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State of Academic Support Services
Prepared by: Maria Wright, Director of Academic Support Services
Drafted: November 8, 2017
Revised: January 2, 2018
Overview: There are various support services available to students at Bakersfield College.
While the delivery of service varies by center, all of the services are offered to students free of
cost and are designed to help students successfully navigate course content and gain subject-
mastery. Some centers provide services in a group setting, while others provide one-on-one
assistance. In recent years, Bakersfield College has experienced growth in the number of
academic support services offered; see below for a comprehensive list of services:
1. AERA STEM Success Center
2. Extended Study
3. Extend the Classroom-ACDV
4. Extend the Classroom-English
5. Extend the Classroom-Math
6. Math Hub
7. Math Lab
8. Student Success Lab
9. Supplemental Instruction (Delano
and Main Campus)
10. Tutoring Center (Delano and Main
Campus)
11. Writing Center (Delano and Main
Campus)
Mission Statement:
Bakersfield College Academic Support Services provides high quality assistance to facilitate
students’ evolution into active, independent, engaged, and lifelong learners.
1. Through coaching and collaboration, we create a more cohesive learning community that
fosters transferable skills and persistent inquiry.
2. We empower students to become prepared to face the challenges of academic and
professional environments.
3. We commit to serve students with enthusiasm, respect, professionalism, and provide the
expertise needed to enable them to successfully progress on their academic pathways.
The development of the departmental mission statement was vested in the alignment with the
institutional mission statement. The cultivation of a supportive learning environment is
embedded in the mission statement for Bakersfield College:
Bakersfield College provides opportunities for students from diverse economic, cultural, and
educational backgrounds to attain Associate and Baccalaureate degrees and certificates,
workplace skills, and preparation for transfer. Our rigorous and supportive learning
environment fosters students’ abilities to think critically, communicate effectively, and
demonstrate competencies and skills in order to engage productively in their communities and
the world.1
1 Mission Statement. Retrieved on February 6, 2017 from: https://www.bakersfieldcollege.edu/about
“Supportive learning environments” can and should be developed and enhanced in and outside of
the classroom. In fact, research shows that students that successfully develop a connection with
the institution, experience higher retention rates2. It is also important to note that the Bakersfield
College Academic Support Services department was established in January 2017 and although
many of the centers have been in existence for a number of years, the goals, mission statement,
vision, and data are new and need to be considered as a platform for future growth.
Impact
Data show that students that engage in support services experience an increase their course
completion and success. See the graphs below for more details.
2 Karp, M.M., Hughes, K.L., & O’Gara, L. (2010). An exploration of Tinto’s integration framework for community college students. College Student Retention, 12(1), 69-86.
85%
82%
91%93% 93%
75%
80%
85%
90%
95%
Overall Student SuccessLab
SupplementalInstructions
Tutoring Writing Center
COURSE COMPLETION RATES FOR SUPPORT SERVICES
67%
82%75% 73%
80%
Overall Student SuccessLab
SupplementalInstructions
Tutoring Writing Center
COURSE SUCCESS RATES FOR SUPPORT SERVICES
Strategic Directions
There are a total of five Strategic Directions that guide the work of the college. Below is a
outline for how the five Strategic Direction help facilitate the work of the department:
Strategic Direction 1: Student Learning
1.17 Develop and implement ‘study halls’ with embedded tutoring to ensure student engagement.
1.18 Increase participation in academic support services, including Supplemental Instruction.
1. Engage in active collaboration with Math and English departments to help incoming
students’ complete college-level math and English within first-year of enrollment.
a. Scale-up Extend the Classroom (ETC) support services.
b. Intentionally collaborate with faculty, completion teams, and support service
specialist to provide timely interventions for at-risk students.
2. Improve the attendance and support provided to students in the Extend the Classroom
(ETC) courses (Math B60, 65, and ENGL B53).
a. Enhance the collaboration with faculty in the math and English departments
through professional development sessions prior to and at the end of each term.
b. Develop a schedule of classroom presentations for ETC courses.
c. Institute math and English ETC halls serviced by a team of professional and peer
tutors, and SI leaders.
3. Engineer methods for increasing student visits to academic support services.
a. Use the 2016-17 AY data as a baseline to improve the way that we invite students
to engage with our centers (see Appendix A&B).
b. Provide visits data to Completion Teams on a weekly basis.
c. Provide weekly reports to all faculty (see Appendix D).
d. Carefully track and close the loop on faculty-initiated referrals.
Strategic Direction 2: Student Progressions and Completion
2.10 Enhance academic support services for online students.
2.11 Increase student participation in academic support services.
1. Plan, implement, and evaluate an online tutoring service.
a. Pilot an online tutoring service in the summer and fall of 2017 for math courses.
b. Collaborate with a third party option (e.g. NetTutor) in 18-19 AY to provide
tutoring services across the curriculum, 24/7).
2. Expand the support provided to students in rural and satellite locations.
a. Collaborate with AEBG grant managers to extend services to participants in the
program.
b. Partner with Dual Enrollment managers to ensure that support is provided to
students in designated courses.
c. Collaborate with Inmate Education managers to ensure that support is provided to
inmate scholars.
d. Desegregate the data for online tutoring to assess which students, and in which
courses, are utilizing the services most frequently.
Strategic Direction 3: Facilities
3.4 Utilize technology to automate processes and augment student support programs.
1. Continue to work with the Starfish implementation team to explore and implement
software that will enhance the tracking of student visits to support services.
a. Transition from AccuSQL to Starfish to reduce the duplication of data and end-
user responsibilities.
b. Provide professional development to front-desk staff on the functionality of the
new system to ensure a smooth transition into Starfish.
c. Begin exploration phase for automating scheduled time in support services as part
of the students’ weekly calendar.
Strategic Direction 4: Oversight and Accountability
4.1 Monitor student learning and student achievement.
1. Redesign the Academic Support Services website to ensure that it is easily accessible for
students and the campus community.
2. Reinstitute the BSI work group in S’18.
3. Create an annual calendar for monthly staff meetings and professional development
opportunities (see Appendix C).
a. Continue to provide Pathways related professional development opportunities
with academic support staff.
4. Schedule quarterly meetings with the English and Math department to enhance the
collaboration and efforts for the Extend the Classroom initiative.
Strategic Direction 5: Leadership and Engagement
1. Complete the first program review for the Academic Support Services department.
2. Continue to engage in the tracking, monitoring, and reporting of the BSI and BSOTT
budgets.
a. Collaborate with the SS&E department for the integrated planning budget.
3. Continue participation in the Pathways Completion Team planning group.
Projects
Extend the Classroom (ETC)
In the summer of 2016 a team of six came together to pilot the Extend the Classroom (ETC)
initiative in the 2016-17 AY. The work included collaboration with faculty teaching ENGL B53
and Math B60. The goal of this project was to enhance the support provided to students enrolled
in the two courses to increase the course retention, completion, and progression rates . In
preparation for the 2017-2018 AY, the goal is to not only increase the student participation in
support services, but rather to increase the number of students that successfully complete college
level English and Math within in their first year of enrollment. Baseline data was collected for
the 16-17 AY (see appendix A and B) and will be used as a comparative group for the 17-18 AY.
Student Enrollment:
As of 06/21/17 there were a total of 1,157 students enrolled in ENGL B53, Math B60, and Math
B65; see the course breakdown below:
Student Group/Course English B53 Math B60 Math B65
Course Enrollment Total 388 499 270
African American
Initiatives
24 (6%) 25 (5%) 17 (6%)
Financial Aid Recipients 282 (72%) 192 (38%) 192 (71%)
Veteran Students 7 (1.8%) 6 (1.2%) 6 (2%)
In order to serve all of the students enrolled, and continue in the efforts of breaking silos, the
Bakersfield College Academic Support Services department enhanced the concept of English
and Math ETCs.
ENGL ETC:
The ENGL ETC is housed in the Writing Center and is staffed by a Writing Consultant, SI
leader, and a peer tutor. The hours for the English ETC are 10:00 am-7:00 pm M-TH and 8:00
am-12:00 noon on Fridays.
Math ETC:
Like the ENGL study hall, the Math ETC is staffed by a full-time Math tutor, peer tutor, and a SI
leader. The hours for the Math ETC are M-TH 7:00 am-6:30 pm and on Fridays from 8:00 am-
12:00 pm.
Purpose of location, staffing, and scheduling
By streamlining the staffing and the scheduling, students have a dedicated space they can utilize
that houses a variety of support services. This also allows for cohesive communication to flow to
faculty, and from faculty members to students in their course.
Faculty and Departmental Collaboration
1. Departmental meetings: Both of the Instructional Deans over Math and English are
involved with the Academic Support Services Department. In order to increase the
faculty engagement, they are in the process of developing a schedule that will allow the
Academic Support Services team leads to attend some of the departmental meeting. In
these meetings, the staff will facilitate a discussion on the enhancement of support
services and ask faculty to “require” their students to attend the math and English ETCs
or another support service at least one hour/week.
a. Closing the loop:
i. Weekly reports of student attendance to support services are automated;
see Appendix D for a sample report.
2. Completion Teams: All of the departmental staff are part of a Pathways Completion
Team as a Student Support Specialist. This allows them to work with their team, and the
data coach, to identify student that need to attend support services early on produce
results based on the early measures (see appendix C).
a. Academic Support Services Completion Team: The department has its own
completion team made up of the individuals listed in Appendix C. This team
focuses on providing support to students and helping them to reach completion of
Math and English within their first year of enrollment.
b. Affinity Group leads: Data for students by affinity group is available for Affinity
group leads to allow for consistency in communication with students.
c. Meta-major leads: meta-major leads are also provided with data for students
enrolled in targeted courses for supplemental integration with learning and career
pathways mileposts.
3. Special Compensations: We have allotted a total of 60 hours for the 17-18 AY. Faculty
that participate in the ETC efforts will be compensated for their work, at a rate of
$30/hour.
Goals
The table below list the departmental goals in alignment with the Guided Pathways pillars and
the strategic directions. These goals were created in consultation with the institutional and the
departmental mission statements. Data pertaining to these goals will be tracked regularly and
evaluated to measure progress and adapt practices (reference appendices A and B for more
details).
Goal Guided Pathway
Pillar
Strategic Direction Progress-to-date Next Steps
Enhance math support to
help students’
successfully complete
college-level math within
the first year of
enrollment.
Stay on the Path
Ensure Learning
Student Learning
Student Progression
and Completion
Preliminary data for the F’16 term showed that
55.5% of students that visited a support service
were successful in passing the course with the
following grades: A (15.5%), B (20.9%), and C
(19.1%). In the S’17 term, the data show that
44.7% of students that visited a support service
were successfully in passing the course with the
following grades: A (3.4%), B (10.3%), and C
(31%).
The goal is to scale-up this
model so that students that
progress to college-level
math will continue to utilize
support services to enhance
their learning. This model
expanded to include Math
B65 in S’17.
Enhance English support
to help students’
successfully complete
college-level English
within the first year of
enrollment.
Stay on the Path
Ensure Learning
Student Learning
Student Progression
and Completion
Preliminary data for the F’16 term showed
66.6% of students that visited a support service
were successful in passing the course with the
following grades: A (10.8%), B (23.4%), and C
(32.4%). In the S’17 term, the data showed that
50% of students that visited a support service
were successful in passing the course with the
following grades: A (19.4%), B (15.3%), and C
(15.3%).
The goal is to scale-up this
model so that students that
progress to college-level
English (B1a) will continue
to utilize support services to
enhance their learning.
Enhance math support to
help students’
successfully complete
college-level math, in the
statistics pathway, within
the first year of
enrollment.
Stay on the Path
Ensure Learning
Student Learning
Student Progression
and Completion
Math B65 was embedded in the ETC effort in
the S’17. Students that attended a support
service while enrolled in Math B65 were
tracked and a comparison analysis was
conducted against the end of term grades. 50%
of students that engaged in supports services,
successfully completed the course with a grade
of “A,” “B,” or “C.” The data for the S’17 will
be used as baseline data for year-to-year
comparison.
The goal is to scale-up this
model so that students that
progress to college-level
math (Math B22 or Psych
B5) will continue to utilize
support services to enhance
their learning.
Next Steps
In the 2017-18 AY, the Academic Support Services department has focused on enhancing the
ETC efforts with a goal to help students’ successfully complete college-level math and English
within the first year of enrollment. The two Math Hub tutors have attended Math Department
meetings to increase faculty collaboration with math support services. Math Hub tutors have also
provided over 70 classroom presentations in the first two weeks of the semester. Active and
continuous collaboration ensures that students receive the support they need in a timely manner.
The Writing Center has also provided over 80 classroom presentations. Engagement with
Completion Teams has also allowed Writing Center consultants to participate in campus-wide
efforts to increase student retention, progression, and completion rates. Thus far, the Academic
Support Services Department has presented at the following orientations: Kern Promise,
EOP&S, and Industrial Technology and Transpiration pathway. The department also staffed
tables the following fairs: Student Resource (main campus and Delano) and the Arts,
Humanities, and Communication Pathway.
Moving forward, it is important to consider and evaluate services to align with the mandates of
AB 705 (2017). This may require a redesign of how services are delivered and the students
targeted for support. Collection of data will continue through the end of the 2017-18 AY to
compare against the success of students in Math B60, 65, and English B53.
Appendix A: Baseline Date (16-17 AY)
Math B60:
A B C D F W
w/ Support Services 3.4% 10.3% 31.0% 17.2% 31.0% 6.9%
w/out Support Services 5.6% 19.3% 23.0% 10.5% 25.3% 16.3%
0.0%
10.0%
20.0%
30.0%
40.0%
Spring 2017: Math B60
Grade Distribution Comparision
ENGL B53:
A B C D F W
w/ Support Services 19.4% 15.3% 15.3% 16.7% 13.9% 18.1%
w/out Support Services 7.3% 14.8% 15.1% 17.0% 20.7% 24.9%
0.0%
10.0%
20.0%
30.0%
Spring 2017: ENGL B53
Grade Distribution Comparision
A B C D F W
w/ Support Services 10.8% 23.4% 32.4% 15.3% 12.6% 5.4%
w/out Support Services 5.7% 14.3% 22.0% 8.9% 25.9% 23.2%
0.0%
10.0%
20.0%
30.0%
40.0%
Fall 2016: ENGL B53
Grade Distribution Comparision
Math B65:
A B C D F W
w/ Support Services 0.0% 14.3% 35.7% 7.1% 14.3% 28.6%
w/out Support Services 14.6% 22.9% 24.2% 12.1% 18.5% 7.6%
0.0%
10.0%
20.0%
30.0%
40.0%
Spring 2017: Math B65
Grade Distribution Comparision
Appendix B: Demographic Data for S’17
Appendix C: Pathways Completion Team by Student Support Expert
Name Title Meta-Major
Eileen Pierce SI Program Manager Education
Sonia Avila/Bradley Cramer Tutoring Center Coordinator Industrial & Transportation
Technology
Kimberly Arbolante Writing Center Lead Public Safety
Christopher Anderson Math Tutor (FT) Business
Alana Austin Math Tutor (FT) STEM
Yvonne Armendariz BSI Program Manager Social, Behavioral, & Human
Services
Barry Ramirez Writing Center Professional Expert Health Sciences
Miguel Cuate Writing Center Professional Expert Arts, Humanities, & Media
Laraine Rosema Writing Center Professional Expert Personal & Career Exploration
Susan Abbassi Writing Center Professional Expert Social, Behavioral, & Human
Services
Stephanie Vega BSI DA III N/A
Eric Weis Writing Center Professional Expert Agriculture, Nutrition, & Culinary
Arts
Monica Huyck Tutoring Center Coordinator (Delano) TBD
Maria Wright Director of Academic Support Services As needed
Appendix D: Sample Weekly Instructor Report
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