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