Building Effective Bridge Programs

1. Building Effective Bridge Programs Allen Call, Transitions Coordinator Wilkes Community College adcall323@email.wilkescc.edu 336-667-6493

2. Objectives • Learn about Wilkes CC’s recent bridge programs(the PASS and COMPASS programs) • Discover some key strategies to better help ASE and ABE learners transition to postsecondary success • Learn about some fundamental approaches to strengthen internal partnerships between College and Career Readiness and other divisions • Network with other colleges and share best practices in transitioning and serving adult learners

3. The “PASS” Program PASS (Preparing to Achieve Student Success) • Primary genesis-too many learners placing into developmental education courses upon entry into college (based on Accuplacer placement scores) • New students unsure how to network and navigate the college experience • Students needing to fully begin their pathways-specific courses as soon as possible • Limited amount of time to use Pell funds to cover tuition, etc

4. Addressing the Problem • In June 2012, WCC began the PASS program as a summer bridge program. • Primary Goal: help learners place out of 1 or more developmental education courses • Ran one session the first 4 weeks of summer semester and the other session the second 4 weeks (followed the college’s curriculum schedule) • Class ran from 9-12am, Mon-Fri • Students could attend both sessions. • Could retake the Accuplacer for free after completing 4 weeks (minimum 60 hours) of instruction

5. Continued… • Students were given the “GAIN” test upon registration (excellent assessment tool used to easily identify learners’ needs and strengths in English/reading and math). • Could study reading, math, and English skills depending on need • Students could study the online Plato Learning Environment (PLE) program, as well (combining in-class and online instruction). • Instructors took students’ needs from assessments and designed “pull-out” classes to improve those deficiencies in specific skill areas.

6. Other Elements of PASS • Worked closely with Student Services and developmental education personnel to recruit potential students • Brainstormed, planned, and carried out “PASS” in close partnerships with AccessAbility Services, the SAGE (TRIO) program, the Academic Support Center, et al • During both 4 week sessions, students strengthened their networking skills through structured campus tours, meeting with advisor(s), and information sessions regarding financial aid, tutoring, time management skills, etc.

7. Key Results • 21 students enrolled in first session; 18 enrolled in second (notably, in the second session, 9 of the 18 re-enrolled from first session to place out of another developmental education course). • 15 out of the 21 (first cohort) improved a EFL in GAIN English and/or math. • 14 students (first cohort) placed out of at least one developmental education course thus saving them time and money. • By spring 2013, 82% had either re-enrolled as full-time curriculum students or had graduated.

8. PASS in 2013 • Continued the PASS program as two four-week sessions • Added 1-on-1 instruction from 12-3pm, Mon-Fri (optional for students) • Expanded the program to another county Wilkes CC serves based on need (Ashe Campus)

9. Expanding PASS beyond Summer=“COMPASS” Program The COMPASS Program (Career Objectives + Mentoring = Positive Academic Student Success) • A year-long bridge program designed as a comprehensive resource for ANY adult learner to succeed in and transition through ABE, ASE, postsecondary, and career-readiness endeavors.

10. COMPASS’ Goals • Help ABE and ASE learners begin career and college readiness transitioning through tools such as Workforce Connects, MECA, Integrating Career Awareness, etc • Assist students needing to finish a secondary credential • Allow students who have completed a high school credential to study for other exams through Plato (e.g., “TEAS” exam, “Praxis II” exam, “SAT” exam, “ASVAB” exam, etc • Connect students to external, “community” resources such as transportation, financial aid, childcare assistance, etc

11. Continued… • Began in February 2013 • Promoted the program campus-wide through our internal Transitions Committee, marketing, and connections with JobLink, Department of Social Services, and other agencies • Allowed Work First clientele (from DSS) to seamlessly transition from ASE/ABE to postsecondary • Utilized two master’s in social work interns who worked with students 1-on-1 in helping them access external resources and track their progress and goals

12. “Rib” of COMPASS Program “Pre-DMA” Course • Structured, “lecture” course created to help any learner who placed below DMA 10 (developmental math) improve basic math skills (formerly Math 50 course) • Began Fall 2013 • Class meets Mon-Fri, 10-11am. • At the end of the course, students will retake the placement test (at no cost) with the goal of placing into DMA 10 or beyond.

13. Continued… • Students have access to optional supplemental learning (outside of class) through the online program, Plato (created a “Pre-DMA” course). • Students can also attend the COMPASS class from 11-3am, Mon-Fri, to make up tests, receive 1-on-1 tutoring, etc. • Many are new students; thus, advising is an integrated component.

14. Allen Call, Transitions Coordinator Wilkes Community College adcall323@email.wilkescc.edu 336-667-6493 Questions/Sharing/Discussion