dr. richard durán, president dr. cynthia herrera, director hacu … · 2014. 10. 21. · goals 101...
TRANSCRIPT
October 5, 2014 Denver, Colorado HACU
Oxnard College
Dr. Richard Durán, President Dr. Cynthia Herrera, Director
ABOUT OXNARD COLLEGE
One of three colleges in the Ventura County Community College District (VCCCD)
Sister Colleges Moorpark College, Ventura College County Population 840,000 in ten cities Oxnard Population 200,000+ (74% Latino)
Oxnard College
THE EDUCATIONAL PIPELINE CHALLENGE PROMPTING THE NEED FOR THE TITLE III PART F HSI GRANT
Table 5 OUHSD CAHSEE Test Results July 2010
OUHSD students CAHSEE tested =11,151 % Tested % Passing Math % Passing ELA
Hispanic or Latino Students 72% 29% 25%
Socioeconomically Disadvantaged Students 49% 28% 24%
English Learners 39% 22% 22%
Students with Disabilities 9% 15% 14%
OUHSD 2010-2011 Incoming 9th Grade Test Scores
Reading Students requiring Intensive Strategic Intervention = 53% of total tested ( 3300 tested )
Math 77% BELOW proficient (2872 tested)
K-8 Pipeline
9-12 Pipeline
Oxnard College Feeder Schools Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 % From OUHSD 87.1% 88.9% 87.2% 87.7% 87.7%
Norman Vincent Peale
Create a Strong Foundation First
Creating Student Success Will Require Cultural and Organizational
Change
Hidden Agendas
Supplanting $$$
Ineffective Evaluation System
Communication Breakdowns
Be Aware that the Halo Only has to Fall a Few Inches to be a Noose!
Sustainability
Manager Limitations
TRANSFORMATIONAL LEADERS
Organizational Learning
Are the
truly invested in acting as change agents and strategically motivating
others? Knowledge and
Personality Matter!
Cultural Norms
Professional Development and
Innovation
Are you able to develop a collaborative structure that
brainstorming and creative intervention?
SYSTEM INTEGRATION TO CHANGE ORGANIZATIONAL NORMS
Macro Level
Student Success Committees Institutional Effectiveness Committees Participatory Governance Committees Greater Institutional Goals - Completion Agenda Communication Plan
Project Specific
Use Grants To:
Build Institutional Capacity Promote Student Success, Persistence and Transfer
Evaluation & CQI System
is the key to unlock the golden door of George Washington Carver
CREATING THE CULTURE FOR EVIDENCED-BASED
CHANGE
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4
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2
3
Integration And
Influence
Engage the President/Leader from the beginning
when writing the grant
Institutionalize and Evaluate for Continuous Quality Improvement
Enhancing Student Success
Write Evaluation Resources into the grant:
External Evaluator Meeting Goals Project Based Reports
Understand your greater Institutional goals and
completion agenda
At the MACRO Level: Create the
Implementation Dialogue and Tracking Tools
Integrate Grant Evaluation Findings into the MACRO Level:
Student Success Committee Institutional Effectiveness Committee
District Goals and Objectives
Oxnard College Goals and Objectives
Educational Master Plan driving Facility and Technology Master Plans
Institution, Program, Student Learning Outcomes tied to Plans Annual and
Multi-year Reviews
Campus-wide Committee Communication Systems Continuous Loop
Qualitative and Quantitative Performance Outcomes Evaluation leading to
Improvement
Continuous Quality Improvement
The Rev. Dr. Martin Luther King, Jr.
1. Introduce 2. Connect 3. Apply 4. Assess 5. Reflect
STEVE JOBS
Shock/Denial
Anger
Overwhelmed
Staff are willing and eager to engage in discussions about student performance Knowing there is a problem is enough to make a change We know how to fix a certain type of problem Organizations can easily change practices and policies
Disagreement about the
organizational, motivational) Very difficult to do easily often takes years to phase-in
nature to want to keep things the same
Traditional Assumptions Introduce Data and Innovation
Reality
Acceptance
Dialogue/Bargaining
ELIZABETH KUBLER-ROSS OF
THE OXNARD COLLEGE STEM GRANT
Project ASCENSIÓN 2011 Title III Part F STEM and Articulation HSI Grant
Industry
Community
OUHSD
Oxnard College
CSUCI
UCSB
Early Integrated Awareness Programs
Seamless Pathway Enhanced Research STEM Activities & Opportunities
Assessment & Continuous Quality
Improvement
Student Behavior Characteristics
Family Characteristics
School and Institution Factors
Enlace: Bringing Together Learning and Cultural Forces Vistas Del Futuro: Engineering Curriculum and Pathways El Guia Mental: Tutoring and Mentoring Programs CAN DO: Contextualized Activities Network Learning Communities The HALO Effect: Service Learning Helping and Leading Others
F ive Interlocking Strategies
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3
2
PA R T N E RSH IPS
Goal 1 Goal 2 Goal 3
Correlated Factors
CONTINUOUS
QUALITY
IMPROVEMENT
PA T H W A YS
PURPOSE
Aggressive
Inter-segmental
Multi-layered
Comprehensive
BUILDING THE YSTEM $6 MILLION OVER 5 YEARS
Pipeline Improvements Roadblock Summits with OUHSD, UC and CSU Naviance & NAF Student Support Services
Facilities Improvements STEM Center Faculty Resource Center SMART Classrooms Laboratory
Supplemental Services Website with Resources/Materials Tutoring Ed Planning Software Industry-Lead Workshops Transfer Advisors Career Fairs Science Expos Curriculum Development
Building Relationships with Educational Partners Summer Bridge Programs MESA after-school and weekend activities Parent Workshops Collaborative Undergraduate Research Projects Diversity Workshops STEM Stews Professional Development Activities
Innovative Projects Community and Industry integration
STEAM Collaborative
Research Projects
OC-OUHSD Marine Sciences Collaborative
Integration of Language Arts in STEM
C.S. Lewis
1. OC Marine Center and High School collaborative- Undergraduate Research and Project-based Learning
2. Naviance: Education/Career Planning Web-based Software for OUHSD
3. National Academy Foundation: 6 STEM Academies for OUHSD
4. Peer Mentoring/ STEM Transfer Activities
5. Engineering Pathway Project
6. STEAM Collaborative Project (integrates Arts)
7. Community and Industry Integration
8. CAN-DO: STEM Language Arts & Writing Integration Project
9. Academic and Career Planning
10. Different Pathways to Higher Education & Careers
11. Financing Your Education
12. Learning, Testing & Retention Strategies
13. Communication & Teamwork Development
14. Internships & Finding Mentors
15. Inspiration by college students & grads
16. College campus visits
17. MESA College Day workshops & college university reps
18. MESA (After-
19. Tutoring
20. Bio-Tech Institute
21. Undergrad Research Chemistry Undergrad Research Project/ Cascade Design
22. Biology Undergrad Research
23. Summer Bridges 1. Pre-Engineering 2. Marine Science 3. Bio-Tech 4. SAGE/Go Green 5. Condor Tech
New 24. Infusing college readiness outreach/planning and role models
(development of possible selves) in STEM science academies
25. Engaging STEM faculty in outreach to HS students and their parents
26. Collaborative regional outreach events for HS and OC students and parents focused on college readiness and STEM majors and career pathways
27. Exploring Collaborative Curricular Partnerships Focused on STEM Transfer Student Success:
28. Cross-institution STEM learning community course focused on student success and STEM faculty mentorship
29. Building a transfer culture
30.
Evaluation Findings and Reports posted on www.oxnardcollege.edu/stem website
On-going Activities
CREATE A LOGIC MODEL FOR MAJOR GRANT PROJECT ACTIVITIES
15
Grant money
Marine Center Facility
3 Marine center faculty/ employees
Industry Presenters (National Parks Representatives ,Ty Warner Professionals, Santa Cruz Island ranger, UCSB Marine Professionals)
Grant administrators
HHS 12th grade students
Materials & Supplies
Transportation
SAGE Donations
Industry Donations
Resources
3-week Summer Bridge Coursework focused on environmental science, biology, and geology
Hands-on project-based learning experiences and collaboration
Student preparation of PowerPoint presentations
Field trips to Santa Cruz Island, La Brea Tar Pits, Oxnard College, UCSB and the Sea Center at Santa Barbara
Group Teamwork Activities
Industry-led presentations
Weekly presentations by students summarizing their research projects
Activities
Students engage in activities that promotes team work presentation skills.
Students learn that science is fun through project-based learning.
Exposure to and awareness of local opportunities and resources
Engage in activities that promote familiarity with STEM educational and career
Promote critical thinking, planning, analyzing, problem solving and presentation skills
Outputs Short-term Outcomes Medium-term Outcomes
Increased number of high school students who attend college
Increased number of OC students who major in STEM
Increased number of OC STEM graduates
Increased number of student transfers to a 4-year institution
Increased Industry Connections
Increased understanding of
Marine Science Summer Bridge Program Students develop team work skills
Students view their colleagues as resources
Students develop their visual and verbal presentation skills
Increased confidence in presenting in front of audience
self efficacy and growth
Increased confidence in their ability to perform in STEM coursework
Increased understanding of STEM careers
Increased interest in STEM education and careers
Students challenge their STEM stereotypes
Students are better prepared for 12th grade
Students are more committed to higher education upon graduation from high school.
COLLABORATION AND COMMUNICATION
Roadblock Summits
STEM Stews
Faculty and
Student Engagement
Building the Team
Stakeholder
Meetings
Project Evaluation
CONTINUOUS QUALITY IMPROVEMENT
Building Institutional Capacity
Replication, Expansion or Integrated
Into Existing Process
Present Findings/Recommendations to Campus-wide
Student Success Committee
Generate Reports with Findings &
Recommendations
Grant Project Evaluations
Transformational Leadership:
Communicate Findings:
Written Reports Presentations Team Meetings
Marine Science Summer Bridge Program
STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, MATH)
Increase student engagement in campus, community-oriented projects
Increase student engagement in campus, community-oriented projects
Increase incorporation of service learning as a teaching tool
Establish a new campus Learning Community
Foster multidisciplinary collaboration and cross-pollination of ideas
Goals 101 Physical Geography and 101 Art Appreciation
Innovations
1. Altered Hybrid Curriculum (online and in-person) with Revised Schedule 2. Development of e-Folios (shared across the two classrooms) for documentation 3. Collaboration of Students in the two Courses 4. Hands-on Project-based Learning that Integrates Themes from Dual Curricula 5. Students create project journals documenting the service learning component.
STEAM
Outcomes For Students:
For Faculty:
Increased enthusiasm for shared subjects Increased enjoyment of teaching through collaboration Introduction of new shared SLOs and assessment of these
Increased interest Increased
awareness of the targeted theme (Sustainability)
Increased creative problem-solving
and critical thinking skills
Increased collaboration skills
Increased awareness of
STEAM integration
FALL 2014 New Concepts
CYPHER Collaboration Mentorship and Industry Integration
Gull Wings Museum Project
Embracing leadership roles
Managing group dynamics and collaborating
Professionalism in on-line work and project posts
Accepting and taking on challenging tasks
Articulating ideas to the group
Lessons Learned - Students need more assistance with:
BIO-TECH INSTITUTE
Prepare students by providing them laboratory research skills for STEM opportunities at the
University and in the job market
To enhance and expose students to advanced STEM
technology
Goals
Supports DNA amplification and
sequencing technologies
Cell tissue culture models that support a new medical research
education
Methods of sterile technique which are
key to forensics, medicine, and biotechnology
Research Focus:
cardiac stem cell culture and differentiation, immuno-fluorescence microscopic nematode worm, genetic detection of bacteria in ocean samples
Innovation
BIO-TECH INSTITUTE
1 Two of the HSI-STEM students from the HSI-STEM Summer Biotechnology have been admitted to highly selective MD/Ph.D. programs.
2 Several are in Medical School
3 Students from this HSI-STEM program populate the UC and Cal. State University laboratories and achieved employment at Amgen, Baxter, Life Technologies and other companies.
Outcomes
Lessons Learned
Patience, Perseverance,
Focus
Creating the Cohort
Production of Posters
Replication of this effort was achieved by co-opting Dr. Michael Nicholson's participation with his independent DNA barcoding exercises in this same laboratory this year.
Cardiac Cells from
Riken Institute Japan
Students had the opportunity to provide additional comments at the end of the post-survey. Student expressed positive experiences and suggested this program should continue to be offered in the future. Some of their responses are highlighted below (misspellings preserved):
The summer bridge program is extremely helpful and important to my future in the scientific field. It has helped me realize what I want to do with
size of a typical thirty-person lab class, the program is extremely valuable to students whom are determined to pursue the STEM pathway. The program is also necessary in the development of newer and cheaper methods of protocols that are usually too expensive to perform in a typical lab class. Doing so creates the possibility that instructors will be able to perform these experiments with their students at reasonably inexpensive prices
SUMMER MATH BOOSTER
Goal First year OC students: Increase student math abilities. Students who performed poorly on math placement tests with a discrepancy between placement and high school transcripts.
1
Targeted what they were struggling on and not what they already knew.
2
Math scavenger hunt and Math Walk
3
Integrated personal growth skill-development
4
Pull out groups were implemented during the individualized time to help 3-5 students at a time review big topics, and individual tutoring was utilized to help students who seemed to have difficulty even after the pull out session.
5
Transfer Counselor assistance (Thank you Jose Vega!)
Decreased Not Changed Increased
Count % Count % Count %
0 0 0 0 13 100.00
0 0 2 15.38 11 84.62
My confidence in my ability to do mathematics has
0 0 0 0 13 100.00
0 0 2 15.38 11 84.62
0 0 4 30.77 9 69.23
0 0 0 0 13 100.00
0 0 2 15.38 11 84.62
Compared to the Start of the Program
SUMMER MATH BOOSTER
Outcome(s) and/or Impact 1. Out of 21 students we started with, 18 continued for the entire duration. 2. 16 out of 18 were placed in courses at least one above Transitional Math 1 where they
tested. 3. Some moved 2 or 3 levels up, and one student moved all the way to Business Calc.
Need more
Outreach to High Schools
Students need more time for
orientation
The registration concept is difficult for
them to understand
Developed Relationships
with Peers and College Staff
Sense of Belonging
Lessons Learned
SUMMER BRIDGE PROGRAMS MESA PROGRAMS
STEM AND CAREER EXPOS IN-‐CLASS OUTREACH SOLUTION SUMMITS
OC/HIGH SCHOOL PROJECT-‐BASED LEARNING PROGRAMS
NAVIANCE ED/CAREER PLANNING SOFTWARE
1. BROADENED EDUCATIONAL AWARENESS
2. INCREASED PARENTAL SUPPORT FOR COLLEGE
3. INCREASED STUDENT FOCUS
4. MADE THE CONNECTION: EDUCATION AND CAREER
1. EXPAND THE INTEGRATION OF (SUMMER) BRIDGE/PROJECT BASED LEARNING EXPERIENCES
2. IMPLEMENT "DISCIPLINE-‐SPECIFIC" HIGH SCHOOL OUTREACH AND ARTICULATION DISCUSSIONS WITH TEACHERS-‐FACULTY-‐COUNSELORS -‐ROADBLOCK SUMMITS WITH FEEDER SCHOOLS
3. INTEGRATE TRANSFER/FINANICAL AID MINI-‐SESSIONS (USE TRAINED STUDENT PEERS) INTO THE CLASSROOM-‐ FOLLOW-‐UP WITH 1:1 APPOINTMENTS
WEB-‐BASED EDUCATION/CAREER PLANNING TOOLS
HIGH SCHOOL STEM ACADEMIES TO INCREASE COLLEGE
READINESS MESA ACTIVITES -‐ COLLEGE PREP
MATH BOOSTER BRIDGE ENGINEERING/MATH/PHYSICS
CLUBS CREATION OF STEM CENTER
5. INCREASED EQUITY IN OPPORTUNITY TO CLASS SCHEDULING (H.S.)
6. INCREASED FOCUS AND REALITY-‐BASED EDUCATIONAL PLANNING
7. INCREASED CONFIDENCE TO SUCCEED SELF EFFICACY
8. PEER-‐PEER INTERACTION INCREASED STUDENT SUCCESS AND CONFIDENCE
4. INCREASE STUDENT-‐USE OF DEGREE WORKS
5. INCREASE THE INTEGRATION OF DISCIPLINE-‐SPECIFIC OC-‐OHSD-‐UC/CSU OUTREACH PROJECTS
6. INTIGRATE MATH/ENGISH BOOSTER PROGRAMS FOR FIRST YEAR INCOMING OC STUDENTS
7. DEVELOP A TRANSITIONAL DIVISION FOCUSING ON PRE-‐COLLEGE/DEVELOPMENTAL EDUCATION (80% )
TUTORING (EMBEDDED AND
SUPPLEMENTAL UNDERGRADUATE RESEARCH
PROJECTS PEER MENTORING
UC/CSU COLLABORATIVE TRANSFER PROJECTS
STEM PATHWAYS MANUAL DISCIPLINE
INTEGRATIIONLANGUAGE/ARTS/SCIENCE
FACULTY HOURS IN STEM CENTER
9. LANGUAGE SKILL REQUIREMENTS DIFFER GREATLY FOR STEM
10. PROJECT-‐BASED LEARNING & RESEARCH PROMOTED CRITICAL THINKING, PLANNING, ORGANIZATION AND ANALYZATION
11. INCREASED STUDENT-‐FACULTY INTERACTION INCREASED STUDENT SUCCESS AND CONFIDENCE TO ASK QUESTIONS
12. INCREASED TRANSFER READINESS
8. EXPAND THE USE OF UNDERGRADUATE RESEARCH PROJECTS
9. EXPAND THE USE OF CROSS-‐DISCIPLINE TEACHING/LEARNING
10. SYSTEMATIZE THE TRACKING OF TUTORING AND ITS IMPACT ON STUDENT SUCCESS (IMPLEMENT CQI PROCESS)
11. CONTINUE TO ENCOURAGE FACULTY OFFICE HOURS IN THE LRC AND STEM CENTER FOR ALL DISCIPLINES
HIGH IMPACT PRACTICES USED IN PROJECT ASCENSIÓN
SUMMARY OF MAJOR OBSERVATIONS AND OUTCOMES
RECOMMENDATIONS TO CONSIDER: CAMPUS-WIDE INSTITUTIONALIZATION
BUILDING SUSTAINABILITY AND INSTITUTIONAL CAPACITY TO INCREASE STUDENT SUCCESS, RETENTION AND TRANSFER
CONNECTION AND ACCESS
ENTRY
PROGRESS, RETENTION & TRANSFER
STEM MAJORS
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100
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500
600
700
800
900
1000
2011 2013
365
937
Involve me, and Native American Saying
STEM AWARDS/GRADUATES SINCE 2008-09 William Butler Yeats
CONTACT INFORMATION
Dr. Richard Duran, President
(805) 986-5808
Dr. Cynthia Herrera, Director
(805) 986-5944
Oxnard College
4000 South Rose Avenue
Oxnard California, 93033