GIVE STUDENTS A COMPASS, PHASE II

1. GIVE STUDENTS A COMPASS, PHASE II PILOT SITES

2. EAST LOS ANGELES COLLEGE CSU LOS ANGELES

3. PRESTIGE PRogress and Engage Scholastically Through Integrated General Education CSULA Chemistry East Los Angeles College English Stats

4. PRESTIGE Program Vision: College students [and community members] see the value of chemistry [science] in their lives and advocate effectively for themselves and their own communities. Goal:Multiple high impact practices will be integrated into parallel GE courses at ELAC and CSULA to increase student success and transfer.

5. Strategies: • 3 linked GE cohorted courses • Environmental science theme (contextualized learning of foundational skills) • Community engagement (partner: YMCA) Chemistry Chemistry Seminar CSULA English Statistics English Statistics East Los Angeles College CSU Los Angeles

6. Chemistry PRESTIGE is supported by: English Stats ‘Give Students a Compass’ (www.calstate.edu/app/compass) and The Rosalinde and Arthur Gilbert Foundation This material is based upon work supported by the Corporation for National and Community Service under Learn and Serve America Grant No. 10LHPCA001. Opinions or points of view expressed in this document are those of the authors and do not necessarily reflect the official position of the Corporation or the Learn and Serve America Program • CSULA Academic Affairs, Student Affairs, Colleges of Arts & Letters and Natural and Social Sciences, Office of Community Engagement • ELAC Academic Affairs, Student Services, Foundation

7. PRESTIGE Proposal and curriculum design faculty: Chemistry English Stats CSULA Silvia Heubach (Mathematics) Alison McCurdy* (Chemistry & Biochemistry) Patrick Sharp (Liberal Studies) Wayne Tikkanen (Chemistry & Biochemistry) ELAC Alex Immerblum (English) Veronica Jaramillo* (Chemistry) Mona Panchal (Mathematics) Amanda Ryan Romo (English) Shana Scherzer (English)

8. OXNARD COLLEGE CSU CHANNEL ISLANDS

9. Sophomore Seminar Transfer Pipeline Oxnard College High-Impact Integrations linking courses: faculty development, writing intensive, shared service-learning projects & shared assignments, folioCI rubrics for outcomes assessment, CI peer mentors/reflection leaders lead Dolphin Interest Groups, folioCI presentation portfolios COMM R113R Intercultural Communication • GE D7 (Interdisciplinary, social, behavioral science) • Transfer transition • OC-CI peer relationships • Part of SB 1440 COMM transfer degree UNIV 250 Serve and Learn as Active College Students • GE A3 (critical thinking), D (social science), E (self-development) • Introductory interdisciplinary • Service-learning

10. Changing Contexts Oxnard College • strengthening relationships between institutions, building transfer pipeline • developing assessment model for course-level SLOs • working out logistical issues through pilot: • campus-wide stakeholders’ buy-in • choosing initial faculty • building service learning infrastructure, shared MOUs • transportation issues for students • strengthening Writing Across the Curriculum • this semester a COMM class, next time a different discipline – opportunity to deepen the pipeline across campus • outcomes-based GE system, students achieve credit for GE by demonstrating learning of outcomes • not bound by 3 or 4 unit courses, breaks seat time • outcomes integrated & scaffolded into courses across the curriculum • folioCI measuring: • CI Graduate Characteristics • WASC core competencies

11. CSU Channel Islands and Oxnard CollegePilot Site, COMPASS Phase II Sophomore Seminar Transfer Pipeline links Oxnard College “Intercultural Communications” class with CSUCI “Serve and Learn as Active College Students” class during Spring 2012 semester. Service Learning Orientation held at CI Campus on January 26, 2012. Students from both seminar classes met for the first time. Students interacted with community partners and learned about service projects. School on Wheels, Garden Share/Join the Farm, Food Share, Inc., Cabrillo Economic Development Corp., Smile on Seniors, Ventura County Homeless and Housing Coalition.

12. OC CONDORS CI DOLPHINS

13. COSUMNES RIVER COLLEGE CSU SACRAMENTO

14. COsumnes-SAcramento State (COSA) Transfer Project • Carpool Lane on the 99 • seminars (freshman and transfer) at both institutions focus on advising, mentorship, and the LEAP Essential Learning Outcomes • e-portfolios that follow students from CRC to graduation • Transfer Learning Collaboratives-3 course GE/GR completion

15. What we have done.. • Capacity Building • Campus constituency groups • Establishment of the transfer club • Contact with students who have applied for admission to Sac State for Fall 2012 • Outreach to CRC alumni • Development of Portfolio ‘handbook’ and club “curriculum” • Piloted use of eFolioWorld • Identified Co-Sa TLCs • GUAR • GE Area Certification/GR req met

18. SPRING 12 - COHORT 1: IMPLEMENTATION OF CRC LEARNING COMMUNITY • SUMMER 12 - SPECIAL ORIENTATION AT CSUS FOR COSA TRANSFERS • FALL 12 - COHORT 1: IMPLEMENTATION OF CAPSTONE SEQUENCE SEMINAR 1. COHORT 2: IDENTIFICATION OF COHORT 2

19. CITY COLLEGE OF SAN FRANCISCO SAN FRANCISCO STATE UNIVERSITY

20. Master Slideshow Metro FN

21. Metro Academies are • A redesign of the first two years of college… ‘schools within schools’ of 140 students each, located at both community colleges and universities—4 currently. Academies lead to two-year and especially four-year degrees.

22. Our mission…. To increase equity in college completion through engaging, supportive, rigorous, and socially relevant education

23. Basic Metro Design

24. Essential Element #9 • Faculty Learning Community • Model and practice interactive teaching methods • Trouble-shoot student issues

25. Student & Program Evaluation

26. SF State FTF 09/10 Cohort (66) All FTF (4032) Matched comparison (294)

27. Persistence into third semester at CCSF * Data compiled and analyzed by Steve Spurling, Division of Research and Policy, CCSF. Institutional baseline = FTF starting in Fall 2010. CCSF State FTF 10 Cohort (31)

28. Compass Grant Metro Academies Initiative Activities • • Study the cost efficiency and sustainability • Use Efolio to directly measure student learning • Develop Dashboard Indicators of student success • • Add to web-based toolkit • Scalability guidelines using redeployment • Efolio guidelines • Integrate VALUE rubric in curriculum tool kit • Guidelines for student success indicators

29. Thank you! Master Slideshow Metro FN

30. CABRILLO COLLEGE HARTNELL COLLEGE CSU MONTEREY BAY

31. Collaborative Alliance for Postsecondary Success II A Pilot Project of Give Students a Compass Phase II CSU Monterey Bay Cabrillo College Hartnell College

32. Background: • 3-year Lumina grant to collaborate across institutions to improve developmental writing and mathematics • Focus on transfer of learning and habits of mind as well as skill development • 10 faculty from each campus participated in summer institutes to review research and practices in developmental education and to create new instructional materials • Implementation during the academic year, with peer observations/feedback and student feedback

33. Culminating event: June 8-10, 2012, Seaside, CA Proposal deadline February 27, 2012

34. Moving forward with Compass: • Taking our collaboration and approach from developmental to college level writing and mathematics, based on lessons learned: • To their surprise, writing and mathematics faculty discovered they have much to learn from each other and together • Enhanced learning of mathematics through writing and writing through mathematics • Intentional work built strong, sustained, and sustainable collaboration across institutions

35. Process: • Bring faculty together across disciplinary lines • Explore research and pedagogy for the college-level courses that we’re bringing into our collaboration • Utilize peer observations and feedback • Document our work for each other, for our colleagues on campus, and for colleagues elsewhere • Provide regular opportunities to share impact on teaching and learning

36. PIERCE COLLEGE CSU NORTHRIDGE

37. G.E. Pathways A COMPASS Collaboration between California State University, Northridge and Pierce College

38. G.E. Menu Choices • Most CSUN students (and Pierce students readying to transfer to CSUN) view G.E. as a giant menu with lots of choices. • Choice can be great • But how do you know whether to have the burger or the tofu? The snapper or the california roll?

39. Pathways Pathways: linked courses in G.E. with connections around a theme They include: basic subjects and subject exploration courses They feature high impact practices: first year seminars, writing intensive courses, collaborative assignments, diversity and global learning, service learning They target: freshman and sophomores

40. Pathways to engaged learning • Social Justice • The Global Village • Sustainability 2012-2013 Pathways

41. Pathways to engaged learning 2013-2014 Potential Pathways • Monsters and Humans • Food and foodways Pathways will be opt-in/opt-out Pathways may potentially lead to interdisciplinary minors Pierce College student will be eligible for minors with aligned pathways CSUN and Pierce students will share learning experiences

42. Retention and transfer • Engaged students stay enrolled • Meaningful G.E. helps engagement • LEAP outcomes are core to this engagement • Keep them in classes during their first two years • Get (more of) them successfully from Pierce to CSUN