ACADEMIC SENATEFEBRUARY 24 , 2012

L A U R A H O P E , C H A F F E Y C O L L E G ED E A N O F I N ST R U C T I O N A L SU P P O RT

Embracing the Challenges Ahead: Transforming Basic

Skills

Scope of the Problem

Little Hoover Commission Findings

Climate of Accountability

Need for “Basic Skills”

College-wide awareness, especially for fundamental academic skills

Institutional ownership for improvement

Student Success Task Force Recommendations

Increased climate of accountability and reduced resources

“High impact practices”

Mythology of the “Basic Skills Student”

“Basic Skills” students are a small and segregated group

Students are aware of what skills and behaviors they need to acquire

Underprepared students are unmotivated

Underprepared students need to learn the basics before they engage in higher order learning

Remedial Pedagogy

Drill and practiceEmphasis on sub-skillsIsolated and book-centeredTediousPursuit of right answers“Coverage” not understandingPassiveCourse empires

Risks of “Remedial Pedagogy”

Stigma that promotes students’ avoidance

Segregation of “basic skills” responsibility

Erosion of college rigor: low expectations equal low performance

Infrastructure that becomes unintentionally punitive

Rethinking Instruction for Foundation Skills

Rethinking institutional structure for success

Rethinking curricular structures

Rethinking support services

Incentivize Enrollment Behavior

Dealing with failure avoidance

Reconsidering the “right to fail” philosophy

Creating the behavior that produces success

Creating a “start right” model

Addressing institutional policy about choice

Kay McClenney’s famous words

“Students don’t do optional”

Curriculum Innovation

Strengthen the ties between assessment and curriculum

Develop a shared set of critical skills that cross the curriculum (RA or WAC)

Explore new structural solutions (learning communities, acceleration)

Emphasize professional development for allDesign support to scale

Reinventing Student Support

Integrate support at all levels (i.e. supplemental instruction or directed learning)

Coordinate support with classroom activity

Make support intrusive and irresistible at ALL levels

Evaluate for duplication and inconsistency

Understanding Intentions and Behavior

Common Interventions

Developing a Philosophy of Purpose

Design to scale that will benefit all students

Design with learning as the ultimate value

Design understanding that students don’t choose well for themselves

Design considering a gap analysis from the students’ perspective

Navigational Questions

How does this practice, policy, or service support learning?

How do we know it is effective?

Does it have the capacity to impact all students?

References

Center for Community College Student Engagement (2012). A Matter of Degrees: Promising Practices for Community College Student Success (A First Look). Austin, TX: The University of Texas at Austin, Community College Leadership Program.

http://www.ccsse.org/center/resources/docs/publications/A_Matter_of_Degrees_02-02-12.pdf