1. N Overcoming the Remediation Challenge:
     
Overcoming the Remediation Challenge:
Building a Culture of Student Success
Dr. Katrina Hermoso, Associate Director, Educational Opportunity Program
Mayra Soriano, Associate Director, Encounter to Excellence Program
Dr. Paz Maya Oliverez, Associate Vice President, Student Success
California State University, Dominguez Hills

2. Who is in the room?

3. Overview Setting the Context Bridge Program
Proactive & Developmental Advising
Best Practices for Supporting Remedial Students
Building a Culture of Student Success
Assessment
Lessons Learned
Discussion/Q & A
Tom slide

4. Context Matters Located in Carson, CA
Part of the CSU System of 23 campuses
Flanked by and competing with some large and well-known CSU campuses
CSU Long Beach
CSU Fullerton
CSU Los Angeles
Serves a low-income, ethnically diverse, and educationally underprepared section of Los Angeles County
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5. Context Matters
CSUDH has a service area that represents a portion of the county in the southern central region of the Los Angeles metro area known today as the “South Bay”
Carson
Compton
Long Beach
Lynwood
Torrance
Harbor City
Other municipalities
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6. Ethnic Backgrounds

7. Gender Breakdown

8. Student Remediation Needs
The Cohorts
Student Remediation Needs
Placement testing shows Bridge students to be consistently less prepared than their peers upon entry to our institution.

9. Reflection Questions:
#1: What portion of your student population requires remediation? #2: What interventions does your campus have in place to address remediation?

10. Bridge Program First-time Freshmen
Target Group
First-time Freshmen
Students in need of English and/or math remediation
Program
Free 6-week remedial math/English courses in summer
College Knowledge Workshops every Friday
Advisors, peer mentors, supplemental instructors
Supports begin in the summer and continue through freshman year and beyond
Funding
Early Start (CA Lottery Funds)
Baseline Funds

11. Scaling Up 2014-2015 2013-2014 2015-2016 2012-2013 -CSUDH -Gilbert II
-Title V
-Gilbert
-Gilbert II
-CSUDH
-CSUDH

12. Proactive (Intrusive) Advising
Advising Framework
Proactive (Intrusive) Advising
-Glennen, Earl, Miller & Murray
Programs utilizing this model build structures that incorporate intervention strategies that mandate advising contacts for students who might otherwise not seek advising.
Model is action-oriented and aims to motivate students to seek advising when needed.
Approach is shown to improve effectiveness of advising, enhance student academic skills, and increase retention.

13. Developmental Advising
Advising Framework
Developmental Advising
-Creamer, Raushi, Winston, and Crookston
Recognizes the importance of the interaction between the student and the campus environment, it focuses on the whole person, and it works with the student at their own life stage of development.
Concerned with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, problem-solving, decision-making, and evaluation skills.

14. Summer Bridge Best Practices College Knowledge
Early Start (remediation)
Supplemental Instruction
Peer Mentoring
Transition from HS to College
Academic Advising
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15. Cohort Model Best Practices 1:100 Assigned Advisor & Peer Mentor
Advisor to Student Ratio
Assigned Advisor & Peer Mentor
Pre-selected GE courses
Cohort Model
Advisor begin with 100 freshmen student cohorts and also serve continuing students. Advisors caseload is approximately 300.
The cohort models created are also comprised of a series of general education courses that will balance out their first semester schedule.
All students are enrolled in 12 units and they travel as cohorts to math, English and 2 pre-selected general education course.

16. Targeted Interventions
Best Practices
Proactive/Intrusive Advising
Holistic Advising
Weekly Communication
Targeted Interventions
General Education course selection
Major & career exploration
Personal/social challenges
Develop college success strategies
Goal setting
Time management
Campus referrals
Consistent communication
Celebrating student success
Important Reminders
Foster program identity
Promote campus events/programs
Early Warning
Appeals Support
University policy
Course progress
Referrals
Leadership development
Scholarly opportunities
Advisors do not wait for students to come forward to ask for help but insist that students make frequent appointments throughout the year.
Intrusive (proactive) advising does not mean hand-holding. Rather, it does mean active concern with the students' academic preparation and a willingness to assist them.
Advisors insist upon regular contact with their advisees regardless of whether or not advisees think it is needed.
Advisors inform students of university policies such as Academic Probation, Satisfactory Academic Progress, Remediation Disqualification
Advisors reach out to students to support appeal submissions

17. Model Appropriate Behaviors
Best Practices
Supplemental Instruction
Early Warning System
Model Appropriate Behaviors
Course Content
SI is the single most well documented intervention available for improving academic performance of under-prepared students.
SI focuses on content issues as well as learning process habits, contributing to the students’ overall learning improvement as well as decreasing their sense of isolation.
SI requires an active role in providing materials for an SI session, with an experienced SI Leader, a student who has successfully completed the course.
SI leaders are trained to incorporate a number of collaborative review techniques to help students learn course material within a safe and familiar setting.
The Early Warning System is designed for students who are experiencing academic and attendance problems. 
The system is set up to intervene in the face of student issues through the assistance of counseling, tutorial referrals, and supplemental instruction.
Instructors send regular reports to make students and advisors aware when they are showing low attendance or having problems with in-class or test performance. 
Upon receiving the Early Warning notification, advisors will determine the need for further intervention and initiate the appropriate actions to get the student back on track. 

18. Peer Mentoring Best Practices Role Model Student Advisor
Information & Resource Sharing
Tips for Academic Success
Building Community
Professio nal Develop ment Leadersh ip Develop ment
Commun ication skills
Broader Campus Network
Peer Mentors meet with their caseload twice each semester to disseminate critical information and inquire about how students are acclimating to college.
Peer Mentors report to Academic Advisors on “red flag” students who could benefit from additional advising or other interventions.
Peer Mentors serve as role models and student advisors who can offer advice on choosing a major, course selection, and refer students to campus resources, based on their own experience.

19. Student Leadership Development & Campus Engagement
Best Practices
Student Leadership Development &
Campus Engagement
Student Club & Organization Involvement
Campus Engagement &
Leadership Development
Campus
Network & Student Success
Students are required to complete at least 10 Student Leadership hours during their freshman year.
This requirement is aimed at helping students develop leadership skills and promoting campus engagement.
Students fulfill these requirements through participation in student clubs/organizations, student life programming, and various campus events.

20. Developmental Advising
Best Practices
Developmental Advising
Third Year & Beyond
Second Year
Freshman year
Freshmen Year: Mandatory academic advising appointments, mandatory Peer Mentor one-on-one meetings, SI, Freshmen Community Meeting, leadership development requirement, PASS, Specialized workshops, weekly communication
Second Year: Mandatory academic advising appointments and workshops, specialized workshops, communication
Third year: Specialized workshops, communication, available academic advising appointments, campus program referrals

21. Building a Sense of Community
Best Practices
Building a Sense of Community
Freshman Community Meetings
Social activities (mixers, barbeque)
Weekly newsletters
Specialized workshops for program participants
Program identity
Graduation celebrations
Welcoming office space
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22. Reflection Question:
#3: What are some best practices that your campus has implemented that have proven to be successful in supporting students in need of remediation?

23. Revisiting the Cohorts

24. Revisiting the Cohorts
Non-Bridge students who begin with two semesters of math and/or English remediation required have a much lower chance of progression toward a degree.
But students in the Bridge program who begin with two semesters of math and/or English remediation required have a much stronger chance of persistence.
Over the last 3-4 years, they are generally percentage points higher in retention.
Bridge students are persisting at consistently higher rates than the control group.

25. Culture of Student Success
The Game Changers
#DHFYE (Dominguez Hills First-Year Experience)
Freshman Convocation
FYS
Freshman-Year Seminar
EAB-SSC
(Education Advisory Board- Student Success Collaborative)

26. Culture of Student Success
The Game Changers
#DHFYE
Institutionalized due to the success of Bridge cohort
Comprised of both remedial and non-remedial students
Provides uniform support services to all freshmen
Convocation
Occurs during fall & spring semester
Goal is to have freshmen visualize and be more informed of graduation
Fall semester is coordinated by Student Affairs; Spring semester is coordinated by Academic Affairs
Freshman Year Seminar
Integrates UNV 101 course framework
Encourages faculty to develop innovative & engaging ways to teach
Fosters mentorship between faculty & students
EAB-SSC
Implemented to establish transparency among all advising entities
Used to send communications, schedule appointments, & record appointment notes
Historical/baseline data allow advisors to examine student performance & predict potential outcomes

27. Reflection Questions:
#4: What is the current culture around supporting students in need of remediation on your campus? #5: What on-campus partnerships are in place to support the success of students in need of remediation?

28. (Institutional Research, Assessment, & Planning)
Primary Data Sources
IRAP
(Institutional Research, Assessment, & Planning)
Campus Labs

29. Primary Data Sources Assessment IRAP
Used to gather performance indicators (e.g., retention, graduation)
Requested after fall & spring census
Campus Labs
Used to gather qualitative data (e.g., program satisfaction, student needs)
Collected during Summer Bridge & academic year
Administered during workshops and/or via

30. Reflection Question:
#6: What measures are used on your campus to assess your efforts to support students in need of remediation?

31. Lessons Learned
Scaling-up can be challenging if the resources and infrastructure do not exist to support growth.
Adequate staffing and space to deliver programs and services continue to be a challenge.
Academic departments were not prepared to offer more course sections to accommodate larger number of retained students.
Some may be threatened by program’s success.

32. Lessons Learned
Partnership between Student Affairs & Academic Affairs has been critical to institutionalizing program & helped to mediate competing agendas.

33. Discussion and Q & A