First Year Pathways: Giving Students a Strong Start 12:45p.m.-2:00p.m.

Presenters: Crystal Kiekel, Director of the Center for Student Success at Pierce College; 3CSN College & Career Readiness Coordinator; PIP Facilitator Jessica Cristo, ADELANTE Director, East Los Angeles College; PIP Facilitator

Andrew Sanchez, Harbor College
Cecile Davis Anderson, Counselor Lead and Coach Coordinator for PCC Pathways, Pasadena City College Shelagh Rose, Assistant Professor and ESL Lead for PCC Pathways, Pasadena City College Carrie Starbird, Assistant Professor and Math Lead for PCC Pathways, Pasadena City College

Agenda
• 12:45pm-1:10pm: Introduction, PIP – Crystal Kiekel, LAPC, 3CSN • 1:10-1:30: Persistence Survey Results, Jessica Cristo, East Los Angeles College • • 1:30-1:40: Example of a new First Year Experience Program, Andrew Sanchez, Harbor College • 1:40-2:00: Cecile Davis Anderson, Counselor Lead and Coach Coordinator for PCC Pathways, Pasadena City College ; Shelagh Rose, Assistant Professor and ESL Lead for PCC Pathways, Pasadena City College : Carrie Starbird, Assistant Professor and Math Lead for PCC Pathways, Pasadena City College • 2:00-2:30: Q&A

Why PIP?

How do you define persistence?

What are some of the barriers that students today face that make it difficult to persist?

Fall 2006: 100%

Spring 2007: 68%

Fall 2007: 54%

Pierce College: fall 2008: 37%

• Meet their goals?
• Transfer? • Drop out?

• Financial?

• Motivation?

• Preparation?

Financial aid?

Placement test? Focus groups?

Extended orientation?

Ed Plan?

Puente?

Service Learning?

How can we help?
Peer mentors? Pathways?

Reading skill?

Umosia?
Tutoring?

PD 40? Teaching styles?

English and math?

Habits of Mind?

Step 1: Identify the Problem
• Psychosocial prep

• Know expectations
• Ed Plan • English and math

Step 2: Identify the Inquirers
• District Reps
• Faculty • Counselors

• Administrators
• Researchers

Step 3: Gather Data
• Interview
• Focus groups • Read • Make a guess

Step 4: Try Something
• Try
• Fail • Revise • Try it again

Step 5: Revise and Document
• Gather data

• Regular district/ campus reports • Learn from each other

3. How do you define student persistence on your college campus?
30
25 20 15 10

25.2 20.73 18.29 15.85

13.01 5.69

5
0 Completion Achieving Semester Enrollment Goals Compeletion Courses Passing

N=246

Examples of Persistence
• Completing 12 units with a C or better each term.

• Students remaining Regular attendance, class enrolled and attending participation and completion of classes throughout the homework assignments semester Students completing assignments • Continued enrollment and success until and seeking help when completion of either: A degree program, needed A certificate program Or, the acquisition of skills and knowledge which might be • Willingness to do what has to be a limited subset of a degree or done to complete assignments, certificate. This last item is a key get to class on-time consistently, component to a "community" college knowing the importance of good providing continuing education for GPA, and most of all knowing that employed/employable adults an education can take you anywhere.

Students who stay in college in spite of financial hardships and other factors that prevent them from completing their courses

4. What is your department or program doing to support student persistence?
18 16 16.32 15.9

14.64
10.88

14
12 10 8 6 4 2 0 Tutoring Support Department Program Helping 10

N=239

Examples of Department Efforts
ENGLISH: we have people to help students persist through trials: writing center tutors & faculty members who reach out to help students; we collaborate w/ other departments, too.
We have developed and funded a department student resource center that offers tutoring, resources, workshops, lending library, computers, and individual support to students and faculty in the department. We also offer some courses bilingually (English/Spanish). We offer Puente, two First-Year Experience cohorts. Support We have a Child Dev. lab that services, such as provides help to students in tutoring, labs, classes and a place to gather workshops which creates community and definitely adds to success and We provide orientation persistence. We also have a sessions so that students math tutor right in our Child are fully aware of the Dev. Dept. because math is demands of their chosen one area many students have field. We also tutor in trouble with. We also have a problem areas and dedicated counselor paid by a special grant which helps maintain flexible office students tremendously. hours.

5. Describe 1-3 Barriers You See That Inhibit Student Persistence on Your Campus.
20 18 16 14 12 10 8 6 4 2 0 17.89 14 14 14 13

4

College Basic Skills Financial Courses & Support Offerings

Books

N=246

Examples of Barriers
Lack of non-cognitive skills (e.g. inability to adapt to college environment) 2. Academic under preparedness 3. Open enrollment system We offer Puente, two First-Year Experience cohorts. Support Students aren't prepared for services, such as college. They can read words tutoring, labs, on a page, but they can't workshops comprehend what they are reading. They don't want to I also think that lack of take notes.

Students lacking specific academic goals and a plan. Students not connecting with their peers on campus. Lack of enough full-time faculty committed to one campus community. Overburdening of too few full-time faculty to conduct the work of the college, including connecting and mentoring students.

information (or rather not knowing where to find it) and/or absence of family members who have gone to college can also make it hard for students to make the right choices regarding their education.

I teach night classes and students do not have any contact with anyone.

Q6. What is your role in supporting student success?
18 16 14 12 16.73

10
8 6 4 2 0 Encourage N=245

9.39

9.39 6.53

Services

Program

Skills

Examples of Supporting Student Persistence
My role as an instructor is not only teaching, but encouraging the students along the way and being Encourage, innovate truthfully about their progress. and praise student I hound them--email when they are absent, & recommend ways to improve their skills in a positive, supportive manner.

efforts. I encourage student to come see me during office hours, I alert students when they miss exams/assignments (several), and about their attendance.
Show up. Be there for them. Know the campus and services available. Encourage an understanding of the importance of reading and writing, of basic skills and educational goals.

Created accelerated programs.

Los Angeles Harbor College
2nd Annual LACCD Achieving the Dream Retreat

First Year Experience ATD Intervention Update Presented by Dan Ruiz and

Who We Are and How We Planned
• ATD Core and Data Teams and First Year Experience Working Committee • Broad Range of Campus Wide Participation • Ongoing Steering Meetings • Review and Research • Limited Use of Funds • Traditional Cohort FYE Program Model • Implemented and Launched with Pilot Cohort in Fall 2012

What We Are Doing
• • • • • • Recruitment and Orientation Pre-Semester Retreat Pre-Selected Courses Cohort Building Activities Learning Coach and Early Alert Ongoing Communication with Teaching Faculty • Assessments, Discussions and Changes

Main Themes and Findings So Far
Successful Course Completion
• Appear to be doing better overall • Have developed social and learning networks • Have learned to navigate the institution • Have completed Ed Plans • Have built relationships • Are developing a culture of success attitude

Higher Number of Units Completed

Higher GPA

FALL 2012

Outcomes So Far

n FYE Art 103 English 28 PD 17 ServLrn 100 Total 104 72 73 67 316

Course Successful Course Completio Retention n 99.0% 98.6% 100.0% 98.5% 99.1% 93.3% 81.9% 97.3% 85.1% 89.9%

GPA 2.74 2.70 2.70 2.74 2.72

Avg Units Attempte Avg Units Completed d 10.44 10.57 10.49 10.42 10.48 10.70 11.06 10.97 11.00 10.91

Comparison

Art 103 English 28

38 75

76.3% 82.7%

63.2% 61.3%

2.38 2.18

8.58 9.12

6.87 8.03

PD 17
ServLrn 100 Total All Courses
(Includes Comparison Group)

27
25 165 192 590 167 25 974

96.3%
84.0% 83.6% 77.6% 84.4% 94.0% 84.0% 84.7%

96.3%
72.0% 69.1% 60.9% 67.6% 89.2% 72.0% 70.1%

2.77
3.23 2.46 2.50 2.35 2.58 3.23 2.44

8.44
8.00 8.72 8.14 9.02 8.99 7.98 8.82

7.41
8.80 7.78 6.98 8.00 8.43 8.78 7.89

Art 103 English 28 PD 17 ServLrn 100 Total

What We Are Doing Next
•Assess Full Year Outcomes

•Evaluate What Worked and What Did Not
Assessment Synthesis

•Evaluate the Fiscal Costs of the Program •Make Changes Based on Data •Institutionalize and Scale up

Implement

•Begin Year 2 FYE Pilot

Student Success

Pasadena City College Pathways
Cecile Davis Anderson, Counselor Lead & Coach Coordinator for PCC Pathways Shelagh Rose, Assistant Professor and ESL Lead for PCC Pathways Carrie Starbird, Assistant Professor & Math Lead for PCC Pathways

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