The Kentucky Legislature’s Senate Bill 1 Mandates: Unified Strategy 2 Provide targeted interventions for all students who are not college and career ready. Unified Strategy 4 Increase the college completion rates of students entering with one or more developmental or supplemental course needs. Increase the fall-to-fall retention rates of students entering with readiness needs by 8% from 2009-2014 by providing bridge programs and support services. Goal 3 Increase degree completion rates for students entering postsecondary institutions with readiness needs by 3% annually from 2009-2014 The Council on Postsecondary Education Mandate: Developmental Placement within the first two semesters for students in one or more developmental classes.
Senate Bill 1 Learning Communities Program The Senate Bill 1 Learning Communities Program is a major step toward developing a program that will be durable and can be brought to scale. The SB 1 LC Program is not merely a set of scheduled learning communities; it is rather a program, which targets subpopulations of developmental students, and integrates the developmental disciplines and content courses while providing a planned program of consistent advising, and academic and student support from assessment to completion (graduation).
The Ultimate Goals Completion of developmental courses and progress to credit- bearing courses. Completion of so called gatekeeper courses, including introductory college courses in English and math. Completion of attempted courses with a grade of ‘C’ or better. Persistence from semester to semester and year to year. Attainment of a college credential.
Principles of a Student Retention Program The Senate Bill 1 Learning Communities Program will be built around the principles of Student Retention Durability Student Success program “built into” the organizational structure/blueprint and annual budget of the institution, thus ensuring that the program has longevity and is experienced perennially by successive cohorts of students.” Diversified The “programs are tailored or customized to meet the distinctive needs of different student subpopulations.” Holistic The programs “focus on the student as a “whole person,” and address the full range of academic and non-academic factors that affect student success.” PROACTIVE The programs “take early, preventative action that addresses students’ needs and adjustment issues in an anticipatory fashion, i.e., before they eventuate in problems that require reactive intervention.” INTRUSIVE The “college initiates supportive action by reaching out to students and bringing or delivering the program to students (rather than passively waiting and hoping that students will take advantage of it), thus increasing the likelihood that the program reaches all (or the vast majority of) students who would profit from it.” PERSONALIZED Jefferson’s successful student success programs (ex. SSSP) are “delivered in a manner that recognizes students as individuals, and makes them feel personally significant.” SYSTEMIC The programs “permeate multiple areas of the institution’s organizational structure or system, ensuring that it functions in a “mainstreamed” or centralized fashion, thus increasing its potential for having pervasive and recursive influence on the student’s college experience, as well as a reformative and transformative effect on the college itself.” STUDENT CENTERED – Professional Development “Oriented toward, focused on, and driven by a genuine concern for the needs and welfare of students (rather than by institutional habit/convenience, or the needs/desires of faculty and staff) are student-centered.”
In a variety of institutional settings and in a number of forms, learning communities have been shown to increase student retention and academic achievement, increase student involvement and motivation, improve students’ time to degree completion, and enhance student intellectual development. Why Learning Communities? Students involved in learning communities become more intellectually mature and responsible for their own learning and develop the capacity to care about the learning of their peers. Faculty members involved in learning communities that facilitate cross-faculty collaboration are expanding their repertoire of teaching approaches, continually revising their course content, and acquiring new scholarly interests. Institutions use learning communities as sites for testing out new curricular approaches and strategies for strengthening teaching and learning.
Why Learning Communities? These programs offer more coherent opportunities for the teaching of literacy skills, such as reading, writing, and speaking, and more coherent pathways for students to engage in the general education curriculum. They also offer a robust way to address interdisciplinary ideas and offer a more coordinated platform for study in the major. Learning community programs also address a variety of societal issues such as the increasing fragmentation of information and student alienation toward participation and engagement. With an emphasis on interpersonal dialogue, collaboration, and experiential learning within the context of diversity, these programs address a decreasing sense of community and connection and allow students to relate their college-level learning to larger personal and global questions. (Learning Communities National Resource Center)
CONNECTION and DIRECTION If we look at Valencia Community College in Florida – their students have the highest graduation rates in the nation, including transitional students. They have a “connection and direction” plan. Connection is about making and having a contact they can depend on through their path from entrance to graduation. Direction is about having a plan for getting to their goals or graduation. Students Want Connection and Direction The Community College Survey of Student Engagement tells us that the “connection and direction” component is what students want.
“What have we learned through the Community College Survey of Student Engagement? It comes as a surprise to a lot of community college people that students consistently report that the service of most importance to them is academic planning and advising. When we have followed up, conducting focus groups with students, we have asked them to talk about why they place this level of importance on advising and academic planning. Typically, the first thing they say is that it’s not about someone just helping them to fill out their class schedule. Rather, it’s about creating a plan - defining a pathway, with milestones along the way, that shows them the route from where they are to a different place they want to be. Students have further explained that that plan and those milestones essentially then compete with all of the other issues and obligations in their often- complicated lives, giving them reasons to return to class the next week and the next semester.” - Pathways to Student Success Keynote Address CCTI Summit, Kay McClenney, March 2006
Two Advisor/Education Coaches from Assessment to Completion Key advisor for students qualifying for SB1 Learning Communities Assist the SB1 Tracker in properly placing misplaced students. Track, maintain contact, and support of SB1 students until completion or graduation. Assist SB1 students with educational planning guidance until completion Involve advisor/case manager in educational and career planning in GEN 102 Classes Meet at least once every SB1 Learning Community student during the first six weeks. From Midterm to the end of the semester the advisor/case manager will meet with students to help identify and eliminate student barriers to returning to college the following semester For SB1 LC students, the advisor/education coach is be the second in line for any intervention and/or referral behind the classroom instructor. Follow up on financial aid from advising registration to completion. Lead organizer of social events (pizza parties, SB!, college and community activities, and recognition activities
Supplemental Instruction Definition: Supplemental Instruction (SI) is an academic assistance program that utilizes peer-assisted study sessions. SI sessions are regularly-scheduled, informal review sessions in which students compare notes, discuss readings, develop organizational tools, and predict test items. Students learn how to integrate course content and study skills while working together. The sessions are facilitated by “SI leaders”, students who have previously done well in the course and who attend all class lectures, take notes, and act as model students.
First Semester Team Teaching Overload (nonrecurring) – 5 Instructors First Semester, $1,595 ea, $7,975 (nonrecurring) The deepest professional development for instructors in learning communities is team teaching their first semester in the Senate Bill 1 Learning Communities. Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results. They share insights, argue with one another, and perhaps even challenge students to decide which approach is better. Possible Teams: 1.Math and Reading Instructors 2.Math and Writing Instructors 3.Math and Academic Success Instructors 4.Math and Entry-Level Content Instructors
Budget: Cohort and Institution Bonding Activities - $1,000 (college supported activities, recognition, pizza party, etc.) Senate Bill 1 Learning Community Summer Professional Development – 12 instructors $500 – professional development for a week Effective learning communities require extensive pre- semester professional development for the instructors and support components and course redesign.
Budget: Course Release Time to Train New Developmental Advising Coordinator, Senate Bill 1 Advisor/Case Manager, and New Developmental Math Advisor. – 2 class releases, $3,190 (nonrecurring) This is a monumental task and only Reneau Waggoner has the expertise to accomplish this task. Budget: Developing Macros for Tracking and Placement for Senate Bill 1 - contract consultant, $3,000 (nonrecurring) As each semester passes, semesterly cohorts of students must be tracked and properly placed. This requires that the tracker perform a task repeatedly in Microsoft Excel with ever expanding and new data that is cumulative. This presents an impossible turn around time between advising and class placement. The task can be automated with a macro. A macro is a series of commands and functions that are stored in a Microsoft Visual Basic module and can be run whenever the tracker needs to perform the task.
Achieving the Dream Implementation strategies: Developmental Education 1. Course placement * 2. Curriculum and pedagogy -- general 3. Curriculum and pedagogy – developmental math 4. Student engagement * 5. Faculty development * First Year Experience 1. Student orientation * 2. Advising 3. Student Success Courses 4. Teaching and learning 5. Faculty and staff development Learning Communities 1. Targeted students 2. Targeted courses 3. Learning community enhancements Advising 1. The advising process * 2. Professional development 3. Early alert system * 4. Use of technology Student Support Services Assess and align academic and student support programs. * Improve admissions, registration, financial aid, and other student services. * Redefine and expand the role of counselors. * Expand and improve an existing mentoring program. Train mentors and pay them a stipend. * Develop mentoring and support programs targeted at specific populations: men of color; Hispanic students. Develop list of all available services, and operate an information center with trained staff and extended hours. Provide a variety of services to help ABE and ESL students make the transition to credit courses, including financial aid workshops, peer mentoring, and bridge classes. Tutoring and Supplemental Instruction Create a walk-in math lab; establish a writing lab. Offer free tutoring services, including tutoring by students and staff. Train peer tutors. Hire and train supplemental instruction leaders to assist with reading and math. * Research supplemental instruction models for developmental education, including diagnostic software. Create supplemental modules to complement courses. Establish and staff a testing center, and offer workshops in test taking. Improve communication about the availability of the learning assistance and testing center. *
SENATE BILL 1 LEARNING COMMUNITY PROGRAM STRATEGIC LEARNING PLAN
SENATE BILL 1 LEARNING COMMUNITY PROGRAM STRATEGIC LEARNING PLAN Indicator 4.1 Retention: Fall to Spring and Fall to Fall
SENATE BILL 1 LEARNING COMMUNITY PROGRAM STRATEGIC LEARNING PLAN Indicator 5.2 Grant Funding Align Senate Bill 1 Learning Community Program with Achieving the Dream implementation strategies and seek funding for these implementation strategies.