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Cedar Valley College FIPSE Presentation June 10th, 2008

Cedar Valley College FIPSE Presentation June 10th, 2008 “ The family is one of nature’s masterpieces” -George Santayana. Overview. Grant funded research project to create a Family Involvement Model that engages college students’ families in the instructional process

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Cedar Valley College FIPSE Presentation June 10th, 2008

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  1. Cedar Valley College FIPSE Presentation June 10th, 2008 “The family is one of nature’s masterpieces” -George Santayana

  2. Overview • Grant funded research project to create a Family Involvement Model that engages college students’ families in the instructional process • Measure the effect of the model on access, retention, and persistence • Document the impact of involving students’ families in the learning process • Share the model with other colleges to replicate results

  3. What is the FIM Model? • Refers to the integration of one or more key family members of Latino students into student success initiatives throughout their academic experience

  4. Why use FIM Model? • Involving families works according to an extensive review of successful K-12 and other similar student retention practices • Our approach will use the FIM model for the first time at the college level “A college education is a taste for knowledge, a taste for philosophy, a capacity to explore, question and perceive relationships between fields of knowledge and experience.” -Whitney Griswold

  5. Year 1 Mountain View College and Brookhaven College Planning Project Timeline Year 2 Implementation Richland College Planning Year 3 Implementation Follow-On Colleges Four DCCCD and external colleges will be added Year 1 Mountain View College and Brookhaven College

  6. “The only rock I know that stays steady, the only institution I know that works, is the family” ~Lee Lacocca

  7. Mountain View College Cultural Studies: Fiesta Oak Cliff La Raza: The History and Art of Latino Americans Learning Community

  8. Brookhaven College Mexico Studies: A Cultural Perspective The Caribbean: A Cultural Perspective

  9. Richland College Introduction to the field of Mexican-American/Chicano studies

  10. Video

  11. Statistical Treatment

  12. Types of Data 1. Qualitative data in the form of video, opinionaires, and feedback sessions • 2. Artifacts • 3. Quantitative data from Colleague data base

  13. Success – A,B,C Definitions Persistence – Staying in the class until the end with a performance grade Retention – Returning in the next full term

  14. Family Involvement Enrollment Compared toGeneral College Enrollment

  15. The First CohortSpring 2007 To Fall 2007Brookhaven CollegeCultural Studies-2370-2001Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002

  16. The Second CohortFall 2007 to Spring 2008Brookhaven CollegeCultural Studies-2370-2001Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002Richland CollegeHumanities-1305-8096Cultural Studies-2370-8096

  17. Spring 2007 Persistence Spring 2007 Persistence The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of success is the same for students receiving treatment as the students not receiving treatment (control). X2 = 1.749 significance <.20 In this case the null hypothesis is accepted. The treatment did not have a statistically significant positive effect on the retention of students. However, there is the possibility of educational significance. This result should be examined further to determine the cause of the magnitude of increase in persistence.

  18. Fall 2008 Persistence The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of success is the same for students receiving treatment as the students not receiving treatment (control). X2 = .24 significance <.30 In this case the null hypothesis is accepted. The treatment did not have a statistically significant positive effect on the retention of students. However, there is the possibility of educational significance. This result should be examined further to determine the cause of the magnitude of increase in persistence.

  19. Spring 2007/Fall 2007 Retention The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of not returning is the same for students receiving treatment as the students not receiving treatment (control). X2 = 6.49 significance .01 In this case the null hypothesis is rejected. The treatment did have a statistically positive effect on the retention of students.

  20. FAQ’s 1. Do you offer scholarships to students? 2. Is the grant limited in supporting classes pertaining to a specific subject area? 3. What are the benefits for faculty? 4. Are there guidelines for faculty to follow when using the FIM model? 5. What will happen to the classes once the grant’s funding has ended?

  21. Desired Results • Models that include the family in the instructional process • Models implemented in courses with addition of minimal funding • All colleges involved in the data collection and evaluation processes Only by seeking challenges can we hope to find the best in ourselves. -Robert Rodriguez

  22. The Contents of this presentation were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and you should not assume endorsement by the Federal government.

  23. Rene Prupes rprupes@dcccd.edu Jim Corvey jcorvey@dcccd.edu http://www.mountainviewcollege.edu/fimhome/defalt.aspx

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