcomes Comprehension and attainment of learning outcomes Customizing, where possible, to individual learning needs Customizing, where possible, to individual learning needs

Principles  Goals CAS Mission: Empower Students Goal 1: Customize instruction & academic support Goal 2: Create student-centered learning environment Goal 3: Advocate for student ownership of education Goal 4: Partner with faculty/academic departments Goal 5: Assess CAS services

Three Primary Areas of Service Walk-in Tutoring and Learning Assistance For-credit Tutorials and Modules Academic Advising and Student Development Advocacy

W ALK - IN T UTORING AND L EARNING A SSISTANCE Five walk-in services: Peer TutoringWriting Lab Math Faculty Tutoring Academic Development Lab Study Skills Help

Math Faculty Tutoring Walk-in math help for developmental math students: Monday – Friday, 9 a.m. to 2 p.m. Walk-in math help for developmental math students: Monday – Friday, 9 a.m. to 2 p.m. 4 areas 4 areas Pre-Algebra Pre-Algebra Beginning Algebra Beginning Algebra Intermediate Algebra Intermediate Algebra Geometry Geometry

Students sit at designated tables according to their math course. Full-time math faculty provide tutoring.

One faculty rostered each hour. One faculty rostered each hour. Faculty paid per hour using Title III funds. Faculty paid per hour using Title III funds. College currently in discussion on how to fund this when Title III grant ends in Fall College currently in discussion on how to fund this when Title III grant ends in Fall 2008.

Benefits from MFT From the teaching point of view: Pedagogy remains consistent between classroom and tutoring Pedagogy remains consistent between classroom and tutoring Student questions and difficulties with material are vital as feedback to faculty Student questions and difficulties with material are vital as feedback to faculty Faculty guide classroom teaching and learning and outside-the-classroom practice of lessons learned Faculty guide classroom teaching and learning and outside-the-classroom practice of lessons learned

From the learning and learning outcomes point of view: Students benefit from just-in-time teaching and learning Students benefit from just-in-time teaching and learning Comprehension at each stage Comprehension at each stage Significant increase in pass rates among students who use MFT repeatedly Significant increase in pass rates among students who use MFT repeatedly

MAT 094 Pre-Algebra MAT 095 Beginning Algebra MAT 098 Intermediate Algebra Course Pass Rate (%) MFT 5 visits (%) MFT 12 visits (%) Course Pass Rate (%) MFT 5 visits (%) MFT 12 visits (%) Course Pass Rate (%) MFT 5 visits (%) MFT 12 visits (%) Fall Spr First year data: Pass rates

Questions? What are your experiences with developmental math tutoring on your campuses?

Academic Development Lab (ADL) Located within the larger CAS facility A Computer Lab /Tutoring area dedicated to students in developmental courses Reading Writing Math

Staffing: Academic Development Specialists (2) Academic Development Specialists (2) Background in special education Background in special education Learning specialists who work primarily with students who have academic gaps and/or have learning challenges Learning specialists who work primarily with students who have academic gaps and/or have learning challenges Collaborate with faculty Collaborate with faculty

Fosters a welcoming student-centered learning environment Fosters a welcoming student-centered learning environment No question is a stupid question No question is a stupid question Free printing Free printing Technical Specialist (1)  Helps with all computer usage related issues

Collaborative Partnership with the Office of Disabilities Services At Parkland, the Office of Disabilities Services handles registration, documentation, and accommodations for students with LD and other disabilities. At Parkland, the Office of Disabilities Services handles registration, documentation, and accommodations for students with LD and other disabilities. Students with LD are referred to the CAS for learning assistance, tutoring, and academic coaching. Students with LD are referred to the CAS for learning assistance, tutoring, and academic coaching.

No documentation required within the CAS No overt distinction between LD students (with or without documentation, declared or –undeclared) and “regular” developmental students Assistive technology and learning software available

Retention Rates 73-75% of students who work with the Academic Development Specialists in the fall return in the spring (compared to % of students who decline services) % of students who work with the Academic Development Specialists in the fall return in the spring (compared to % of students who decline services). The same students return the following fall at rates higher than other developmental peers. The same students return the following fall at rates higher than other developmental peers.

Questions?

M ODULARIZATION OF D EVELOPMENTAL C OURSEWORK A standard multi-credit hour course is broken into several one-credit component modules. A standard multi-credit hour course is broken into several one-credit component modules. Designed for primarily students who have to repeat a developmental course Designed for primarily students who have to repeat a developmental course Student may have learning challenges and gaps in prior knowledge/skill Student may have learning challenges and gaps in prior knowledge/skill Student may have passed but for some non- academic circumstances Student may have passed but for some non- academic circumstances

Math Modules Curriculum for each dev math course divided into several one-credit hour courses. Curriculum for each dev math course divided into several one-credit hour courses. Full sequence of modules — same course material as standard course. Full sequence of modules — same course material as standard course. Diagnostic test  number of modules student needed to acquire math outcomes for stated course. Diagnostic test  number of modules student needed to acquire math outcomes for stated course. A repeating student may or may not need full sequence of modules. A repeating student may or may not need full sequence of modules.

To ensure step-by-step comprehension and skill acquisition, student must pass a module mastery test with C or better before proceeding to next module. To ensure step-by-step comprehension and skill acquisition, student must pass a module mastery test with C or better before proceeding to next module. To ensure course mastery, student must take Math Dept. common final for course with C or better. To ensure course mastery, student must take Math Dept. common final for course with C or better. C or better in final — student has completed course requirements and may proceed to next required math course. C or better in final — student has completed course requirements and may proceed to next required math course.

Individualized Module Instruction One-on-one: CAS instructor works with three math students an hour/week. One-on-one: CAS instructor works with three math students an hour/week. Assigns homework in supervised environment for an additional hour/week or more. Assigns homework in supervised environment for an additional hour/week or more. Paced, within limits, to student’s ability in math and learning challenges. Paced, within limits, to student’s ability in math and learning challenges. Typically, a math-challenged student completes a module in 6-8 weeks; entire math course is covered in 2-3 semesters. Typically, a math-challenged student completes a module in 6-8 weeks; entire math course is covered in 2-3 semesters.

Success Rates The modules cohort is small but slowly increasing. Current semester: 14 students in math modules. The modules cohort is small but slowly increasing. Current semester: 14 students in math modules. Each semester, approximately 4 to 5 students complete module sequence. Each semester, approximately 4 to 5 students complete module sequence. The only way for some students to complete required math for a degree. The only way for some students to complete required math for a degree. Challenge: Succeeding in a regular math class in subsequent semester(s). Challenge: Succeeding in a regular math class in subsequent semester(s).

Modules for Reading, Writing, and Chemistry Small group teaching: Each section of 6-8 students Small group teaching: Each section of 6-8 students

Chemistry Module  Creating a community of learners  The crucial human dimension of learning

Focused time-on-task Focused time-on-task Increased instructor guidance Increased instructor guidance Supplemental help from Academic Development Specialists Supplemental help from Academic Development Specialists Focus on demonstrating learning outcomes; early completion possible Focus on demonstrating learning outcomes; early completion possible

Measuring success Compare module pass rates with average course pass rates Compare module pass rates with average course pass rates Track academic performance of students in subsequent course Track academic performance of students in subsequent course Success cannot be just measured in numbers Success cannot be just measured in numbers Leaving a module with more knowledge and skills Leaving a module with more knowledge and skills An increase in confidence or awareness of choices An increase in confidence or awareness of choices

Spring 2007 (pilot semester): a snapshot of numbers

Tracking success: Spring to Fall 07 ENG 099 repeaters (n = 17) ENG 099 repeaters (n = 17) 70 % earned ENG 101 placement through modules 70 % earned ENG 101 placement through modules 80% passed ENG 101 in subsequent semester 80% passed ENG 101 in subsequent semester

Modules and Tutorials Advising and Student Development Support Learning Assistance and Tutoring Center for Academic Success Faculty design one-credit hr courses Faculty deliver instruction Faculty assess learning outcomes Modules and Tutorials Faculty staff Writing Lab Faculty staff Math Faculty Tutoring Faculty assess Learning Assistance Academic Departments and Faculty Collaborative Partnerships

Questions? How do you incorporate faculty participation in your learning assistance support for underprepared students?

A CADEMIC A DVISING AND I NTRUSIVE S UPPORT Staffing: Student Development Advocates (2) and Academic Advisor (1) Student Development Advocates (2) and Academic Advisor (1)

Focus on students with low reading scores Focus on students with low reading scores Explain placement scores; set up class schedule; choose program of study Explain placement scores; set up class schedule; choose program of study Help student negotiate basic college procedures: registration, ID, financial aid Help student negotiate basic college procedures: registration, ID, financial aid Advice about non-academic matters: housing, childcare Advice about non-academic matters: housing, childcare

Connect with students through office visits, s, hallway encounters Connect with students through office visits, s, hallway encounters Visit developmental classrooms or “adopt” a class Visit developmental classrooms or “adopt” a class

Liaise with developmental faculty about student progress Liaise with developmental faculty about student progress Connect students with resources across campus Connect students with resources across campus Hallway “triage” is a common occurrence Hallway “triage” is a common occurrence

Some data Fall 2007 student traffic: We served 831 students 2333 times. Fall 2007 student traffic: We served 831 students 2333 times. Persistence: 76% of students receiving Advocate services in fall return in the spring. (Return rate of developmental students averages 61%.) Persistence: 76% of students receiving Advocate services in fall return in the spring. (Return rate of developmental students averages 61%.) Qualitative data: the stories students tell Qualitative data: the stories students tell I will so scared…but Jan led me in the right direction I will so scared…but Jan led me in the right direction

Questions? What forms of intrusive support do you provide academically underprepared students on your campus?

Assessing the CAS Three basic questions Three basic questions Are students using our services? Are students using our services? Are students who use our services more successful in their coursework than their peers who do not? Are students who use our services more successful in their coursework than their peers who do not? Are students satisfied with our services? Are students satisfied with our services? Data Data Quantitative Quantitative Qualitative Qualitative

Collecting data Quantitative Data Quantitative Data Computerized sign-in swipe-card system Computerized sign-in swipe-card system Reports generated for each service Reports generated for each service Connected with college database Connected with college database Select according the number of visits Select according the number of visits Midterm and final grades Midterm and final grades

Qualitative data: student perceptions about the CAS and its services Qualitative data: student perceptions about the CAS and its services Surveys Surveys How satisfied are you with the help you received today?  Very satisfied  Satisfied  Somewhat satisfied  Not satisfied Please take a minute to tell us why. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

F ACTORS B EHIND S UCCESS Strong institutional support Strong institutional support Task force Task force Facility Facility Direct report to Dean, Academic Services plus monthly meetings with the Vice- President of Academic Services Direct report to Dean, Academic Services plus monthly meetings with the Vice- President of Academic Services Budget allocation: Faculty and staff tutors, small-group instructors are “front-load” costs Budget allocation: Faculty and staff tutors, small-group instructors are “front-load” costs

Faculty buy-in Faculty buy-in Culture of student-centered teaching and innovativeness Culture of student-centered teaching and innovativeness CAS designed to allow for faculty-led pilots in alternative delivery and other student supports CAS designed to allow for faculty-led pilots in alternative delivery and other student supports Faculty choose to teach or tutor in the CAS Faculty choose to teach or tutor in the CAS

Active support for student in the classroom Active support for student in the classroom Move beyond tutoring and walk-in learning assistance Move beyond tutoring and walk-in learning assistance Flexible and creative partnerships with faculty and academic programs / departments Flexible and creative partnerships with faculty and academic programs / departments Modules for students in Ford ASSET program Modules for students in Ford ASSET program Study skills tutorials for students on contract in Occupational Therapy Assistant program Study skills tutorials for students on contract in Occupational Therapy Assistant program Exploring with Nursing about a Health Professions Academy – building bridges from CNA to LPN to ADN Exploring with Nursing about a Health Professions Academy – building bridges from CNA to LPN to ADN

Broad support from Student Services Advising team coordinate with student services units Constant referrals from across campus Physical space High traffic area; easily accessible Designed as learning center Accommodates range of tutoring services, small-group learning situations, computer lab

Team of faculty and staff clearly committed to student success Team of faculty and staff clearly committed to student success

Questions? How much of this is replicable or feasible in your college context?

Contact Information Assoc. Professor Pam Lau Director, Center for Academic Success Parkland College Champaign, IL Assoc. Professor Pam Lau Director, Center for Academic Success Parkland College Champaign, IL Phone: 217/ Phone: 217/