Structured Learning Assistance (SLA) and Training for Success Jim Valkenburg Delta College

Overview Program Beginnings SLA at Delta Adapting the program Early Data Establishing an SLA Program Training SLA The model at Delta Socialization The SLA student Learning Strategies Communication Choice of language

Program Beginnings Data from Peer Mentoring Program (SI) Replicate UMKC data – course grade higher Attendance in Study Sessions 5+ sessions the highest success and course GPA 0 sessions the lowest success and course GPA Participants have a higher semester and cumulative GPA Non-participants have a lower semester and cumulative GPA Students who need the service the most do not attend sessions

Program Beginnings Delta Goes to Ferris State University The team Brought to Delta in 1998 The Pilot

Pilot Program Non-SLA SLA Participate SLA Non-Participate SLA Overall AB C DE W GPA AB C DE W GPA AB C DEW DEW GPA ABC DEW GPA ENG ENG MTH 102* MTH 107* SCI

SLA at Delta Focus on Developmental Level Classes Professionally Trained Facilitators Specific Training The Developmental Level Student Scheduled Study Sessions Included in class schedule and in the schedule book

SLA at Delta To the T/LC in 1999 Modest beginnings 1 English Class 1 Math Class 1 Science Class

First Semester Data *Information about courses—number of students, range of grades, course GPA, etc—may be obtained from your college’s records office. If you are using a college database, input of appropriate queries may allow you access to information. Check with your institution’s research office.

SLA at Delta Selling the program Working with Division Chairs Faculty Support Meeting the Challenge All first level Developmental Courses Changes is Staffing Paradigm

The First Full Semester

Differences between SI and SLA at Delta SI follows the traditional model for sessions Peer Mentors sit in each class They meet either before or after the class Attendance is voluntary SLA sessions are scheduled along with the class They are scheduled either before or after the class but are treated as a “lab” Attendance is required Any student who’s course grade average equals or goes below C+ All students are invited to every session

Textbooks and Copies and Handouts Costs for all textbooks and handout materials is the responsibility of the department being served

Establishing the Program Hiring Professional Staff

Establishing the Program Hiring Student Facilitators

Certification Requirements CRLA Level 2 is required to apply Work on CRLA Level 3 before class begins (requires 10 additional hours of training) 4-5 hours one-on-one/small group training Communication skills Study Group differs from Peer Mentoring (SI) Learning Styles training

Training SLA Facilitators for Student Success

Programmatic Training Use one umbrella to train all academic support program staff CRLA is one option Commonalities of required abilities

Programmatic Training Communication Skills Eliciting responses Probing Questions Facilitating rather than teaching Study skills and how to convey them Documentation Problem solving Specific position responsibilities Limitations of position responsibilities

Specific Training for SLA Socialization The Developmental level Student Role Models Learning Strategies Note Taking Time Management Test Taking Skills

What is a Developmental Level Student? Each student has different learning needs, but in general, developmental level students need to be guided, or socialized, to appropriate learning behaviors. In essence, they have to learn the skills needed to learn.

Responsibilities of an SLA Facilitator A facilitator DOES: Plan and hold study sessions as scheduled Focus on the learner Listen carefully Ask questions Keep sessions on task Suggest learning strategies Model effective behavior Allow students to find their own answers Develop creative means to aid learning Communicate student concerns to faculty Accurately collect and maintain data

Responsibilities of a facilitator A facilitator DOES NOT: Add to content Lecture Wander off task Do anyone’s work for them Allow a conflict to damage the group Act as a substitute if the instructor in not available Correct or grade tests or any other student work Be solely responsible for any course content Help with preparation of tests or class materials

Specific Training for SLA Communication The importance of the first session Communication during a session Choice of language Eliciting responses Communication with the office Communication with the faculty

The importance of the first session Introductions SLA Attendance Policy The “contract” Ice breakers “overcoming math/writing anxiety” How to read the text book How to take notes

Language Language plays an important role in developmental education The difference between positive and negative thinking Four letter words What’s easy for the goose is not…

Eliciting a Response Ask guided questions Change the wording Praise each attempt Correct gently

Communication during a session Notes Distributed Assignments Focus and Refocus Using knowledge of study skills

SLA Sessions Go over notes The facilitator should take notes during class sessions Focus the group The facilitator should make sure the study session is focused on content Seek input and questions The facilitator should ask probing questions Reinforce what the instructor has taught The facilitator should only reinforce content presented by the instructor

SLA Sessions Develop creative means to get ideas across to students Use graphics Play games Have food events or prizes

Communication with the Faculty Faculty feedback to facilitator Faculty feedback to program manager

Communication with the Office Time Sheets/Time and Effort Reports Attendance Records Communication/Contact

Tweaking the Program Program Difficulties The need for continued faculty contact Looking at the numbers

Funding SLA Grant funding Other options Questions? Contact Jim Valkenburg

Discussion Prompt Please go to the discussion board and respond to the prompt you will find concerning this module. Thank you.