Transformation and Coordination of Developmental Education Programs Strengthening Student Success Conference 2007 San Jose, California

Contra Costa College Profile Richmond & San Pablo, California Urban, Low-Income Community 8600 Students 6,041 FTES 103 Full-time Faculty

API for County HS, 2005

History of Academic Skills Department Prior to Spring of 2000 Reading and English were separate departments Developmental writing courses were in English Department Reading courses were in Reading Department Arithmetic & pre-algebra courses were in Math Department

The Problems Very few students taking reading classes Lack of enthusiasm among many faculty teaching developmental reading, writing, and math Very low retention, success and persistence

History of Academic Skills Department Spring of 2000 College made a comprehensive institutional commitment to basic skills education President, V.P., Academic Senate asked for broad-based Basic Skills Committee Mandate: formulate a plan to restructure the Basic Skills Program Committed $100,000 for reassigned time, faculty development and travel

History of Academic Skills Department Committee Members Math, English & Reading Faculty DSPS Faculty Counselors Academic Senate President Outreach Coordinator Deans of Instruction and Student Services College President

History of Academic Skills Department Site Visits to Observe Effective Practices 6 California Community Colleges Santa Fe Community College Denver Community College

History of Academic Skills Department Visioning Session (April 2000) 1. What essential program elements are needed for CCC’s comprehensive basic skills instructional program? 2. What essential support services are needed to ensure student success? 3. What organizational structure should be used for the basic skills program? 4. What should we call the program?

Contra Costa College Academic Skills Department Developmental education is a clearly stated institutional priority Developmental education included in college mission statement Academic Skills Department mission statement: “…the faculty within our department must work as a team, collaborate with faculty from other disciplines, and maintain a strong partnership with the Counseling Department.”

Contra Costa College Academic Skills Department Faculty Reading and Writing Reading and writing taught together in the same courses (2 and 3 levels below Freshman Composition) Math (arithmetic and pre-algebra) College-wide Tutor Coordinator Department Chair is college Basic Skills Coordinator

Contra Costa College Academic Skills Department Organizational Structure Same administrative level as other campus departments Belongs to the CLASS Division (Communication, Liberal Arts, Skills and Services) Counseling Department and DSPS Program also belong to the CLASS Division

Contra Costa College Academic Skills Department Integrated Instructional and Student Support Services Tutors (supplemental instruction) in all Academic Skills classrooms Counselor liaison for each Academic Skills section ACES program (Automated Communication for Educational Success)

Contra Costa College Academic Skills Department Challenges Time Money Consistent and effective collaboration with other departments (Math, English, Counseling etc.)

Contra Costa College Academic Skills Department Challenges (cont.) Integrate reading, writing, and math curriculum A high percentage of adjunct faculty Bridging the gap to college level classes Student persistence rates

Contra Costa College Academic Skills Department Benefits Our focus and attention are on basic skills students Students receive comprehensive support services Department faculty enthusiastic and dedicated to basic skills education One department facilitates the grant writing process and makes us more competitive

Uses of Data Supplemental Instruction (SI) Tutoring Student Learning Outcomes (SLOs)

Supplemental Instruction Data

Tutoring SLOs Students will feel more comfortable about using tutoring after meeting with a tutor Students who use tutoring will feel more comfortable in their classes. Retention and success rates for students who use tutoring will exceed rates for those who do not use tutoring. Students who use tutoring will re-enroll at CCC and persist to higher-level courses.

ENGL139 SLOs Students will be able to write a clear thesis statement Students will be able to write paragraphs with adequate support. Students will demonstrate knowledge of sentence boundaries. Students will be able to write sentences that conform to the conventions of standard English.

Contra Costa College Jason Berner, Tutor Coordinator and English Professor Sherry Sharufa, Math Associate Professor Ellen Smith, Interim CLASS Division Dean Elvia Ornelas-Garcia, ACSKL Dept. Chair