GIVE STUDENTS A COMPASS, PHASE II PILOT SITES. EAST LOS ANGELES COLLEGE CSU LOS ANGELES.
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Transcript of GIVE STUDENTS A COMPASS, PHASE II PILOT SITES. EAST LOS ANGELES COLLEGE CSU LOS ANGELES.
GIVE STUDENTS A COMPASS,PHASE II
PILOT SITES
EAST LOS ANGELES COLLEGE
CSU LOS ANGELES
PRESTIGEPRogress 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
SeminarCSULA
Chemistry
StatisticsEnglish
‘Give Students a Compass’ (www.calstate.edu/app/compass) and The Rosalinde and Arthur Gilbert Foundation
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
English Stats
CSULASilvia Heubach (Mathematics)Alison McCurdy* (Chemistry & Biochemistry)Patrick Sharp (Liberal Studies)Wayne Tikkanen (Chemistry & Biochemistry)
ELACAlex Immerblum (English)Veronica Jaramillo* (Chemistry)Mona Panchal (Mathematics)Amanda Ryan Romo (English)Shana Scherzer (English)
Proposal and curriculum design faculty:
Chemistry
English Stats
PRESTIGE
OXNARD COLLEGE
CSU CHANNEL ISLANDS
Sophomore Seminar Transfer Pipeline
COMM R113RIntercultural 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 CollegeCSU Channel Islands and Oxnard CollegePilot Site, COMPASS Phase IIPilot 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.
OC CONDORSOC CONDORS
CI DOLPHINSCI DOLPHINS
COSUMNES RIVER COLLEGE
CSU SACRAMENTO
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
Master Slideshow Metro FN
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
Basic Metro Design
Essential Element #9
Faculty Learning Community• Model and practice interactive teaching methods• Trouble-shoot student issues
Student & Program Evaluation
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
Thank you!
Master Slideshow Metro FN
CABRILLO COLLEGE
HARTNELL COLLEGE
CSU MONTEREY BAY
A Pilot Project of Give Students a Compass Phase II
CSU Monterey BayCabrillo CollegeHartnell 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, CAProposal 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
linesExplore research and pedagogy for the
college-level courses that we’re bringing into our collaboration
Utilize peer observations and feedbackDocument our work for each other, for our
colleagues on campus, and for colleagues elsewhere
Provide regular opportunities to share impact on teaching and learning
PIERCE COLLEGE
CSU NORTHRIDGE
G.E. PathwaysG.E. PathwaysA COMPASS Collaboration between A COMPASS Collaboration between
California State University, Northridge and Pierce CollegeCalifornia State University, Northridge and Pierce College
G.E. Menu G.E. Menu ChoicesChoices
Most CSUN students (and Most CSUN students (and Pierce students readying Pierce students readying to transfer to CSUN) view to transfer to CSUN) view G.E. as a giant menu G.E. as a giant menu with lots of choices.with lots of choices.
Choice can be greatChoice can be great
But how do you know But how do you know whether to have the whether to have the burger or the tofu? The burger or the tofu? The snapper or the california snapper or the california rollroll? ?
PathwaysPathways
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 Pathways to engaged learninglearning
Social JusticeSocial Justice
The Global VillageThe Global Village
SustainabilitySustainability
2012-2013 Pathways
Pathways to engaged Pathways to engaged learninglearning
2013-2014 Potential 2013-2014 Potential PathwaysPathways
•Monsters and HumansMonsters and Humans
•Food and foodwaysFood 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 transferRetention and transferEngaged students stay Engaged students stay enrolledenrolled
Meaningful G.E. helps Meaningful G.E. helps engagementengagement
LEAP outcomes are core LEAP outcomes are core to this engagementto this engagement
Keep them in classes Keep them in classes during their first two during their first two yearsyears
Get (more of) them Get (more of) them successfully from Pierce successfully from Pierce to CSUNto CSUN