2. 2008 PNW Higher Education Teaching & Learning Conference Spokane, WA Spokane, WA Counseling-Enhanced Developmental Learning Communities and Student Success Skagit Valley College

3. Session Topics  Learning Communities at SVC  Literature/data behind the pilot project  Overview of project  Course and assignment design  Research design  Results to date  Feedback and continuous improvement  Faculty perspectives

4. Session Topics  Learning Communities at Skagit Valley College  Developmental Learning Communities Research and Data Research and Data  Project Overview Planning, Goals, Planning, Goals, Integrated Assignment Example Integrated Assignment Example  Research Design  Results to date

5. Learning Communities at SVC

6.  Curricular Learning Communities have been offered at Skagit since 1986 and required for the transfer degree since 1993  Approximately 50-60 LCs are offered at SVC each year, about half are fully collaborative  Student outcomes: develop/deepen an understanding of the connections among disciplines and, for composition LCs, to support development of academic writing

7. Learning Communities at SVC  Fully Collaborative Feast or Famine (Nutrition and Sociology) Feast or Famine (Nutrition and Sociology) Sex.comm (Human Sexuality and Mass Communication) Sex.comm (Human Sexuality and Mass Communication) Stating the Matter (Chemistry and English Composition) Stating the Matter (Chemistry and English Composition)  Developmental (federated, co-enrollment) Reading Between the Numbers (developmental Math and Reading) Reading Between the Numbers (developmental Math and Reading)

8. Learning Communities at SVC  Federated Celluloid Science - science majors enroll in an introductory film course and one of the courses required for their major, with the explicit purpose of exploring how films portray scientists, scientific practices, and concepts Celluloid Science - science majors enroll in an introductory film course and one of the courses required for their major, with the explicit purpose of exploring how films portray scientists, scientific practices, and concepts This, That, and the Other - students co-enroll in a research paper course and one of several social science courses, with the goal of researching topics specific to their field of study This, That, and the Other - students co-enroll in a research paper course and one of several social science courses, with the goal of researching topics specific to their field of study

9. Background: Research and Data Related to Learning Communities

10. Research Literature: Tinto (1998)  Lessons Learned Making pedagogical choices: Different strategies for different needs Making pedagogical choices: Different strategies for different needs Making appropriate placement: Assessing student education needs Making appropriate placement: Assessing student education needs  Lessons in Implementation Using pilot programs Using pilot programs Building institutional support Building institutional support Building faculty and staff involvement Building faculty and staff involvement

11. Research Literature: Malnarich with others (2003) “Students need to develop the abilities associated with “learning how to learn” in multiple and varied contexts—a key learning goal of curriculum aimed at preparing students for college-level work.”

12. Research Literature: Malnarich with others (2003)  Best Practices Adopt an abilities-based developmental perspective in LCs and throughout the campus Adopt an abilities-based developmental perspective in LCs and throughout the campus Target high-risk courses Target high-risk courses Integrate skill development with credit-bearing college-level courses Integrate skill development with credit-bearing college-level courses Design a holistic program – integrate academic and student support services; use peer tutors Design a holistic program – integrate academic and student support services; use peer tutors

13. College-Level Data  Numerous studies conducted over the past 20 years regarding LCs at Skagit (see Dunlap & Pettitt, 2008)  CCSSE results in 2003, 2005 and 2007 validated the value of Learning Communities: students who took learning communities at SVC were significantly more likely to engage in activities that increase their time on task (and thus their chances for meeting their educational goals) as well as to assume responsibility for their learning.

14. CCSSE LC Question  Stem: “Which of the following have you done, are you doing, or do you plan to do while attending this college?”  Category: “Organized learning communities (linked courses/study groups led by faculty or counselors)”  Response Categories: 1. I have done 2. I plan to do 3. I have not done nor plan to do

15. Method  Used T-test for independent samples to examine differences in effort and engagement between students who had taken Learning Communities and those who had not done nor planned to do.  Results are for the latest survey administration (Spring 2007)

16. Learning Community Sig. VariableHaveTaken (n = 173 ) NotTaken (n = 232) Asked questions in class or contributed to class discussions3.003.001.000 Made a class presentation2.432.27.069 Prompt: “In your experiences at this college during the current school year, about how often have you done each of the following?” Responses range from 1 (“Never”) to 4 (“Very Often”) Findings

17. Learning Community Sig. Variable Have Taken (n = 173 ) Not Taken (n = 232) Prepared two or more drafts of a paper or assignment before turning it in 2.962.45.000 Worked on a paper or project that required integrating ideas or information from various sources 3.142.75.000 Worked with other students on projects during class 2.882.69.021 Worked with classmates outside of class to prepare class assignments 2.492.10.000 Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) 2.872.69.038

18. Learning Community Sig. Variable Have Taken (n = 173 ) Not Taken (n = 232) Worked harder than you thought you could to meet an instructor ’ s standards or expectations 2.782.52.003 Used email to communicate with an instructor 3.102.67.000 Discussed grades or assignments with an instructor 2.762.58.039 Discussed ideas from your readings or classes with instructors outside of class 2.111.88.012 Worked with instructors on activities other than coursework 1.741.45.000

19. CCSSE Benchmarks  Five benchmarks - 38 engagement items that “reflect the most important aspects of the student experience”  Rolling three year cohort (2005 – 2007)  Benchmark scores are computed by averaging the scores on survey items that comprise the benchmark computed by averaging the scores on survey items that comprise the benchmark weighted for full-time/part-time attendance weighted for full-time/part-time attendance standardized so that weighted mean scores across all students is 50 standardized so that weighted mean scores across all students is 50  An institutions’ benchmark scores are computed by taking the weighted average of their students’ standardized scores.

21. Imperatives  Approximately half of students new to the college test into developmental English  Nearly 90% test into developmental math  The “C or better” pass rate in developmental math (as a percent of students enrolled the 10 th day) averages 65%.

22. Counseling-Enhanced Developmental Learning Communities: Overview

23. Project Planning  Summer 2007 meeting at The Washington Center for the Improvement of Undergraduate Education, sponsored by MDRC  Faculty and IR, joined by additional faculty and administrators for part of the time  Collaboratively 1) identified core pedagogical practices, 2) planned common counseling activities, and 3) identified key research components

24. Skagit Learning Communities: Core Pedagogical Practices 1. Value and build on students’ existing abilities and experiences. 2. Create ongoing opportunities to collaboratively construct knowledge together in class. 3. Ensure active involvement in learning, i.e., solving problems, discussing ideas, writing, working on project teams.

25. Project Goals 1. Expand our developmental Learning Community offerings to improve student success in Mathematics and English 2. Integrate student services with instruction to increase collaboration and to enhance faculty advising skills 3. Use a research model to plan and to measure success

26. Counseling Component  Four advising-related topics are integrated into the LC: Time Management Time Management Study Skills (note taking; test preparation, etc.) Study Skills (note taking; test preparation, etc.) Educational Planning Educational Planning College Resources College Resources  Topics are integrated organically, based on the syllabus and student needs

27. Example Reading Between the Numbers MATH 96 and READ 97 MATH 96 and READ 97  Integrative assignment topic = Time Management  Math, Reading, and Counseling faculty work collaboratively with students in this Learning Community on this assignment

28. Time Management Assignment  Integration Students combine their past experiences and mathematics principles to assess their current schedule. Instructor-selected reading provides them an opportunity to discover solutions and likely pitfalls. Students write a summary paper integrating these skills and knowledge. Students combine their past experiences and mathematics principles to assess their current schedule. Instructor-selected reading provides them an opportunity to discover solutions and likely pitfalls. Students write a summary paper integrating these skills and knowledge.

29. Time Management Assignment  Students use their own experience and expertise to complete a questionnaire about the amount of time they think they spend each week on a variety of activities, and then calculate totals  Instructors help students to calculate percentages and fractions, and to discuss any issues that come up  Students keep an activity log throughout the next week; logs are reviewed daily by instructors

30. Time Management Assignment  Students read about time management in faculty-selected texts or articles for ideas about improving their time management skills  After they have tracked the use of their time for a week, the questionnaire is re- visited and compared to “reality”  Students meet in small groups three weeks into the quarter and discuss what strategies they tried and what worked

31. Time Management Assignment…. still going  Each student writes a summary paper discussing issues that they see with their current schedule and what strategies they may use for better time management  All the student summary papers are collected. Faculty compile the papers into a book (without names) and give a copy to all students in the class

32. Building on Core Practices 1.Value and build on students’ existing abilities and experiences. Students use their own experience as a starting point with the questionnaire and will also use their past knowledge when reading the literature to appropriately choose solutions that will work for them.

33. Building on Core Practices 2.Create ongoing opportunities to collaboratively construct knowledge together in class. 3.Ensure active involvement in learning, i.e. solving problems, discussing ideas, writing, working on project teams. The assignment involves learning through writing, small group work, solving problems, and discussions. It also has reflection components in the summary paper and the re-visit later in the quarter. Their work is made “public.”

34. Counseling-Enhanced Developmental Learning Communities: Pilot Project Research & Results

35. Research Question Does the addition of a counseling faculty member into the developmental learning community help students be more successful in the course and in their future educational efforts?

36. Independent Variable: Course Pedagogy  Nine developmental learning communities offered in 2007-08, divided into two groups: Group I = counseling-enhanced developmental learning communities Group I = counseling-enhanced developmental learning communities Group II = “regular” (non-counseling-enhanced) developmental learning communities Group II = “regular” (non-counseling-enhanced) developmental learning communities  Group III = selected, comparable stand- alone developmental education courses  Group IV = Fast Track success skills course offered prior to Fall quarter

37. Dependent Variable: Student Achievement  The dependent variable in this study is student achievement, measured using the following factors: 1. Student success in the core course(s) (English and/or Math) 2. Student success in subsequent core course sequence 3. Student retention from quarter to quarter 4. Student persistence to degree or certificate

38. Demographic Variables  Age  Ethnicity  Gender  First generation  Prior education level  Work status  Family status  Ed Intent  Program (Major)  GPA (entry and progress)  College credits completed at time of entry  Full-time vs. part-time status  Year of high school graduation  Placement test scores

39. Demographics

40. Demographics

41. Results – Fall Quarter Cohort

42. Percent Earning a C or Better MATH 9647% READ 9759% MATH 9652% ENGL 0767% MATH 9756% SPCH 10060% MATH 9655% MATH 9764% ENGL 9754% CSS 103100%

43. Fall to Winter Retention

44. Strengthening Collaboration: Counseling and Teaching Faculty  Collaboratively design and teach developmental learning communities  Collaboratively assess our efforts frequently to measure student success and guide future ventures  Meet with all LC teams to discuss successes and challenges

45. Strengthening Collaboration: Student Services and Instruction  Build capacity by expanding participation in our learning community planning  Rotate counselors into the counselor membership position of the LC advisory committee  Regularize meetings between the LC advisory committee and counseling faculty and staff to: Capture multiple perspectives and share enthusiasm Capture multiple perspectives and share enthusiasm Plan for student needs Plan for student needs Review Learning Community proposals Review Learning Community proposals Identify concerns and issues Identify concerns and issues

46. Continuous Improvement  Fall and Winter teams met mid-quarter to discuss progress and make adjustments  Debriefing sessions held at the end of each quarter with all participating faculty to identify successes and challenges, and to review data  Disseminate successful strategies and results with the college community through Center for Learning and Teaching

47. And speaking of time management…  Thanks to The Washington Center for the Improvement of Undergraduate Education at The Evergreen State College (WA) and to MDRC for their continuing support of Skagit’s faculty and administrators in our quest to continuously improve student success through Learning Communities

48. Time to Fly Questions???

49. References   Dunlap, L., & Pettitt, M (2008). “Assessing Student Outcomes in Learning Communities: Two Decades of Studies at a Community College.” Journal of Applied Research in the Community College, 15(2).   Malnarich, G., et al. (2003). The Pedagogy of Possibilities: Developmental Education, College- Level Studies, and Learning Communities. NLCP Monograph Series. Olympia, WA: The Evergreen State College.   Tinto, V. (January, 1998). Learning Communities and the Reconstruction of Remedial Education in Higher Education. Paper presented at the conference on Replacing Remediation in Higher Education, Palo Alto, CA.