Campus Reports

1

• Campus Reports
• November 4, 2005

2
Deerwood CenterDr. Margo Martin, Process Leader

• Proactive Advising Initiative

3
What?

• Proactive Advising is designed to demonstrate the
  effect of using assertive advising techniques in
  the preparatory classes taken by students during
  their first term in college.
• It is our belief that if we introduce students
  very early in the semester to the many resources
  we have, they will be more successful.

4
FCCJ Project Renaissance Focus Areas Targeted by
Proactive Advising

• 5 Tracking Interventions Designed and
  Implemented.
• 10 Integration of Learning Centers How to Best
  Utilize Learning Centers for Remedial Students.

5
Method

• Advisors made 3 separate visits during the first
  8 weeks of 20061 to 11 Preparatory classes in
  Reading, English, and Math at the Deerwood
  Center.
• 3 Preparatory classes were not visited and used
  for control purposes.

6
Participants

• First Term in College (FTIC) Students
• 140 Participants Total
• 30 in Control Group
• 110 in Treatment Group

7
1st Visit

• Handouts
• Phone number for every service at the college
• Accommodations for learning style or disability
• Learning Center Hours and Services
• Tutoring Information
• Exit Exam Workshops

8
2nd Visit

• Handouts
• Balancing Time School - Work - Home
• Workshops Math Anxiety and Test Taking
  Strategies
• Update on Tutoring Hours Professors Office
  Hours

9
3rd Visit

• Feedback Survey distributed, seeking information
  about the resources utilized by students

10
Results Thus Far

• Survey results and additional feedback from the
  treatment group suggest the following
• Active interest and use of Student Success
  Resources (Learning Center, Library, Advising
  Services, and Student Success Workshops) by
  college prep students
• Need for expanded math lab and tutoring hours at
  Deerwood.

11
Next Step

• Analysis will be conducted between
• treatment and control groups on the following
• Retention rate of students in 20061 college prep
  class(es)
• Success in 20061 college prep class(es)-
  grades/exit exams
• Retention rate of 20061 college prep students
  enrolling in and completing the 20062 term
• Student Success Resources utilized.

12
How Can we Improve this Project?

• Expand Control Group
• Develop closer partnership between Advisors and
• Instructors for project implementation
• Work more closely with Learning Center personnel
  and Faculty regarding out-of-class student
  support and tracking

13
Downtown CampusDr. Kathryn Birmingham, Process
Leader

• Mentor Program
• Goals
• Techniques
• Progress to Date
• FTIC Calling
• Steps
• Analysis

14
Mentor Program Goal

• Provide guidance and access to support services
  for FTIC college prep students to successfully
  start and advance through college prep courses
  into college courses and to assist in the
  assimilation of FTIC college prep students into
  the college culture.
• The Mentor Program is a learning experience to
  obtain academic competencies needed to complete
  college prep classes with a C or better and to
  advance to college credit courses.

15
Academic Competencies Include

• Studying
• Reading
• Writing
• Math
• Information Literacy
• Conflict management

• Time management
• Socialization
• Reflection
• Career Planning
• Problem Solving
• Communication

16

• When a Mentor and Student have agreed upon an
  array of competencies then a list of skill sets
  and activities are developed for each academic
  competency.
• These skill sets and activities are then
  presented in the Work Plan and posted on the
  Sharepoint site.

17
The Mentoring Techniques

• What the Mentor can do with and for the Student
  
• are provided below and are taught in the training
  session
• Academic Advising and Career Planning (how to
  find orientation facts, scheduling, course
  sequencing, and career planning)
• Coaching on study skills (e.g. take SLS course)
• Motivating and Encouraging
• Referring to tutoring, financial aid, and other
  College support services
• Active Listening
• Teaching specific skills, e.g. conflict
  resolution
• Monitoring student Work Plans and student
  progress

18
To Date

• All Campuses have received orientation on design
  of program, mentor roles and use of Work Plans.
• Specific training for each campus has been
  scheduled to assist in further defining mentor
  roles, documenting the mentor relationship and
  building a customized program identity on each
  campus.
• For example At Downtown 63 mentors are paired
  with 80 students, formal record keeping to
  facilitate data collection, use of Sharepoint
  site, budget proposal and social events are in
  place.

19
FTIC Calling

• The purpose of this intervention is to conduct
  diagnostic calls to all FTIC College Prep
  students each term to determine their
  satisfaction with academic and student success
  processes.
• Each campus must decide if they want to design a
  longitudinal study or annual survey of specific
  campus processes. This will determine the script
  questions.
• This intervention is distinguished from the
  Tested but not registered calling list done
  this fall term.

20
Steps to FTIC Calling Intervention

• Develop your Campus Script based upon your
  research questions
• Train callers in the use of the Script and data
  collection, e.g. interview techniques and how you
  want them to write the responses
• Decide how to capture the data, e.g. paper,
  website, spreadsheet

21
Analyzing the Data Collected

• Determine your response rate
• Look for themes in your data sets
• Analyze responses to questions to recommend
  changes in college prep
• academic methods, interventions and process
  changes for student services
• Write findings and report

22
Kent CampusRichard Greene, Process Leader

• Presentation by Kristy Servant
• on Kent Campus
• Learning Communities

23
North CampusDr. Dana Thomas, Process Leader

• North Campus Math Initiative
• Tracking Documents
• Progress Reports
• Information Cards
• Learning Center
• Counseling/Advising
• Referral Forms

24
Math Initiative Judy Holcomb and Donna Martin

• The Vision...
• Began with a 2003 visit to the AMATYC Conference
  at Glendale Community CollegeMethods to Retain
  at-Risk Students
• 2004 return visit to Glendales tutoring class
• 40 to 74 success rate
• Tutoring included study skills, test-taking
  strategies, time management methods, handling
  math anxiety.

25
Glendales Math Solution
26
The Facility
27
The Math Library

28
Small Group Tutoring
29
Computer Lab
30
Norths Application Enable Math Learning
Community

• Jeff Hess/Title III Developed SLS 1932, a two
  credit structured tutorial assistance course that
  uses Student Ambassadors and student tutors in
  small group settings in computer lab.
• Students concurrently enrolled in SLS and either
  MAT 0024 or MAT 1033.
• EnableMath Software/Noel Levitz Intervention
• Two sections encoded 29 total students
• Spring already at 24 students!

31
Donna Martin Judy Holcomb
32
Student Tutor
33
Cisco Lab
34
Enthusiasm Abounds!
35
Progress Reports

• Sent to all teachers of all college prep students
  at midterm.
• Inspired by the athletic progress reports.
• Relatively simple/quick to use.
• Will be returned to Process Leader who will work
  with retention team to strategize implementations
  for those students needing additional assistance.

36
(No Transcript)
37
Information CardsLearning Center
Counseling/Advising
38
Referral Forms
39
(No Transcript)
40
Open CampusKathy Clower, Process Leader
Open CampusKathy Clower, Process Leader

• New Student Orientations
• New Student Online Orientation
• Phoning Home.
• Integrating Campus Learning Centers

41
New Student Orientations

• Designed face-to-face orientations for FTIC
  online students
• Phoned 150 students 20061 to extend personal
  invitations
• Offered 1-hour workshops on 4 campuses
• Received rave reviews
• Will offer again Spring Term

42
New Student Online Orientation

• Developing Intro to Online Learning on Distance
  Learning website
• Interactive
• Tutorials
• Links
• Getting the word out
• College homepage promo
• Comment line in Orion
• Instructor driven

43
Hows It Going?

• Phoning Home
• Developed script to address
• Progress
• Technology
• College services
• Math faculty called 88 students
• Reached 28 (32)
• Remainder received detailed messages
• Results
• Happy to chat, delighted to be checked on
• Many (half?) unaware of student services

44
Integrating Campus Learning Centers

• Virtual College reps attending LC meetings
• Virtual College visiting LC on each campus
• Describe services
• I.D. problems/seek solutions
• Improve communication
• Student Ambassador SS Dean creating DL website
  with links to LC services resources

45
Integrating Campus Learning Centers

• Tutoring Training
• Exploring Ask-a-Tutor program
• Establish pilot
• Statewide interest
• Project MIND
• Math workshops January 3, 4 5
• Invitations to LC staff

46
South CampusCharles Smires, Process Leader

• Orientation
• Mentor Program
• Learning Communities/Service Learning
• Phone Calls to Remedial Students

47
Learning Center Support ProgramsMathematics

• Student One-On-One Support Program (SOS)
• SIGMA (Small Independent Group Mathematics)
  Program

48
Learning Center Support ProgramsEnglish,
Reading, and ESL

• SOS Review (Paragraph and Grammar)
• PERUSE (Reading)
• ESL Practice Writings/Review

49
CPT Interventions

• Pre-Assessment Intervention
• a. Pre-Assessment Video/Study Materials
• b. High School Pilot/Advancer Pilot
• Assessment Interventions
• a. Entering of Scores
• b. Environmental Scan
• Post-Assessment Interventions

50
Wolfson Project

• 90 passed ENC 1101 in the Fall Semester
• 83 passed ENC 1101 in the Spring Semester
• 57 out of 66 students or 87 completed ENC 1101
  on first attempt
• 59 out of 66 students or 90 completed ENC 1101
  after first or second attempts