1. Compass II: Using High Impact Practices in GE to Maximize Student Success Beth Smith (Academic Senate, CCC) ASCCC Vice President, COMPASS Steering Committee Mark Van Selst (Academic Senate, CSU) Chair of Acad. Prep. & Ed. Programs, COMPASS Steering Committee April 2012

2. Overview General Education COMPASS (who, what & why) High Impact Practices Examples of COMPASS projects Outreach, involvement, and policies that make sense for CCCs and CSUs

3. GENERAL EDUCATION GE requirements have been designed … to assure that graduates have made noteworthy progress toward becoming truly educated persons. … designed to provide the knowledge, skills, experiences, and perspectives … to take part in a wide range of human interests and activities; to confront personal, cultural, moral, and social problems that are an inevitable part of human life; and to cultivate both the requisite skills and enthusiasm for lifelong learning… EO 1065 (CSU)

4. GENERAL EDUCATION … should be responsive to the need for students to have developed knowledge of, or skills related to: 1)quantitative reasoning 2)information literacy 3)intellectual inquiry 4)global awareness and understanding 5)human diversity 6)civic engagement 7)communication competence 8)ethical decision-making 9)environmental systems 10)Technology 11)lifelong learning and self-development 12)physical and emotional health throughout a lifetime. EO 1065 (CSU)

5. Give Students a Compass is a national initiative of the Association of American Colleges and Universities (AAC&U) that advances liberal learning and underserved student success by focusing on the educational practices that most engage students — such as learning communities, internships, peer mentoring, and faculty-student collaboration on research. These high-impact practices demonstrably benefit the traditionally underserved: students of color, the economically disadvantaged, and those whose parents didn’t attend college. “Give students a COMPASS” started with the adoption of the LEAP “Principles of Excellence” to: Focus each student’s plan of study on achieving the essential learning outcomes – and assess progress Guide each student’s plan of study and cumulative learning such that the student’s achievements of the essential learning outcomes be the shared focus of both school preparation and college It has since expanded… College Learning For the New Global Century (AACU, 2007) THE R OSALINDE AND A RTHUR G ILBERT F OUNDATION PROCESSING

6. Essential learning outcomes—as a guiding vision and national benchmarks for college learning and liberal education in the 21st century Essential learning outcomes High-Impact educational practices—that help students achieve essential learning outcomes High-Impact educational practices Authentic Assessments—probing whether students can apply their learning to complex problems and real- world challenges Authentic Assessments Inclusive Excellence—to ensure that every student gets the benefits of an engaged and practical liberal education. Inclusive Excellence Liberal Education and America's Promise (LEAP)

7. Matching Effective Teaching to GE Outcomes (+ Retention & Engagement) High Impact Practices 1.Learning Communities a)First Year Seminars and Experiences b)Common Intellectual Experiences 2.Writing Intensive Courses 3.Revitalized Curriculum a)Collaborative Assignments and Projects b)Diversity / Global Learning c)Thematic GE Packages 4.Inclusive 5.Undergraduate Research 6.Service Learning / Community- based Learning 7.Capstone Projects / Courses Desired Outcomes of GE A.Learning to be college students B.Breadth of learning C.Explore different discipline offerings D.Apply learning across disciplines E.Critical Thinking F.Quantitative Reasoning

8. Redesigning general education to make it more inclusive, reaching out to traditionally underserved populations with high-impact practices in the first and last year of the baccalaureate. Responding to a recent general education program review by developing high-impact interventions for first-in-family, Education Opportunity Program (EOP), migrant program, and Pell grant students. Creating a “transfer year experience” in partnership with Evergreen Valley College, strengthening links between English composition faculty and EOP offices at both campuses. Some COMPASS-Supported Projects http://catalog.csuchico.edu/viewer/GENED.html

9. Pilot projects currently underway: CSU Channel Islands and Oxnard College Enhancing Transfer Success with Sophmore GE Seminars (Inter-Disciplinary, Inter-Segmental, Service-learning; moving beyond seat-time & shared assessments) CSU Los Angeles and East Los Angeles College STEM-focus remediation CSU Monterey Bay, Cabrillo College, and Hartnell College Learning Communities and Learning Portfolios (Written Communication and Information Literacy) PILOT PROJECT PARTNERSHIPS GIVE STUDENTS A COMPASS, PHASE II

10. (More) Pilot projects currently underway: CSU Northridge and Pierce College (Quality Collaborative) Integrate multiple meanings of student success by combining commonly used persistence and completion metrics with demonstrated competency metrics to suggest changes in policy and practice around transfer CSU Sacramento and Cosumnes River College Intersegmental seminar sequence with intentional integration of degree qualifications matrix in course design and assessment activities San Francisco State and City College of San Francisco Interdisciplinary courses embed GE outcomes in career- focused settings for lower-division students at both the community college and CSU. Evaluates evidence of the long-term cost effectiveness of high-impact practices. PILOT PROJECT PARTNERSHIPS GIVE STUDENTS A COMPASS, PHASE II

11. NETWORKING PARTNERSHIPS GIVE STUDENTS A COMPASS, PHASE II Partnerships of one CSU campus and one or more CCC campuses will meet locally and participate in statewide conferences and online conversations to explore ways to increase student success by making GE more engaging and relevant to students. The partnerships will also have the opportunity to apply for small seed grants to expand, replicate, or assess promising models. California State Polytechnic University, Pomona, and Norco College California State University Bakersfield, Antelope Valley College, Bakersfield College, and Taft College California State University Dominguez Hills, and El Camino College – Compton Center California State University East Bay, and Ohlone College California State University Fresno, and West Hills College Lemoore California State University Fullerton, Coastline College, Fullerton College, Golden West College, Orange Coast College, Santa Ana College, and Santiago Canyon College California State University Northridge, College of the Canyons, Los Angeles Valley College, and Pierce College California State University Sacramento, College of the Canyons, Sacramento City College, and California Council of Gerontology and Geriatrics San Francisco State University and Cañada College San José State University, Foothill College, and West Valley College Phase II Network Partnerships as of January 2012

12. IMPLICATIONS for POLICY or PRACTICE Facilitating “alternate” GE certification methodologies Identifying “slippage” in transfer – Identifying those students who DO NOT remediate, persist, transfer, or graduate (and processes to rectify these slippages) What policy (or implementation) might yield a more integrated approach to GE on the part of students and faculty?

14. Resources http://www.calstate.edu/app/compass/ http://www.aacu.org/leap/index.cfm http://survey.csuprojects.org/geresources https://secure.aacu.org/PubExcerpts/HIGHIMP.html