1. Connect2Complete: Integrating Service-Learning and Peer Advocacy into Developmental Education Courses March 2015

2. Agenda [Add your agenda here]

3. Developmental Education (DE) DE courses are designed to get underprepared college students ready for college-level coursework. College Success Courses Courses that address the non-academic skills that many students come to college lacking.

4. What do we know about developmental education?

5. Background

6. Connect2Complete Campus Compact seeks to educate citizens and build communities by advancing civic engagement and the civic purpose of higher education through a national network of state affiliates, member institutions, and partners.

8. Sub-Grantees FloridaOhioWashington Florida Campus Compact Ohio Campus CompactWashington Campus Compact BrowardCuyahogaBig Bend Miami DadeLorain CountyEdmonds TallahasseeOwensGreen River

9. C2C Evaluation – Brandeis University Goals 1.Evaluate success of the program 2.Identify best practices Methods -Aggregate student record data -Surveys - Interviews & focus groups

10. The C2C Model

11. Target Population: C2C Students Low-Income Students Economically disadvantaged populations are found to persist and/or graduate at lower rates than their affluent counterparts (Bailey, Jeong and Cho, 2009). Developmental Education Students 70% of community college students test into one or more developmental education courses. Less than 25% of these students earn a degree or certificate within 8 years. Non remedial students graduate at a rate of almost 40%. Developmental Education Students are often Low-Income Students in the lowest socioeconomic status quintile are far more likely to enroll in DE than those in the highest quintile – 63% compared to 25% (NCES).

12. Service- Learning Peer Advocacy C2C Academic, personal & spiritual development Development of social networks Enhancing cultural identity Developing critical civic consciousness Mediating Relationships to Student Success Student outcomes Increased persistence/graduation Movement into PA roles Increased civic skills Faculty Outcomes Deeper engagement with students Increased satisfaction with teaching Great use of service-learning pedagogy Peer Advocate Outcomes Increased persistence Increased sense of self as a leader Outcomes: Student, Faculty and Peer Advocate

13. C2C Model – Course-Based Service-LearningPeer Advocates (PAs) collaborate with faculty to support C2C students with s-l during class time and during service projects. Peer AdvocacyAs mentors, advisors and advocates, PAs support C2C students formally and informally during and outside of class time.

14. Primary Campus Players C2C Design Team Director/Coordinator of C2C Program C2C Students Peer Advocates (PAs) DE and College Success Faculty

15. Peer Assisted Service-Learning

16. C2C is Course-Based – Academic Affairs Is a Key Player Service-Learning does the following: 1.It reaches students where they are —in the classroom. 2.It unearths students’ assets. 3.It reaches students who may not otherwise seek support. 4.It builds connections with faculty. 5.It makes classroom learning relevant and purposeful. 6.It increases participation in community engagement. 7.It’s cost effective.

17. Connect2Complete Standards for Peer Assisted Service-Learning Faculty require student participation in s-l activities Critical reflection occurs before, during and after service activities Service activities are connected to coursework and course objectives Coursework incorporates civic learning outcomes Learning is documented through writing, video, art, photography or other artifacts PAs take on leadership roles in facilitating s-l activities

18. Service-Learning for a Changing Student Population Campus as community Student interests as synonymous with community needs Making service-learning accessible to all students

19. Recruiting & Supporting Faculty Examine institutional data for DE courses with low pass rates Those with credibility with faculty recruit interested faculty (i.e. other faculty) Provide faculty training/resources Institutionalize faculty learning communities

20. C2C Faculty Fellows Community of Practice Interact and build relationships Accumulate and disseminate knowledge

22. Role of the Peer Advocate Peer Assisted Service-Learning Introduce C2C students to service-learning pedagogy Develop/maintain relationships with community or campus partners Facilitate reflection Plan workshops connecting service/coursework to civic learning outcomes

23. DE English students serve as conversation partners with ESL students Edmonds Community College

24. Dev Ed English students conduct “food field research” and develop proposals for campus sustainability projects - Edmonds Community College

25. DE math students conduct a food drive Green River Community College

26. Connect2Complete SLS students prepare meals for the homeless – Miami Dade College

27. Other Service-Learning Examples with Developmental Education Courses Dev Ed English students record children’s books on a CD for a preschool at the Cleveland Sight Center – Cuyahoga Community College Dev Ed English students create resource booths – Cuyahoga Community College Dev Ed English students conduct oral histories – Edmonds Community College & Cuyahoga Community College

28. Peer Advocacy

29. Role of the Peer Advocate Peer Advocacy Explore identities, life experiences, self-concept to help develop a college staying identity Encourage development of relationships Orient C2C students to services and resources Help C2C students develop college know-how Guide C2C students in ways that make college life easier

30. Connect2Complete What is NOT the role of the PA? -PAs are NOT tutors -PAs are NOT primarily teaching assistants for faculty

31. Connect2Complete What is the PA role in the classroom? PA attends class weekly – length of time in class varies PAs work with faculty to develop a plan for integrating PAs into the classroom that includes: – Instructor generated ideas – PA generated ideas – Co-created ideas – C2C program generated ideas

32. Connect2Complete In what other settings do PAs support peers? Meet with groups of students outside of class Meet with students one-on-one outside of class Support students during service-learning projects Accompany students to campus events Facilitate discussion in course connected online forums Phone, text, email Social media platforms – Facebook Video – in online courses

33. Peer Advocate Orientation, Training, Support, Supervision & Celebration Orientation: Pre-term retreat style, hands-on orientation Training: Weekly credit-bearing course or non-credit meetings Supervision & Support: regularly scheduled meetings for consultation among peers and staff, PA guides/resources/tools, review and reflection on PA tracking forms Celebration: course-based and college-wide

34. Peer Advocate Incentives Compensation Federal Work Study funds Scholarships Minimum wage pay (at a minimum) as a student worker Ed Awards Incentives Free credit-bearing leadership development training Faculty references, opportunities to present at conferences, early registration, recognition, access to campus resources, transcript notation for service, early registration, resume builder, etc.

35. Essential C2C Components for Colleges 1.Integrate s-l and peer advocacy into DE or college success courses. 2.Serve students enrolled in at least one developmental education or similar course designed to support underprepared students with getting ready for college-level coursework. 3.Establish a system to provide faculty with training and prof dev on s-l and peer advocacy. Compensate faculty in C2C leadership roles. 4.Provide s-l and peer advocacy training for PAs. 5.Compensate PAs. 6.Identify/hire staff responsible for program coordination. 7.Develop a program that can support students for multiple semesters.

36. Launching C2C at Your College

37. Launching C2C: Steps for Colleges 1.Assess Institutional Readiness 2.Gather information about DE at the state/college levels 3.Conduct C2C Program Planning Develop C2C Design Team Develop a C2C Logic Model/Theory of Change 4.Program Implementation

38. Assessing Institutional Readiness Experience with and resources for implementing s-l and peer advocacy Strategic plans/mission statements that support this work History of offering high quality professional development for faculty Champions across campus Effective communication pathways across campus units Capacity for data collection, analysis and use What activities can campuses undertake to develop readiness? How can C2C be implemented on a smaller scale while the institution better prepares itself to support C2C?

39. Repurposing & Leveraging Resources/Staff & Integrating C2C with Existing Initiatives Organize civic engagement center around C2C goals and leverage existing Center staff Integrate C2C into existing Dev Ed reform initiatives & student success initiatives Leverage work study funds/other funds for PA pay

40. Connect2Complete Evaluation Data

41. Impacts on C2C Students

42. Source: C2C student Record Data Spring 2012- Spring 2014 from 5 of 9 colleges

43. OutcomesMean BeforeMean Now I will pass all my writing courses***2.843.02 I will pass all my reading courses***2.933.10 I will pass all my math courses***2.752.94 I will improve my GPA***2.772.90 I will complete my developmental/ gateway courses by next term***2.732.88 I will apply to become a peer advocate***2.172.37 I will re-enroll in this college next term***3.063.15 I will achieve my academic goals***2.953.06 I will achieve my career goals***2.943.08 I will pursue a career that will help my community***2.862.99 4 Point Scale: 1 "Not Likely" to 4 "Very Likely". *p <.05, **p <.01, ***p <.001 C2C Student Academic Self Confidence Source: C2C student surveys Spring 2012- Spring 2014 from 5 of 9 colleges

44. OutcomesMean BeforeMean Now With Other Students***2.913.32 With Faculty Members***2.943.27 With Staff at the Financial Aid Office***3.013.25 With Advising Center Staff***2.983.22 With Writing Center Staff***3.243.43 With Math Center Staff***3.253.44 With Counseling Center Staff***3.223.40 5 Point Scale: 1 "Very Negative" to 5 "Very Positive" *p <.05, **p <.01, ***p <.001 Quality of Relationships with Campus Stakeholders Source: C2C student surveys Spring 2012- Spring 2014 from 5 of 9 colleges

45. Impact of S-L on C2C Students (% indicates C2C students who “Agree” and “Strongly Agree”) Showed me the importance of political participation. (90%) Increased my understanding of concepts taught in my classes. (61%) Showed me the impact I can have on solving problems that face my local community (64%) Motivated me to improve my community by being more involved in the near future. (61%) Made me aware that I am able to see a situation from someone else’s point of view. (61%) Source: C2C student surveys Spring 2012- Spring 2014 from 5 of 9 colleges

46. Impact of Peer Advocate on C2C Students (% indicates C2C students who found their PA “somewhat” and “very helpful”) Supports for engaging in the broader community through service-learning. (59%) Adjusting to college social life. (59%) Learning about others on campus who can help me with personal challenges. (59%) Learning about academic support services (e.g. writing lab). (63%) Providing an example of someone who is succeeding in college. (61%) Support for success in my college course(s). (64%) Making connections to helpful students. (61%) Source: C2C student surveys Spring 2012- Spring 2014 from 5 of 9 colleges

47. Impacts Identified from Qualitative Data Helps students connect with each other and the campus Increases students’ civic skills and awareness Enhances self-perception, motivation, optimism and confidence Increases attendance Develops transferable skills Develops sophisticated writing

48. Impacts on Peer Advocates

49. Impact of Leadership Training on PAs (% indicates C2C students who “Agree” and “Strongly Agree”) Helped me be more knowledgeable about college resources. (90%) Helped me be a more effective PA. (92%) Improved my self-confidence. (91%) Provided support for engaging in the broader community through service (84%) Helped me clarify my educational goals. (76%) Helped me adjust to the academic demands of being a student. (75%) Helped me with my overall adjustment to and success at college. (74%) Helped me adjust to social life, including clubs and organizations. (72%) Source: C2C student surveys Spring 2012- Spring 2014 from 5 of 9 colleges

50. Impact of S-L on Peer Advocates (% indicates C2C students who “Agree” and “Strongly Agree”) Showed me the importance of political participation. (78%) Increased my understanding of concepts taught in my classes. (75%) Showed me the impact I can have on solving problems that face my local community (91%) Motivated me to improve my community by being more involved in the near future. (75%) Made me aware that I am able to see a situation from someone else’s point of view. (77%) Source: C2C student surveys Spring 2012- Spring 2014 from 5 of 9 colleges

51. Impacts on Campus Practices, Policies & Culture

52. Impacts Identified from Qualitative Data Peer advocacy and service-learning are seen as important retention strategies. C2C was instrumental in efforts to change the culture on some campuses. For campuses in early stages of adopting s-l, C2C complemented efforts to integrate s-l/experiential ed into the campus. C2C increased faculty and administrators awareness of students as an underutilized resource and of the value of peer-to-peer connection and support.

53. Small group discussion Administrators/staff: What strategies would you like to bring back to your campus to support DE faculty with integrating service-learning and peer advocacy into their courses? How might you prioritize this student population and connect service-learning to retention initiatives on your campus? Instructors: What are the opportunities and challenges with incorporating service-learning and working with peer advocates in your DE courses? What strategies would you like to bring back to your campus to integrate service-learning and peer advocacy into your courses?

54. Connect2Complete C2C Videos Tallahassee Community College Owens Community College Big Bend Community College

55. Q & A