The Chaffey College Success Centers Laura Hope – Interim Dean, Instructional Support Cindy Walker– Instructional Specialist, Language Success Center

The Former Model Difficulties of the former Basic Skills organization:  Separation from disciplines  Self-assessment  Confusing numbering systems  Duplicated curriculum  Classified staffing and leadership  Limited budgets and poor facilities  Divisive campus culture

Basic Skills Success Rates Success Rates57.2%56.2%54.9% Success Rates

“Access Doesn’t Mean Success” 98% of students assessed are underprepared in either math, reading, or writing 71% are deficient in all 3 categories 31% are first generation college students 21% have been out of school 5 or more years Over 80% declare transfer as their goal

The Conditions for Change PFE funds for initiative Moral imperative to improve External visiting team report indicating challenges Campus climate Board Mandate

Success Center Philosophy Academic support should mimic the classroom Academic support shouldn’t be stigmatized All learning is developmental The classroom instructor is an integral partner to effective academic support

Success Center Paradigm All Centers are staffed by faculty—Instructional Specialists All Centers are staffed with paraprofessional tutors and peer tutors All Centers support all students at every level and faculty from any discipline All Centers are District-supported All Centers are connected to their respective disciplines and report to an instructional dean rather than student services

Creation of Success Centers  Instructional programs  District-supported  Central locations  Faculty leadership (7 Instructional Specialists)  Multiple levels of support  Serve all students and faculty  Student-centered learning community

Chaffey College’s 8 Success Centers Rancho Cucamonga Campus: Writing Center Math Center Language Success Center Multidisciplinary/Reading Success Center Chino Campus: Reading/Writing Center Chino Multidisciplinary Success Center Chino Institute for Women: CIW Success Center Fontana Campus: Fontana Multidisciplinary Success Center

The Success Center Population Students in the following disciplines are required to participate in Center activities: English, reading, modern languages, some math classes, some ESL classes, some guidance classes (60%) All other students may use any service in the Centers on a voluntary basis (30%) 50% access at least one Center every term 35% access two or more every term

Success Center Curriculum  Directed Learning Activity  Study Group  Workshop  Tutoring  Lab Resources

Success Centers Occupational Courses Foundation Courses Transfer Courses Cultural Integration

Percent Gain in Success Rate for those who Accessed the Success Center by Academic Year

Success Rates in “Basic Skills” Courses Pre- and Post-Transformation Success Rates

Percent of Transfer Students Who Completed at Least One Pre-Collegiate Skill Level Course Transfer Rate 6.4%10.0%11.3%12.6%14.0%15.2%17.8%20.7%22.6%23.4% Percent of Transfer Students

Impact of DLA on Writing Success

Impact of Workshops on Language Success

Honoring the Promise “I love the Success Center and feel without it I would have been totally lost.” _____________________________________________  68% of Chaffey Honors students started in a basic skills course  95% of students surveyed agree or strongly agree that a connection exists between Success Center and classroom activities  46% access the Success Centers each term  41% of students accessed a Success Center at least twice a week  35% of the students who used a Success Center accessed two or more Success Centers