1 / 27

East Los Angeles College

This program at East Los Angeles College aims to support student success by providing a comprehensive and integrated approach to academic and non-academic factors. With a focus on retention, persistence, and success, students are guided through a series of milestones to ensure they are on track for transfer. The program includes welcome days, summer sessions, and support services such as tutoring, counseling, and early alert systems. Partnership with various programs and grants enhances the support and resources available to students.

clardy
Télécharger la présentation

East Los Angeles College

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. East Los Angeles College Dr. Adrienne Ann Mullen, Dean, Continuing Education Jessica Cristo, Director, Adelante & Bridge Paulina Palomino, Director , Transfer Center First Year Completion

  2. Guiding Principles • Take an integrated approach in program design to have all students complete English and math requirements for transfer, as well as expose students to career and degree pathways. • This program design incorporates both academic and nonacademic factors to create a supportive academic environment that gains momentum and promotes rapid process through development education (Tinto, 2013).

  3. Objectives • Retention: Build upon the high retention rates of existing programs that are established on our campus. Continuously engage students every semester to close exit points. • Persistence: Create an FYC pathway that moves students through the remedial sequence pipeline & provide opportunities for students recoup lost credits. • Success: Students will be transfer ready with math and English.

  4. 7 Milestones for Student Success • (Moore and Schulock, 2010) • 1. Full time student • 2. Personal Development classes • 3. Tutoring • 4. Completing lower level math and English in first year • 5. 20 units in one year • 6. More credits earned in a semester than credits attempted • 7. No or few Ws

  5. Part I

  6. Welcome Day • Friday or Saturday – Dates TBA • Items to be included: • General Session Meeting • College 101-How to navigate the CC system • Milestones for Student Success • Counseling-Importance-choosing courses/IGETC • Academic Probation-Discipline • Fee Waiver & FASFA

  7. Welcome Day • Workshops for Students and Parents: • ASU-student activities-they will give a list of clubs • Financial Aid • Dream Act/AB540 students • FYE Programs • CTE-Programs • Veteran Services • Cal Works/CARE • EOP&S • Honors Program • DSPS

  8. Part II

  9. Summer FYC • English only – • English 26 or English 28 • Reading 29 • Personal Development 1 • Cultural Field Trips • Math Boot Camp • Math Assessment at end of summer for Fall Placement • TOTAL Units: 7 units

  10. Fall FYC • English Placement is the starting point • English 28 or English 101 with tutors • Personal Development 20 • Stand alone math class: • 110, 115, 125 with a 1 unit math support class • SI Coaches • Implement the MAP Model: • Math 110/115 • Math 115/125 • Math 125/227 • TOTAL Units: 12-16 units

  11. Winter FYC • This is the clean-up session • Counseling – Career Awareness • Boot Camps and Career Workshops • Retake any of the following if unsuccessful: • English 28 • GE/CTE • Math 110 – SI Support • Math 115 – SI Support • Math 125 – SI Support • TOTAL Units: 1-6 units

  12. Spring FYC • Counseling – Career Awareness • College Tours • English 101/English 103 • Math Classes: • Math 125 or 227 with SI Support • MAP 115/125, • MAP 125/227 • Introduction of General Education Classes: • Child Dev 1 (3), Adm Justice 1 (3), CSIT 201 (3), Health 11 (3), Speech 101 (3), Psychology 1 (3), Chicano 37 (3) or Chicano 44 (3), HIT 101  (3), Logistics 1 (1), Lib. Sci. 1 (1), Resp. Therapy 1 (1), & Spanish 1 (5) or Spanish 35 (5) TOTAL Units - 12 – 14 units

  13. Year 2 • Will merge with the year 1 students in the GE course for 6 units • Year two students will take an additional 6 units outside of the program • Participate in Educational Workshops, Boot Camps and Field Trips

  14. Hours 300 hours English, Math and Personal Development 100 hours General Education/CTE 400 hours

  15. Professional Development • Faculty Transfer Advising Program • Professional Development FIG • For faculty who are identified to teach in the FYC

  16. Closing Exit Points • Fulltime Enrollment for the year • Early start with English with Summer Bridge Program • Completion of transferable math and English in 1 year • Completion of 30 units by end of first year • Linked Learning with PD classes, Counseling, Boot Camps over academic year

  17. Student Support Services • Offer SI for stand-alone math classes • Assign tutors to all English classes • Early Alert System • CGCAs to be peer mentors for student cohorts • Provide a book resource for students • Dedicated space • Linked Learning • Educational Plan at the end of 1st year

  18. Recruitment • Partner with Outreach/Recruitment to share information to area high schools • In-reach to prospective ELAC students that score at English 26 or higher • Recruit 1200 - Net 500 students

  19. Timeline • Recruitment – March to June • Welcome Days – May and June • Orientation – June 22 • Summer Program Starts – July 8 – August 16 • Fall Orientation – August 10

  20. Program Partnerships • Adelante Program • CalWorks • Summer Bridge Program • SI Support • EOP&S • Puente Program • Honors Program • Faculty Transfer Advisor Program • GANAS Grant • Basic Skills Initiative Grant • Math Engineering Science Achievement • STEM Program

  21. Master Plan & ATD Links • FYC Alignment with Educational Master Plan Objectives • Goal 1, Objective 1: Ensure on-campus student engagement to increase academic achievement • Goal 1, Objective 2: Ensure adequate student support services through the development and implementation of student-centered interventions • Goal 1, Objective 4: Provide a comprehensive first-year experience that promotes and enhances student completion • Goal 1, Objective 6: Strengthen college response to struggling students

  22. Master Plan & ATD Links • Goal 2, Objective 1: Increase the proportion of students who progress through the developmental Math and English sequences • Goal 2, Objective 2: Create strategies to recruit and support underrepresented groups and to eliminate the achievement gap • Goal 2, Objective 3: Improve the transfer rate for underrepresented groups • Goal 3, Objective 1: Develop opportunities for students to expand their educational experiences at ELAC through non-classroom activities such as scientific lectures, demonstrations, and cultural events • Goal 3, Objective 2: Create programs to prevent “cold assessment” and prepare students to take placement exams • Goal 3, Objective 3: Enhance the Transfer Culture on campus • Goal 4, Objective 1: Identify and implement successful elements within special programs (Honors, Adelante, Distance Education, etc.) into other scalable campus programs

  23. BSI Links • Long Term Objective C: Develop a comprehensive first-year approach for first-time college students where both the Student Support Services Programs and the Academic Programs are coupled to promote a community of student success. • 2012 – 2013 Activity: Complete extensive review of all first-year experience programs currently operating on campus and review data outcomes and measureable successes to determine scalable best practices.

  24. References • Karp, M.M (2011). Toward a new understanding of non-academic student support: Four mechanisms encouraging positive student outcomes in the community college . Community College Research Center, 28, Feb.2011 • MDRC (2012). ASAP Evaluation (Accelerated Study in Associate Programs: CUNY's ASAP • Developing & Assessing a Community college first year experience program. David Ross. Raritan Valley Community College (NJ) • HERI Research Brief. A snapshot of the FYE survey, 2009 • Paradise Valley Community College. "Intertwining College with Real life: The CC FYE. AAC&U, Summer 2006. • CCRC. Oct.2012. College 101 Course for Applied learning and student success. • Crisp & Nora (2009) Hispanic Student Success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education • Merced College August 2012 FYE Survey • ATD. "Autonomy & Innovation : Systemic Change in a decentralized state". Tom Hillard. Nov. 2012. Michigan Center for Student Success • Wild & Ebbers (2002). Rethinking students retention in community colleges. Community College Journal of Research & Practice, 26, 503-519. • Schulock, N., Moore.C., Jin Jez,S., & Chisholm, E. (2012) Career Opportunities: Career Technical Education and College Completion Agenda Institute for Higher Education Leadership and Policy . • CA Department of Ed. (2010). Multiple Pathways to Student Success Envisioning the New California High School, Executive Summary A Report to the Legislature and Governor;Pursuant to Chapter 681, Statutes of 2008

  25. References cont. • Sternberg, R.J. (2013). Essay on the use of research to improve student retention, Inside Higher Ed. • EdSource (October, 2010). Something’s Got to Give: California can’t improve college completions without rethinking developmental education at tis community colleges. • Karp, M.M., & Bork, R.H. (2012). “They Never Told Me What to Expect, so I didn’t know what to do”: Defining and clarifying the role of a community college student. Community College Research Center • CCRC Working Paper 47 • Student Success Task Force: Advancing Student Success in the California Community Colleges, 2012 • Karp, M.M. (2011). Toward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community Colleges. CCRC Working Paper 28 • Yale, A (date unknown) First Year Experience Best Practices, Strategies, and Applications powerpoint • Booth, K., Cooper, D.,Karandjeff, K., et al. (2012)Using Student voices to redefine support: What community college students say institutions, instructors and others can do to help them succeed. RP Group • Karp, M. M., Bickerstaff, S., Rucks-Ahidiana, Z. et al. (2012) College 101 Courses for Applied Learning and Student Success. CCRC Working Paper 49 • Settle, J.S. (2011). Variables that Encourage Students to Persist in Community Colleges. • Community College Journal of Research and Practice, 35: 281-300. • El Camino College – First Year Experience Schedule; January 22, 2013. • Pierce Community College-Interview with former Bridge director Crystal Kiekel • Http://www.elcamino.edu/studentservices/fye/schedule.asp

More Related