Honoring Our Promise: The Chaffey College Basic Skills Transformation Project Rob Rundquist - Success Center Coordinator

The Chaffey College “Basic Skills” Curriculum  No Assessment  Separation from the discipline  Duplicated curriculum  Confusing numbering systems

Student Population (2000) 72% Underprepared 28% College Prepared

Course Offerings (1999) Transfer Courses 90% “Basic Skills” Courses 10%

Example from Chaffey College Catalog Basic Skills in English 301 A, B, C, D “Individually prescribed instruction designed to provide students with skills in capitalization, punctuation, spelling, sentence structure, and prewriting…” Basic English 307 A, B, C “An individually designed program for grammar …assignments may include review by application and practice of basic grammar, writing skills, and vocabulary development”

Basic Skills Transfer DSPS EOPS Separate and Unequal Support

The Chaffey “Basic Skills” Support Services  Lack of faculty leadership  Limited budgets and poor facilities  Duplicated services

“Basic Skills” Campus Culture  Divisive  Students “trapped” and “stigmatized”  Faculty frustrated  “Painful” recognition of the need to change

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

The “foundation” student of today is the transfer student of tomorrow. The Promise

Basic Skills Transformation Project

Academic Support Instruction Curriculum Organizational Structure Assessment/ Placement Facilities What Happened... Budget

Preparation for Change Visiting Team Report Board Mandate Partnership for Excellence Funds Research Model

Overview of Change  Implementation of assessment measures  Curriculum Revision Eng 500  Eng 550  Eng 450  Eng 1A  Success Center Requirements

Creation of Success Centers  Instructional Program  Faculty Leadership  Serve all students and faculty  Student-centered learning community

E.Course Catalog Description English 1A: Careful study and practice of expository and argumentative writing techniques and the frequent writing of compositions with the ultimate goal of a research project. A minimum of 6,000 written words is expected over the course of the term. Five arranged hours of supplemental learning in a Success Center that supports this course is required. Designed to prepare the student for satisfactory college writing. May be offered as an Honors course. “Supplemental Learning” defined as study groups, workshops, and directed learning activities Activities available at the Writing Center and all off-campus locations English 1A Course Outline

F.Course Topics (Scope and Description of Content): 1.Minimal grammar and paragraph review 2.Limiting topic; thesis; unity; coherence 3.Rhetorical Modes 4.The components of the research project 5.Elements of style 6.MLA documentation mastery 7.Awareness of purpose, audience, and tone DLA for 3 levels Learning Group DLA using library materials Workshops on integrating research DLA on evaluating websites DLA activities connecting to students’ writing Explicit Course Connection

Success Center Curriculum  Directed Learning Activity  Learning Group  Workshop  Tutoring  Lab Resources

Annual Number of Student Contacts at the Success Centers (Contacts of 15 or More Minutes) Number of Contacts Contacts 73,685147,774177,024164,037182,075209,764177,778202,490255,190254,306231,777218,703206,056

Unduplicated Number and Percent of Students Who Accessed Success Centers Annually Percent of Students Annual Headcount Accessed Success Center 7,57311,71212,52611,99112,74614,59513,68414,75916,45316,43414,86414,18413,653 District Headcount 26,55929,80028,74126,07126,82727,185 28,22229,32329,37725,92924,11023,599

Success Center Access Courses That Do/Do Not Have a Success Center Requirement Percent Success Center Access Have SC Requirement Do Not Have SC Requirement

Success Rates in Foundation Skills Courses Pre- and Post-Basic Skills Transformation Succ. Rate Success Rate Pre Post-Transformation

Relationship Between Success Center Access and Success and Retention Rates, 2012 ~ 2013 All Courses Students Who Accessed the Success Centers Students Who Did Not Access the Success Centers Success Rate 77.5%68.4% Retention Rate 93.7%88.0% Percent

Students Who Accessed the Success Centers Students Who Did Not Access the Success Centers Success Rate 78.3%51.3% Retention Rate 94.7%80.1% Percent Relationship Between Success Center Access and Success and Retention Rates, 2012 ~ 2013 Foundation Skills Courses

Students Who Accessed the Success Centers Students Who Did Not Access the Success Centers Success Rate 78.9%70.3% Retention Rate 93.8%88.7% Percent Relationship Between Success Center Access and Success and Retention Rates, 2012 ~ 2013 Transfer Level Courses

Percent of Students Who Completed at Least One Pre-Collegiate Skill Level Course Who Subsequently Transferred to a Four-Year Institution Percent of Transfer Students Pre TransformationPost Transformation Transfer Rate

Percent Success Center Usage Increase After Taking A Required Course

Student Populations Positively Impacted by Success Center Access: Success Rates, 2012 ~ 2013 Student Population Accessed Success Center Did not Access Success Center Effect Size Male Students Female Students African American Asian Caucasian Hispanic Native American Pacific Islander Multi-Racial/Ethnic First-Time Students DPS Students EOPS Students

Reflections and Questions