PARTNERSHIP FOR STUDENT SUCCESS AT SANTA BARBARA CITY COLLEGE Overview and Two Models

How It Began: Fall 2004  A discussion about the Student Equity Plan and the high numbers of underprepared students entering the College  A meeting between the Senate President and the leaders of successful campus programs about the need for a strong faculty voice in the discussion 2

The Issues  Faculty concern about basic learning skills across campus  Reading  Writing  Math  Critical thinking  Social skills  The need for a faculty-driven effort to find ways to address these problems 3

The Evolution: Part I  Spring 2005: A Senate-appointed Faculty Student Success Committee  A request from the College President to the Senate: Assume leadership for planning a Student Success Initiative 4

The Evolution: Part I (cont’d)  Summer 2005: Three-day Senate Task Force meeting with representatives from all divisions, students and administrators  The goal: Identify obstacles to student success; brainstorm possible solutions  The challenge: What do we do now??? 5

The Evolution: Part II  Fall 2005 Faculty In-Service  Task Force presentations  Student panel  Division and department discussions  Campus-wide call for proposals  Fall Task Force  Review of over 60 proposals, committee reports, student surveys  Presentation of unranked proposals to the Senate: “Building Communities: Planning the Student Success Initiative” 6

The Evolution: Part II (cont’d)  Appointment of Senate subcommittee to review proposals and make recommendation to the Senate  Final recommendation for Student Success Initiative (now Partnership for Student Success) from the Senate to the College President in Spring

The Recommendation  Expansion of programs:  Gateway to Success program  Writing Center  Math Lab  Instructional Aides for online classes  SLO project  Creation of Academic Achievement Zone  Increased professional development opportunities  Funding of departmental initiatives 8

The Result  President, EVP, and Senate President worked with College governance bodies  Secure funding for the Partnership for Student Success  Institute annual evaluation of its effectiveness  Fully implemented in Fall 2006  Comprehensive annual evaluations ever since 9

WRITING CENTER

Writing Center  Hired 2 LTAs to work with Director to  Hire tutors  Develop and implement training materials  Implement default tutoring sequence to enhance consistency of practice among diverse tutors and students  Hired receptionist to manage appointments and regulate tutor-student contact 11

The Writing Center Sequence  Make an appointment or drop in 12

Fill out a Directed Learning Activity 13

Meet the Tutor  Make a tutoring plan based on DLA 14

Use Writing Assignment to Develop Skills 15

Time Management 16

Tutor and Student Complete Session Record 17

The Session Record Form 18

Fill Out the Tutorial Evaluation 19

Writing Center Evaluation Form 20

Evaluation  Gives another opportunity to review session  Is easy on time and effort  Can be used to gather SLO data 21

Records Indicate Success 22

Number of Writing Center Visitors  Number of students that used the Writing Center services and the number of times they visited the Center from to

Writing Center Visitors and Visits 2005/ /

Course Completion: All Students  Successful course completion rates for users and non-users of the Writing Center; relationship between frequency of visits to the Center and successful course completion rates

Successful Course Completion All Students 26

Course Completion: Basic Skills  Successful course completion rates for users and non- users of the Writing Center; relationship between frequency of visits to the Center and successful course completion rates in Basic Skills writing classes only (ENG 65, 80, 100)

Successful Course Completion Basic Skills Writing Classes (ENG 65, 80, 100) 28

Tutor Training 29

Tutor Training 30

Tutoring Practice 31

GATEWAY TO STUDENT SUCCESS Increasing the Academic Success of First-Year Students

Gateway to Student Success  Designed to increase academic success of first- year college students  Faculty-driven and faculty-managed  Academic Senate approved  Campus-wide  Implemented Fall

Increase in Number of Gateway Sections SemesterGateway SectionsSuccess Rate Spring % Fall % Spring % Fall % Spring % 34

Gateway Sections for Fall Instructional method G = Gateway

Gateway Center Tutoring Sessions 36

Gateway Directed Learning Activity 37

Successful Course Completion: Gateway  Students in Gateway sections achieved a higher course completion rate than students enrolled in comparable non-Gateway sections 38

Successful Course Completion: Basic Skills Gateway Classes Fall 2006Spring 2007Fall 2007Spring 2008 CountRateCountRateCountRateCountRate Gateway %1, %1, %2, % Non- Gateway 1, %1, %3, %2, %

Successful Course Completion Basic Skills Gateway Classes 40

Successful Course Completion: All Gateway Classes Fall 2006Spring 2007Fall 2007Spring 2008 CountRateCountRateCountRateCountRate Gateway 2, %2, %5, %6, % Non- Gateway 4, %4, %8, %8, %

Successful Course Completion All Gateway Classes 42

Supporting Your Tutor  First week: Introduce the tutor to your class  Meet periodically to discuss student progress  Provide clear guidelines on what you want your tutor to do  Ask your tutor for feedback, input, and opinions  Offer your tutor ongoing opportunities to consult with you 43

Effective Practices for Tutors  Tutors can…  Support individual and small group work in class  Answer questions after class  Prepare students for tests Role play Additional examples  Proctor tests  Grade objective quizzes for immediate feedback 44

Effective Practices for Tutors (cont’d)  Tutors can…  Provide early intervention Procrastinators No-shows…  Assist students with study and organizational skills Note-taking…  Connect students to campus support systems 45

Gateway Tutoring 46

Gateway Tutoring 47

Gateway Tutoring 48

QUESTIONS?

THANK YOU Partnership for Student Success at Santa Barbara City College