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Enhancing Student Success: The Early Start Remediation Program at Cal Poly Pomona

The Early Start Program at Cal Poly Pomona aims to support students needing remediation in English and math, facilitating their transition to college-level courses. This summer initiative employs a cohort model, enabling students to take classes in a focused group, enhancing collaboration and learning. Students benefit from personalized communication and supplemental instruction workshops led by trained facilitators. With added features for students targeting specific course completions, the program helps students stay on track for their academic goals, setting them up for success in their first year.

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Enhancing Student Success: The Early Start Remediation Program at Cal Poly Pomona

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  1. The Early Start ProgramGetting a Jump on Remediation Claudia Pinter-Lucke AVP for Undergraduate Studies Cal Poly Pomona October 20, 2006

  2. Profile of Cal Poly Pomona Students * 2004 Data

  3. Outline of Program • All students required to complete remediation are encouraged to attend • Students take classes in traditional 10 week format • Students may take one additional class • Students may stay on campus or commute • Students in both English and math remediation have priority for financial aid

  4. Added Features for Summer 2006 • Students required to complete only one class were targeted • Selling points • Will be eligible for certain programs in the fall quarter such as Four Year Pledge • Can take a class for their major and actually be ahead at end of summer

  5. Added Features for Summer 2006 • Students required to complete five classes were targeted • Selling points • An extra quarter to complete requirements • Cohort model • Success Skills class • Increased Collaboration between Student Affairs and Academic Affairs

  6. Communications Campaign • “Serious” letter mailed to home • Personalized according to targeted group • Website with FAQ and Registration Form • Postcard mailed to home • Email reminder • Phone call reminder • Personal contact (BUS intern) to assist with process

  7. Cohort Model • Groups of students are enrolled in same English, math, and Success Skills class. • Students also attend supplemental instruction in math and English together. • Receive assistance to continue in same group in fall quarter.

  8. Supplemental Instruction • Mathematics • workshops with undergraduate trained facilitators • promote collaborative learning • classroom content at same and higher level • English • writing groups with trained tutor • writing technique or strategy covered each week • peer feedback on drafts

  9. Success Skills Class • Facilitated by Student Life Staff • One hour per week • Attendance and Participation is Mandatory • Homework varies by topic • Student receives 4 hours of credit towards 10 hours required for certificate from Student Development and Leadership Institute

  10. Success Skills Class Contents • Workshops in • Diversity and Community Building • Study Skills • Stress/Time Management, Test Anxiety • Library Skills • Career and Major Exploration • Leadership Development • Conducted by experts in each area

  11. Results (Attendance)

  12. Results (Grades) • Need for Improvements Indicated • Greatest number of failures were from those most at risk • Attendance at Success Skills Workshop was mixed

  13. Plans for Next Year • Cohort Model • Possibly as 5 week residential program • Strengthen connection between supplemental instruction and success skills workshops • Students requiring only one course • Work with departments to schedule with major course as package

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