2008 pnw higher education teaching & learning conference spokane, wa spokane, wa...

2008 PNW Higher Education 2008 PNW Higher Education Teaching & Learning ConferenceTeaching & Learning Conference

Spokane, WASpokane, WA

Counseling-Enhanced Counseling-Enhanced Developmental Learning Developmental Learning

Communities and Communities and Student SuccessStudent Success

Skagit Valley CollegeSkagit Valley College

Session TopicsSession Topics

Learning Communities at SVCLearning Communities at SVC Literature/data behind the pilot projectLiterature/data behind the pilot project Overview of project Overview of project Course and assignment designCourse and assignment design Research designResearch design Results to dateResults to date Feedback and continuous improvementFeedback and continuous improvement Faculty perspectivesFaculty perspectives

Session TopicsSession Topics Learning Communities at Skagit Valley Learning Communities at Skagit Valley

CollegeCollege Developmental Learning CommunitiesDevelopmental Learning Communities

Research and Data Research and Data Project OverviewProject Overview

Planning, Goals, Planning, Goals, Integrated Assignment ExampleIntegrated Assignment Example

Research DesignResearch Design Results to dateResults to date

Learning Learning Communities at Communities at

SVCSVC

Learning Communities at SVCLearning Communities at SVC

Curricular Learning Communities have Curricular Learning Communities have been offered at Skagit since 1986 and been offered at Skagit since 1986 and required for the transfer degree since 1993required for the transfer degree since 1993

Approximately 50-60 LCs are offered at Approximately 50-60 LCs are offered at SVC each year, about half are fully SVC each year, about half are fully collaborativecollaborative

Student outcomes: develop/deepen an Student outcomes: develop/deepen an understanding of the connections among understanding of the connections among disciplines and, for composition LCs, to disciplines and, for composition LCs, to support development of academic writingsupport development of academic writing

Learning Communities at SVCLearning Communities at SVC

Fully CollaborativeFully Collaborative Feast or FamineFeast or Famine (Nutrition and Sociology) (Nutrition and Sociology) Sex.commSex.comm (Human Sexuality and Mass (Human Sexuality and Mass

Communication)Communication) Stating the MatterStating the Matter (Chemistry and English (Chemistry and English

Composition) Composition) Developmental (federated, co-enrollment)Developmental (federated, co-enrollment)

Reading Between the Numbers Reading Between the Numbers (developmental (developmental Math and Reading)Math and Reading)

Learning Communities at SVCLearning Communities at SVC Federated Federated

Celluloid ScienceCelluloid Science - science majors enroll in an - science majors enroll in an introductory film course and one of the introductory film course and one of the courses required for their major , with the courses required for their major , with the explicit purpose of exploring how films portray explicit purpose of exploring how films portray scientists, scientific practices, and conceptsscientists, scientific practices, and concepts

This, That, and the OtherThis, That, and the Other - students co-enroll - students co-enroll in a research paper course and one of several in a research paper course and one of several social science courses, with the goal of social science courses, with the goal of researching topics specific to their field of researching topics specific to their field of studystudy

Background: Background: Research and Data Related to Research and Data Related to

Learning CommunitiesLearning Communities

Research Literature: Research Literature: Tinto (1998)Tinto (1998)

Lessons Learned Lessons Learned Making pedagogical choices: Different Making pedagogical choices: Different

strategies for different needsstrategies for different needs Making appropriate placement: Assessing Making appropriate placement: Assessing

student education needsstudent education needs Lessons in ImplementationLessons in Implementation

Using pilot programsUsing pilot programs Building institutional supportBuilding institutional support Building faculty and staff involvementBuilding faculty and staff involvement

Research Literature: Research Literature: Malnarich with others (2003)Malnarich with others (2003)

““Students need to develop the Students need to develop the abilities associated with “learning how abilities associated with “learning how to learn” in multiple and varied to learn” in multiple and varied contexts—a key learning goal of contexts—a key learning goal of curriculum aimed at preparing curriculum aimed at preparing students for college-level work.”students for college-level work.”

Research Literature: Research Literature: Malnarich with others (2003)Malnarich with others (2003)

Best PracticesBest Practices Adopt an abilities-based developmental Adopt an abilities-based developmental

perspective in LCs and throughout the perspective in LCs and throughout the campuscampus

Target high-risk coursesTarget high-risk courses Integrate skill development with credit-bearing Integrate skill development with credit-bearing

college-level coursescollege-level courses Design a holistic program – integrate Design a holistic program – integrate

academic and student support services; use academic and student support services; use peer tutorspeer tutors

College-Level DataCollege-Level Data Numerous studies conducted over the past 20 Numerous studies conducted over the past 20

years regarding LCs at Skagit (see Dunlap & years regarding LCs at Skagit (see Dunlap & Pettitt, 2008)Pettitt, 2008)

CCSSE results in 2003, 2005 and 2007 CCSSE results in 2003, 2005 and 2007 validated the value of Learning Communities: validated the value of Learning Communities: students who took learning communities at SVC students who took learning communities at SVC were significantly more likely to engage in were significantly more likely to engage in activities that increase their time on task (and activities that increase their time on task (and thus their chances for meeting their educational thus their chances for meeting their educational goals) as well as to assume responsibility for goals) as well as to assume responsibility for their learning.their learning.

CCSSE LC QuestionCCSSE LC Question

Stem: “Which of the following have you Stem: “Which of the following have you done, are you doing, or do you plan to do done, are you doing, or do you plan to do while attending while attending this collegethis college?” ?”

Category: “Organized learning communities Category: “Organized learning communities (linked courses/study groups led by faculty (linked courses/study groups led by faculty or counselors)”or counselors)”

Response Categories: Response Categories: 1.1. I have doneI have done

2.2. I plan to doI plan to do

3.3. I have not done nor plan to doI have not done nor plan to do

MethodMethod

Used T-test for independent samples to Used T-test for independent samples to examine differences in effort and examine differences in effort and engagement between students who had engagement between students who had taken Learning Communities and those taken Learning Communities and those who had not done nor planned to do.who had not done nor planned to do.

Results are for the latest survey Results are for the latest survey administration (Spring 2007)administration (Spring 2007)

Learning CommunityLearning Community

Sig.Sig.VariableVariable HaveHaveTakenTaken

(n = 173 )(n = 173 )

Not Not TakenTaken

(n = 232)(n = 232)

Asked questions in classAsked questions in classor contributed to classor contributed to classdiscussionsdiscussions

3.003.00 3.003.00 1.0001.000

Made a classMade a classpresentationpresentation

2.432.43 2.272.27 .069.069

Prompt: “In your experiences at this college during the Prompt: “In your experiences at this college during the current school year, about how often have you done each of current school year, about how often have you done each of

the following?”the following?”Responses range from 1 (“Never”) to 4 (“Very Often”)Responses range from 1 (“Never”) to 4 (“Very Often”)

FindingsFindings


Sig.Sig.VariableVariable Have TakenHave Taken(n = 173 )(n = 173 )

Not TakenNot Taken(n = 232)(n = 232)

Prepared two or more drafts of a Prepared two or more drafts of a paper or assignment before paper or assignment before turning it inturning it in

2.962.96 2.452.45 .000.000

Worked on a paper or project that Worked on a paper or project that required integrating ideas or required integrating ideas or information from various sourcesinformation from various sources

3.143.14 2.752.75.000.000

Worked with other students on Worked with other students on projects during classprojects during class

2.882.88 2.692.69 .021.021

Worked with classmates outside Worked with classmates outside of class to prepare class of class to prepare class assignmentsassignments

2.492.49 2.102.10 .000.000

Discussed ideas from your Discussed ideas from your readings or classes with others readings or classes with others outside of class (students, family outside of class (students, family members, co-workers, etc.)members, co-workers, etc.)

2.872.87 2.692.69 .038.038


Sig.Sig.VariableVariable Have TakenHave Taken

(n = 173 )(n = 173 )Not TakenNot Taken(n = 232)(n = 232)

Worked harder than you thought Worked harder than you thought you could to meet an instructor’s you could to meet an instructor’s standards or expectationsstandards or expectations

2.782.78 2.522.52 .003.003

Used email to communicate with Used email to communicate with an instructoran instructor

3.103.10 2.672.67 .000.000

Discussed grades or assignments Discussed grades or assignments with an instructorwith an instructor

2.762.76 2.582.58 .039.039

Discussed ideas from your Discussed ideas from your readings or classes with readings or classes with instructors outside of classinstructors outside of class

2.112.11 1.881.88 .012.012

Worked with instructors on Worked with instructors on activities other than courseworkactivities other than coursework

1.741.74 1.451.45 .000.000

CCSSE BenchmarksCCSSE Benchmarks

Five benchmarks - 38 engagement items that Five benchmarks - 38 engagement items that “reflect the most important aspects of the “reflect the most important aspects of the student experience”student experience”

Rolling three year cohort (2005 – 2007)Rolling three year cohort (2005 – 2007) Benchmark scores are Benchmark scores are

computed by averaging the scores on survey items computed by averaging the scores on survey items that comprise the benchmarkthat comprise the benchmark

weighted for full-time/part-time attendanceweighted for full-time/part-time attendance standardized so that weighted mean scores across all standardized so that weighted mean scores across all

students is 50students is 50 An institutions’ benchmark scores are computed An institutions’ benchmark scores are computed

by taking the weighted average of their students’ by taking the weighted average of their students’ standardized scores.standardized scores.

5 8 . 3

4 9 . 7

5 3 . 0

5 0 . 1

5 3 . 7

5 0 . 1

5 6 . 6

4 9 . 9

5 2 . 1

4 9 . 6

4 4

4 6

4 8

5 0

5 2

5 4

5 6

5 8

6 0

A c t i v e &C o l l a b o r a t i v e

L e a r n i n g

S t u d e n t E f f o r t A c a d e m i cC h a l l e n g e

S t u - F a cI n t e r a c t i o n

S u p p o r t f o rL e a r n e r s

S V C M e d i u m C o l l e g e s A l l C o l l e g e s

ImperativesImperatives Approximately half of students new to the Approximately half of students new to the

college test into developmental Englishcollege test into developmental English Nearly 90% test into developmental mathNearly 90% test into developmental math The “C or better” pass rate in The “C or better” pass rate in

developmental math (as a percent of developmental math (as a percent of students enrolled the 10students enrolled the 10thth day) averages day) averages 65%.65%.


Communities:Communities:OverviewOverview

Project PlanningProject Planning

Summer 2007 meeting at The Washington Summer 2007 meeting at The Washington Center for the Improvement of Center for the Improvement of Undergraduate Education, sponsored by Undergraduate Education, sponsored by MDRCMDRC

Faculty and IR, joined by additional faculty Faculty and IR, joined by additional faculty and administrators for part of the timeand administrators for part of the time

Collaboratively 1) identified core Collaboratively 1) identified core pedagogical practices, 2) planned pedagogical practices, 2) planned common counseling activities, and 3) common counseling activities, and 3) identified key research componentsidentified key research components

Skagit Learning Communities:Skagit Learning Communities:Core Pedagogical PracticesCore Pedagogical Practices

1.1. Value and build on students’ existing Value and build on students’ existing abilities and experiences. abilities and experiences.

2.2. Create ongoing opportunities to Create ongoing opportunities to collaboratively construct knowledge collaboratively construct knowledge together in class.together in class.

3.3. Ensure active involvement in learning, Ensure active involvement in learning, i.e., solving problems, discussing ideas,i.e., solving problems, discussing ideas,writing, working on project teams.writing, working on project teams.

Project GoalsProject Goals

1.1. Expand our developmental Learning Expand our developmental Learning Community offerings to improve Community offerings to improve student success in Mathematics and student success in Mathematics and EnglishEnglish

2.2. Integrate student services with Integrate student services with instruction to increase collaboration instruction to increase collaboration and to enhance faculty advising skillsand to enhance faculty advising skills

3.3. Use a research model to plan and to Use a research model to plan and to measure successmeasure success

Counseling ComponentCounseling Component

Four advising-related topics are integrated Four advising-related topics are integrated into the LC:into the LC: Time ManagementTime Management Study Skills (note taking; test preparation, Study Skills (note taking; test preparation,

etc.)etc.) Educational PlanningEducational Planning College ResourcesCollege Resources

Topics are integrated organically, based Topics are integrated organically, based on the syllabus and student needson the syllabus and student needs

ExampleExample

Reading Between the NumbersReading Between the Numbers MATH 96 and READ 97MATH 96 and READ 97

Integrative assignment topic = Time Integrative assignment topic = Time ManagementManagement

Math, Reading, and Counseling faculty Math, Reading, and Counseling faculty work collaboratively with students in this work collaboratively with students in this Learning Community on this assignmentLearning Community on this assignment

Time Management AssignmentTime Management Assignment

IntegrationIntegration Students combine their past experiences and Students combine their past experiences and

mathematics principles to assess their current mathematics principles to assess their current schedule. Instructor-selected reading schedule. Instructor-selected reading provides them an opportunity to discover provides them an opportunity to discover solutions and likely pitfalls. Students write a solutions and likely pitfalls. Students write a summary paper integrating these skills and summary paper integrating these skills and knowledge.knowledge.


Students use their own experience and Students use their own experience and expertise to complete a questionnaire expertise to complete a questionnaire about the amount of time they think they about the amount of time they think they spend each week on a variety of activities, spend each week on a variety of activities, and then calculate totalsand then calculate totals

Instructors help students to calculate Instructors help students to calculate percentages and fractions, and to discuss percentages and fractions, and to discuss any issues that come upany issues that come up

Students keep an activity log throughout Students keep an activity log throughout the next week; logs are reviewed daily by the next week; logs are reviewed daily by instructorsinstructors


Students read about time management in Students read about time management in faculty-selected texts or articles for ideas faculty-selected texts or articles for ideas about improving their time management about improving their time management skillsskills

After they have tracked the use of their After they have tracked the use of their time for a week, the questionnaire is re-time for a week, the questionnaire is re-visited and compared to “reality” visited and compared to “reality”

Students meet in small groups three Students meet in small groups three weeks into the quarter and discuss what weeks into the quarter and discuss what strategies they tried and what worked strategies they tried and what worked

Time Management Time Management Assignment…. still goingAssignment…. still going

Each student writes a summary paper Each student writes a summary paper discussing issues that they see with their discussing issues that they see with their current schedule and what strategies they current schedule and what strategies they may use for better time managementmay use for better time management

All the student summary papers are All the student summary papers are collected. Faculty compile the papers into collected. Faculty compile the papers into a book (without names) and give a copy to a book (without names) and give a copy to all students in the classall students in the class

Building on Core PracticesBuilding on Core Practices

1.1. Value and build on students’ existing Value and build on students’ existing abilities and experiences. abilities and experiences.

Students use their own experience as a Students use their own experience as a starting point with the questionnaire and starting point with the questionnaire and will also use their past knowledge when will also use their past knowledge when reading the literature to appropriately reading the literature to appropriately choose solutions that will work for them. choose solutions that will work for them.

Building on Core PracticesBuilding on Core Practices

2.2. Create ongoing opportunities to collaboratively Create ongoing opportunities to collaboratively construct knowledge together in class.construct knowledge together in class.

3.3. Ensure active involvement in learning, Ensure active involvement in learning, i.e. solving problems, discussing ideas,i.e. solving problems, discussing ideas,writing, working on project teams.writing, working on project teams.

The assignment involves learning through The assignment involves learning through writing, small group work, solving problems, and writing, small group work, solving problems, and discussions. It also has reflection components in discussions. It also has reflection components in the summary paper and the re-visit later in the the summary paper and the re-visit later in the quarter. Their work is made “public.” quarter. Their work is made “public.”


Communities:Communities:Pilot Project Research & ResultsPilot Project Research & Results

Research QuestionResearch Question

Does the addition of a counseling faculty Does the addition of a counseling faculty member into the developmental learning member into the developmental learning

community help students be more community help students be more successful in the course and in their future successful in the course and in their future

educational efforts?educational efforts?

Independent Variable: Independent Variable: Course PedagogyCourse Pedagogy

Nine developmental learning communities Nine developmental learning communities offered in 2007-08, divided into two groups:offered in 2007-08, divided into two groups: Group I = counseling-enhanced developmental Group I = counseling-enhanced developmental

learning communitieslearning communities Group II = “regular” (non-counseling-enhanced) Group II = “regular” (non-counseling-enhanced)

developmental learning communitiesdevelopmental learning communities Group III = selected, comparable stand-Group III = selected, comparable stand-

alone developmental education coursesalone developmental education courses Group IV = Group IV = Fast Track Fast Track success skills course success skills course

offered prior to Fall quarteroffered prior to Fall quarter

Dependent Variable: Dependent Variable: Student AchievementStudent Achievement

The dependent variable in this study is The dependent variable in this study is student achievement, measured using the student achievement, measured using the following factors:following factors:1. Student success in the core course(s) 1. Student success in the core course(s)

(English and/or Math)(English and/or Math)

2.2. Student success in subsequent core course Student success in subsequent core course sequencesequence

3. Student retention from quarter to quarter3. Student retention from quarter to quarter

4. Student persistence to degree or certificate4. Student persistence to degree or certificate

Demographic VariablesDemographic Variables

AgeAge EthnicityEthnicity GenderGender First generationFirst generation Prior education Prior education

levellevel Work statusWork status Family statusFamily status Ed IntentEd Intent Program (Major)Program (Major)

GPA (entry and GPA (entry and progress)progress)

College credits College credits completed at time of completed at time of entry entry

Full-time vs. part-time Full-time vs. part-time status status

Year of high school Year of high school graduationgraduation

Placement test scoresPlacement test scores

DemographicsDemographics

0 %

2 0 %

4 0 %

6 0 %

8 0 %

1 0 0 %F

em

ale

Wh

ite

Tra

ns

fer

Inte

nt

Wo

rkfo

rce

Inte

nt

C - E L C

L C

S t a n d A l o n e

F a s t T r a c k

DemographicsDemographics

0 %2 0 %4 0 %6 0 %8 0 %

1 0 0 %N

oD

epen

dent

s

Enro

lled

Full-

Tim

e

Empl

oyed

Part

-Tim

e

C - E L C

L C

S ta n d A l o n e

F a s tT r a c k

Results – Fall Quarter CohortResults – Fall Quarter Cohort

Percent Earning a C or Better Percent Earning a C or Better

MATH 96 47%

READ 97 59%

MATH 96 52%

ENGL 07 67%

MATH 97 56%

SPCH 100 60%

MATH 96 55%

MATH 97 64%

ENGL 97 54%

CSS 103 100%

Fall to Winter RetentionFall to Winter Retention

8 2 %

7 6 %

7 4 %

8 1 %

7 0 % 7 5 % 8 0 % 8 5 %

C - E D e v L C

D e v L C

S t a n d A lo n e

F a s t T r a c k

Strengthening Collaboration:Strengthening Collaboration:Counseling and Teaching FacultyCounseling and Teaching Faculty

CollaborativelyCollaboratively design and teach design and teach developmental learning communitiesdevelopmental learning communities

CollaborativelyCollaboratively assess our efforts assess our efforts frequently to measure student success frequently to measure student success and guide future venturesand guide future ventures

Meet with all LC teams to discuss Meet with all LC teams to discuss successes and challengessuccesses and challenges

Strengthening Collaboration:Strengthening Collaboration:Student Services and InstructionStudent Services and Instruction

Build capacity by expanding participation in our Build capacity by expanding participation in our learning community planninglearning community planning

Rotate counselors into the counselor membership Rotate counselors into the counselor membership position of the LC advisory committeeposition of the LC advisory committee

Regularize meetings between the LC advisory Regularize meetings between the LC advisory committee and counseling faculty and staff to:committee and counseling faculty and staff to: Capture multiple perspectives and share enthusiasmCapture multiple perspectives and share enthusiasm Plan for student needsPlan for student needs Review Learning Community proposalsReview Learning Community proposals Identify concerns and issuesIdentify concerns and issues

Continuous ImprovementContinuous Improvement

Fall and Winter teams met mid-quarter to Fall and Winter teams met mid-quarter to discuss progress and make adjustmentsdiscuss progress and make adjustments

Debriefing sessions held at the end of Debriefing sessions held at the end of each quarter with all participating faculty to each quarter with all participating faculty to identify successes and challenges, and to identify successes and challenges, and to review datareview data

Disseminate successful strategies and Disseminate successful strategies and results with the college community through results with the college community through Center for Learning and TeachingCenter for Learning and Teaching

And speaking of time And speaking of time management…management…

Thanks to The Washington Center for the Thanks to The Washington Center for the Improvement of Undergraduate Education Improvement of Undergraduate Education at The Evergreen State College (WA) and at The Evergreen State College (WA) and to MDRC for their continuing support of to MDRC for their continuing support of Skagit’s faculty and administrators in our Skagit’s faculty and administrators in our quest to continuously improve student quest to continuously improve student success through Learning Communitiessuccess through Learning Communities

Time to Fly

Questions???Questions???

ReferencesReferences Dunlap, L., & Pettitt, M (2008). “Assessing Student

Outcomes in Learning Communities: Two Decades of Studies at a Community College.” Journal of Applied Research in the Community College, 15(2).

Malnarich, G., et al. (2003). The Pedagogy of Possibilities: Developmental Education, College-Level Studies, and Learning Communities. NLCP Monograph Series. Olympia, WA: The Evergreen State College.

Tinto, V. (January, 1998). Learning Communities and the Reconstruction of Remedial Education in Higher Education. Paper presented at the conference on Replacing Remediation in Higher Education, Palo Alto, CA.

2008 pnw higher education teaching & learning conference spokane, wa spokane, wa...

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