AIR 2008 – Seattle, WAAIR 2008 – Seattle, WA

First Look:First Look:Counseling-Enhanced Counseling-Enhanced

Developmental Learning Developmental Learning CommunitiesCommunities

Maureen Pettitt, Ph.D.Maureen Pettitt, Ph.D.Skagit Valley College, WASkagit Valley College, WA

You are here!

Session TopicsSession Topics Learning Communities at SVCLearning Communities at SVC Developmental Learning CommunitiesDevelopmental Learning Communities

Research and Data Research and Data Project OverviewProject Overview

Planning, Goals, Planning, Goals, Integrated Assignment ExampleIntegrated Assignment Example

Research DesignResearch Design Results to DateResults to Date Implications for Research & PracticeImplications for Research & Practice

Learning Communities at SVCLearning Communities at SVC Curricular Learning Communities have been Curricular Learning Communities have been

offered at Skagit since 1986 and required for the offered at Skagit since 1986 and required for the transfer degree since 1993transfer degree since 1993

Not initially about retention but fostering student Not initially about retention but fostering student learning: a means of delivering instruction to learning: a means of delivering instruction to help students see connections between and help students see connections between and among disciplines (vs a “smorgasbord” approach among disciplines (vs a “smorgasbord” approach to General Education requirements)to General Education requirements)

Approximately 50 LCs are offered at SVC each Approximately 50 LCs are offered at SVC each year, about half fully collaborativeyear, about half fully collaborative

Current Gen EdCurrent Gen EdIntegration Learning OutcomesIntegration Learning Outcomes

Students will be able to…Students will be able to… Identify the strengths and limitations of different fields of Identify the strengths and limitations of different fields of

study.study. Identify and evaluate the relationships among different Identify and evaluate the relationships among different

perspectives within a field of study or among different perspectives within a field of study or among different fields of study.fields of study.

Integrate concepts and analytical frameworks from Integrate concepts and analytical frameworks from multiple perspectives to develop one or more of the multiple perspectives to develop one or more of the following: more comprehensive descriptions, multi-causal following: more comprehensive descriptions, multi-causal explanations, new interpretations, or deeper explorations explanations, new interpretations, or deeper explorations of issues.of issues.

Analyze and reflect upon insights gained from integrating Analyze and reflect upon insights gained from integrating multiple perspectives in a purposeful project or multiple perspectives in a purposeful project or experience.experience.

Learning Communities at SVCLearning Communities at SVC

Fully CollaborativeFully Collaborative Feast or FamineFeast or Famine (Nutrition and Sociology) (Nutrition and Sociology) Sex.commSex.comm (Human Sexuality and Mass (Human Sexuality and Mass

Communication)Communication) Stating the MatterStating the Matter (Chemistry and English (Chemistry and English

Composition) Composition) Developmental (federated, co-enrollment)Developmental (federated, co-enrollment)

Reading Between the Numbers Reading Between the Numbers (developmental (developmental Math and Reading)Math and Reading)

Learning Communities at SVCLearning Communities at SVC Federated Federated

Celluloid ScienceCelluloid Science - science majors enroll in an - science majors enroll in an introductory film course and one of the introductory film course and one of the courses required for their major , with the courses required for their major , with the explicit purpose of exploring how films portray explicit purpose of exploring how films portray scientists, scientific practices, and conceptsscientists, scientific practices, and concepts

This, That, and the OtherThis, That, and the Other - students co-enroll - students co-enroll in a research paper course and one of several in a research paper course and one of several social science courses, with the goal of social science courses, with the goal of researching topics specific to their field of researching topics specific to their field of studystudy

Background: Background: Research and Data Related to Research and Data Related to

Learning CommunitiesLearning Communities

Research Literature: Research Literature: Tinto (1998)Tinto (1998)

Lessons Learned Lessons Learned Making pedagogical choices: Different Making pedagogical choices: Different

strategies for different needsstrategies for different needs Making appropriate placement: Assessing Making appropriate placement: Assessing

student education needsstudent education needs Lessons in ImplementationLessons in Implementation

Using pilot programsUsing pilot programs Building institutional supportBuilding institutional support Building faculty and staff involvementBuilding faculty and staff involvement

Research Literature: Research Literature: Malnarich with others (2003)Malnarich with others (2003)

““Students need to develop the Students need to develop the abilities associated with ‘learning how abilities associated with ‘learning how to learn’ in multiple and varied to learn’ in multiple and varied contexts—a key learning goal of contexts—a key learning goal of curriculum aimed at preparing curriculum aimed at preparing students for college-level work” (p. students for college-level work” (p. 27).27).

Research Literature: Research Literature: Malnarich with others (2003)Malnarich with others (2003)

Best PracticesBest Practices Adopt an abilities-based developmental Adopt an abilities-based developmental

perspective in LCs and throughout the perspective in LCs and throughout the campuscampus

Target high-risk coursesTarget high-risk courses Integrate skill development with credit-bearing Integrate skill development with credit-bearing

college-level coursescollege-level courses Design a holistic program – integrate Design a holistic program – integrate

academic and student support services; use academic and student support services; use peer tutorspeer tutors

DataData Numerous studies conducted at SVC over the Numerous studies conducted at SVC over the

past 20 years regarding impact (for an overview, past 20 years regarding impact (for an overview, see Dunlap & Pettitt, 2008)see Dunlap & Pettitt, 2008)

CCSSE results in 2003, 2005 and 2007 CCSSE results in 2003, 2005 and 2007 validated the value of Learning Communities: validated the value of Learning Communities: students who took learning communities at SVC students who took learning communities at SVC were significantly more likely to engage in were significantly more likely to engage in activities that increase their time on task (and activities that increase their time on task (and thus their chances for meeting their educational thus their chances for meeting their educational goals) as well as to assume responsibility for goals) as well as to assume responsibility for their learning.their learning.

CCSSE LC QuestionCCSSE LC Question Stem: “Which of the following have you Stem: “Which of the following have you

done, are you doing, or do you plan to do done, are you doing, or do you plan to do while attending while attending this collegethis college?” ?”

Category: “Organized learning communities Category: “Organized learning communities (linked courses/study groups led by faculty (linked courses/study groups led by faculty or counselors)”or counselors)”

Response Categories: Response Categories: 1.1. I have doneI have done2.2. I plan to doI plan to do3.3. I have not done nor plan to doI have not done nor plan to do

MethodMethod

Used T-test for independent samples to Used T-test for independent samples to examine differences in effort and examine differences in effort and engagement between students who had engagement between students who had taken Learning Communities and those taken Learning Communities and those who had not done nor planned to do.who had not done nor planned to do.

Results are for the latest survey Results are for the latest survey administration (Spring 2007)administration (Spring 2007)

   Learning CommunityLearning Community

Sig.Sig.VariableVariable HaveHaveTakenTaken

(n = 173 )(n = 173 )

Not Not TakenTaken

(n = 232)(n = 232)

Asked questions in classAsked questions in classor contributed to classor contributed to classdiscussionsdiscussions

3.003.00 3.003.00 1.0001.000

Made a classMade a classpresentationpresentation

2.432.43 2.272.27 .069.069

Prompt: “In your experiences at this college during the Prompt: “In your experiences at this college during the current school year, about how often have you done each of current school year, about how often have you done each of

the following?”the following?”Responses range from 1 (“Never”) to 4 (“Very Often”)Responses range from 1 (“Never”) to 4 (“Very Often”)

FindingsFindings

   Learning CommunityLearning CommunitySig.Sig.VariableVariable Have TakenHave Taken

(n = 173 )(n = 173 )Not TakenNot Taken(n = 232)(n = 232)

Prepared two or more drafts of a Prepared two or more drafts of a paper or assignment before paper or assignment before turning it inturning it in

2.962.96 2.452.45 .000.000

Worked on a paper or project that Worked on a paper or project that required integrating ideas or required integrating ideas or information from various sourcesinformation from various sources

3.143.14 2.752.75.000.000

Worked with other students on Worked with other students on projects during classprojects during class

2.882.88 2.692.69 .021.021

Worked with classmates outside Worked with classmates outside of class to prepare class of class to prepare class assignmentsassignments

2.492.49 2.102.10 .000.000

Discussed ideas from your Discussed ideas from your readings or classes with others readings or classes with others outside of class (students, family outside of class (students, family members, co-workers, etc.)members, co-workers, etc.)

2.872.87 2.692.69 .038.038

Learning CommunityLearning Community

Sig.Sig.VariableVariable Have TakenHave Taken(n = 173 )(n = 173 )

Not TakenNot Taken(n = 232)(n = 232)

Worked harder than you thought Worked harder than you thought you could to meet an instructor’s you could to meet an instructor’s standards or expectationsstandards or expectations

2.782.78 2.522.52 .003.003

Used email to communicate with Used email to communicate with an instructoran instructor

3.103.10 2.672.67 .000.000

Discussed grades or assignments Discussed grades or assignments with an instructorwith an instructor

2.762.76 2.582.58 .039.039

Discussed ideas from your Discussed ideas from your readings or classes with readings or classes with instructors outside of classinstructors outside of class

2.112.11 1.881.88 .012.012

Worked with instructors on Worked with instructors on activities other than courseworkactivities other than coursework

1.741.74 1.451.45 .000.000

CCSSE BenchmarksCCSSE Benchmarks Five benchmarks - 38 engagement items that Five benchmarks - 38 engagement items that

“reflect the most important aspects of the “reflect the most important aspects of the student experience”student experience”

Rolling three year cohort (2005 – 2007)Rolling three year cohort (2005 – 2007) Benchmark scores are Benchmark scores are

computed by averaging the scores on survey items computed by averaging the scores on survey items that comprise the benchmarkthat comprise the benchmark

weighted for full-time/part-time attendanceweighted for full-time/part-time attendance standardized so that weighted mean scores across all standardized so that weighted mean scores across all

students is 50students is 50 An institutions’ benchmark scores are computed An institutions’ benchmark scores are computed

by taking the weighted average of their students’ by taking the weighted average of their students’ standardized scores.standardized scores.

CCSSE BenchmarksCCSSE Benchmarks5 8 . 3

4 9 . 7

5 3 . 0

5 0 . 1

5 3 . 7

5 0 . 1

5 6 . 6

4 9 . 9

5 2 . 1

4 9 . 6

4 4

4 6

4 8

5 0

5 2

5 4

5 6

5 8

6 0

A c t i v e &C o l l a b o r a t i v e

L e a r n i n g

S t u d e n t E f f o r t A c a d e m i cC h a l l e n g e

S t u - F a cI n t e r a c t i o n

S u p p o r t f o rL e a r n e r s

S V C M e d i u m C o l l e g e s A l l C o l l e g e s

ImperativesImperatives Approximately half of students new to the Approximately half of students new to the

college test into developmental Englishcollege test into developmental English Nearly 90% test into developmental mathNearly 90% test into developmental math The “C or better” pass rate in The “C or better” pass rate in

developmental math (as a percent of developmental math (as a percent of students enrolled the 10students enrolled the 10thth day) averages day) averages 65%.65%.

Counseling-Enhanced Counseling-Enhanced Developmental Learning Developmental Learning

CommunitiesCommunities

Project PlanningProject Planning Summer 2007 meeting at The Washington Summer 2007 meeting at The Washington

Center for the Improvement of Center for the Improvement of Undergraduate Education, sponsored by Undergraduate Education, sponsored by MDRCMDRC

Faculty and IR, joined by additional faculty Faculty and IR, joined by additional faculty and administrators for part of the timeand administrators for part of the time

Collaboratively 1) identified core Collaboratively 1) identified core pedagogical practices, 2) planned pedagogical practices, 2) planned common counseling activities, and 3) common counseling activities, and 3) identified key research componentsidentified key research components

SVC Learning Communities:SVC Learning Communities:Core Pedagogical PracticesCore Pedagogical Practices

1.1. Value and build on students’ existing Value and build on students’ existing abilities and experiences. abilities and experiences.

2.2. Create ongoing opportunities to Create ongoing opportunities to collaboratively construct knowledge collaboratively construct knowledge together in class.together in class.

3.3. Ensure active involvement in learning, Ensure active involvement in learning, i.e., solving problems, discussing ideas,i.e., solving problems, discussing ideas,writing, working on project teams.writing, working on project teams.

Project GoalsProject Goals

1.1. Expand our developmental Learning Expand our developmental Learning Community offerings to improve student Community offerings to improve student success in Mathematics and Englishsuccess in Mathematics and English

2.2. Integrate student services with Integrate student services with instruction to increase collaboration and instruction to increase collaboration and to enhance faculty advising skillsto enhance faculty advising skills

3.3. Use a research model to inform project Use a research model to inform project planning and measure successplanning and measure success

Strengthening CollaborationStrengthening Collaboration

Counseling and teaching facultyCounseling and teaching faculty CollaborativelyCollaboratively design and teach design and teach

developmental learning communitiesdevelopmental learning communities CollaborativelyCollaboratively assess our efforts frequently assess our efforts frequently

to measure student success and guide future to measure student success and guide future venturesventures

Regular meeting with all LC teams to Regular meeting with all LC teams to discuss successes and challenges discuss successes and challenges

Counseling ComponentCounseling Component

Four advising-related topics are integrated Four advising-related topics are integrated into the LC:into the LC: Time ManagementTime Management Test preparation/test anxietyTest preparation/test anxiety Educational PlanningEducational Planning College ResourcesCollege Resources

Topics are integrated organically, based Topics are integrated organically, based on the syllabus and student needson the syllabus and student needs

ExampleExample

Reading Between the NumbersReading Between the Numbers MATH 96 and READ 97MATH 96 and READ 97

Integrative assignment topic = Time Integrative assignment topic = Time ManagementManagement

Math, Reading, and Counseling faculty Math, Reading, and Counseling faculty work collaboratively with students in this work collaboratively with students in this Learning Community on this assignmentLearning Community on this assignment

Time Management AssignmentTime Management Assignment IntegrationIntegration

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

Building on Core PracticesBuilding on Core Practices

1.1. Value and build on students’ existing Value and build on students’ existing abilities and experiences. abilities and experiences.

Students use their own experience as a Students use their own experience as a starting point with the questionnaire and starting point with the questionnaire and will also use their past knowledge when will also use their past knowledge when reading the literature to appropriately reading the literature to appropriately choose solutions that will work for them. choose solutions that will work for them.

Building on Core PracticesBuilding on Core Practices

2.2. Create ongoing opportunities to collaboratively Create ongoing opportunities to collaboratively construct knowledge together in class.construct knowledge together in class.

3.3. Ensure active involvement in learning, Ensure active involvement in learning, i.e. solving problems, discussing ideas,i.e. solving problems, discussing ideas,writing, working on project teams.writing, working on project teams.

The assignment involves learning through The assignment involves learning through writing, small group work, solving problems, and writing, small group work, solving problems, and discussions. It also has reflection components in discussions. It also has reflection components in the summary paper and the re-visit later in the the summary paper and the re-visit later in the quarter. Their work is made “public.” quarter. Their work is made “public.”

Continuous ImprovementContinuous Improvement Fall and Winter teams met mid-quarter to Fall and Winter teams met mid-quarter to

discuss progress and make adjustmentsdiscuss progress and make adjustments Debriefing sessions held at the end of Debriefing sessions held at the end of

each quarter with all participating faculty to each quarter with all participating faculty to identify successes and challenges, and to identify successes and challenges, and to review datareview data

Disseminate successful strategies and Disseminate successful strategies and results with the college community through results with the college community through Center for Learning and TeachingCenter for Learning and Teaching

Research Design and Research Design and Preliminary ResultsPreliminary Results

Research QuestionResearch Question

Does the addition of a counseling Does the addition of a counseling faculty member into the faculty member into the

developmental learning community developmental learning community environment make a difference in environment make a difference in student outcomes related to the student outcomes related to the

course and in their future educational course and in their future educational efforts?efforts?

Independent Variable: Independent Variable: Course PedagogyCourse Pedagogy

Nine developmental learning communities Nine developmental learning communities offered in 2007-08, divided into two groups:offered in 2007-08, divided into two groups: Group I = counseling-enhanced developmental Group I = counseling-enhanced developmental

learning communitieslearning communities Group II = “regular” (non-counseling-enhanced) Group II = “regular” (non-counseling-enhanced)

developmental learning communitiesdevelopmental learning communities Group III = selected, comparable stand-Group III = selected, comparable stand-

alone developmental education coursesalone developmental education courses

Dependent Variable: Dependent Variable: Student AchievementStudent Achievement

The dependent variable in this study is The dependent variable in this study is student achievement, measured using student achievement, measured using the following factors:the following factors:1. Student success in the core course(s) 1. Student success in the core course(s) 2.2. Student retention from quarter to Student retention from quarter to quarterquarter3.3. Student success in subsequent core Student success in subsequent core course sequencecourse sequence4. Student persistence to degree or 4. Student persistence to degree or certificatecertificate

Demographic VariablesDemographic Variables

AgeAge EthnicityEthnicity GenderGender First generationFirst generation Prior education Prior education

levellevel Work statusWork status Family statusFamily status Ed IntentEd Intent Program (Major)Program (Major)

GPA (entry and progress)GPA (entry and progress) College credits completed College credits completed

at time of entry at time of entry Full-time vs. part-time Full-time vs. part-time

status status Year of high school Year of high school

graduationgraduation Placement test scoresPlacement test scores

0%20%40%60%80%

100%

C-E LC

LC

StandAlone

DemographicsDemographics

DemographicsDemographics

0%20%40%60%80%

100%N

oD

epen

dent

s

Enro

lled

Full-

Tim

e

Empl

oyed

Part

-Tim

e

C-E LC

LC

StandAlone

Percent of Students Enrolled at 10Percent of Students Enrolled at 10th-th-day day Who Earned a C or BetterWho Earned a C or Better

MATH 96 47%READ 97 59%MATH 96 52%ENGL 07 67%MATH 97 56%SPCH 100 60%MATH 96 55%MATH 97 64%

ENGL 97 54%

Counseling-Enhanced

Developmental LCs

Developmental LC

Stand Alone Courses

Fall to Winter RetentionFall to Winter Retention

82%

76%

74%

70% 75% 80% 85%

C-E Dev LC

Dev LC

Stand Alone

Washington State Student Washington State Student Achievement InitiativeAchievement Initiative

Student Achievement Database – help colleges Student Achievement Database – help colleges track their students for the incremental gains track their students for the incremental gains they make during the year in the following areas:they make during the year in the following areas: gains made in basic skills courses (multiple points gains made in basic skills courses (multiple points

possible)possible) completing a pre-college math or English course completing a pre-college math or English course

(multiple points possible)(multiple points possible) earning first 15 college level creditsearning first 15 college level credits earning 1st 30 college level creditsearning 1st 30 college level credits earning 1st 5 credits in college level math, and earning 1st 5 credits in college level math, and earning a certificate, degree or apprenticeship awardearning a certificate, degree or apprenticeship award

Washington State Student Washington State Student Achievement InitiativeAchievement Initiative

Gains are termed “momentum points” Gains are termed “momentum points” because they add momentum to a because they add momentum to a student’s longer term successstudent’s longer term success

Colleges are measures against their own Colleges are measures against their own “baseline” data rather than with other “baseline” data rather than with other collegescolleges points gained could be impacted by total points gained could be impacted by total

enrollments, the ratio of part-time/full-time enrollments, the ratio of part-time/full-time students, and the mix of student educational students, and the mix of student educational goalsgoals

Fall 2007 Cohort Achievement Fall 2007 Cohort Achievement Points – Fall & WinterPoints – Fall & Winter

(A784P less A781 Final)(A784P less A781 Final)

Cohort Count

Students Earning

Points

Percent Earning

PointsTotal

Points

Average Points

per Student

Counselor-Enhanced Dev LC 38 28 74% 73 1.92

Dev LC 25 21 84% 53 2.12

Stand Alone 90 65 72% 156 1.73

Other Study ElementsOther Study Elements

Faculty LogsFaculty Logs Topic/Activity/Assignment/Course PrepTopic/Activity/Assignment/Course Prep Time allocatedTime allocated What went well? What would you do differently?What went well? What would you do differently?

Faculty Feedback SurveysFaculty Feedback Surveys Discussed nextDiscussed next

Student SurveysStudent Surveys In process, but not completedIn process, but not completed

Faculty Feedback – Faculty Feedback – Confidential Web-Based SurveyConfidential Web-Based Survey

StrengthsStrengths Having the counselor in the classroom:Having the counselor in the classroom:

really enhanced the connections made in the really enhanced the connections made in the classroom and improved the interaction and classroom and improved the interaction and dynamic for discussions and lectures dynamic for discussions and lectures

gave an interesting air to the classgave an interesting air to the class provided a different voice, a richness to skills provided a different voice, a richness to skills

developmentdevelopment

Faculty Feedback – Faculty Feedback – Confidential Web-Based SurveyConfidential Web-Based Survey

ChallengesChallenges TIME! TIME!

Reduced time to finish instruction in Reduced time to finish instruction in mathematicsmathematics

Finding time (or the right time) to fit in the Finding time (or the right time) to fit in the counseling modulescounseling modules

Faculty Feedback – Faculty Feedback – Confidential Web-Based SurveyConfidential Web-Based Survey

RecommendationsRecommendations I would:I would:

allow for at least one scheduled hour for the allow for at least one scheduled hour for the counselors to use each weekcounselors to use each week

access the students’ placement scores before access the students’ placement scores before the LC for discussion with other facultythe LC for discussion with other faculty

work more closely with the counselor prior to work more closely with the counselor prior to the start of the LC to develop content-specific the start of the LC to develop content-specific applications of study skills materials applications of study skills materials

schedule a weekly time to meetschedule a weekly time to meet

““Some of the students were so ill-prepared Some of the students were so ill-prepared for college on so many levels that it is hard for college on so many levels that it is hard to imagine that they would have made it to imagine that they would have made it otherwise.”otherwise.”

Implications for Implications for Practice & ResearchPractice & Research

Non-counseling-enhanced LC had best Non-counseling-enhanced LC had best showing on grades and momentum points—showing on grades and momentum points—higher level students?higher level students?

Highest retention rate for students in Highest retention rate for students in counseling-enhanced developmental learning counseling-enhanced developmental learning communities—we plan to follow students into communities—we plan to follow students into subsequent terms to track persistencesubsequent terms to track persistence

Need larger N and additional analyses based Need larger N and additional analyses based on educational experience brought to courseon educational experience brought to course

High retention rate was enough for the college High retention rate was enough for the college to commit to CE Dev LC program in 2008-09to commit to CE Dev LC program in 2008-09

And speaking of time And speaking of time management…management…

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

ReferencesReferences 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.