IBEST DEV ED -- NURSING PATHWAYS

1. IBEST DEV ED -- NURSING PATHWAYS 2010-2011 Year One

2. What is the IBEST Dev Ed Project? The Student Completion Initiative 2009-2012 The Student Completion Initiative will improve access and completions for low-income young adults in pre-college and college courses in Washington state community and technical colleges over the next three years. (SBCTC, http://www.sbctc.ctc.edu/college/e_studentcompletioninitiative.aspx)

3. SUMMER 2010:FACULTY INQUIRY GROUPS ENGLISH/PSYCHOLOGY FIG SCIENCE FIG MATH FIG

4. RESULTS OF SUMMER 2010 FIGS • Students need to be better prepared in the use of integrative thinking skills and interpersonal skills. • Integrative Thinking:“Integrative thinking including habits of mind and cognitiveskills can be directed and enhance.” (Dickieson, P., Carter, L., & Walsh, M., (2008). Integrative thinking and learning in undergraduate nursing education: Three strategies. International Journal of Nursing Education Scholarship, 5:1, 1-13)

5. FALL 2010 STUDENTS: • 22 total • 9 with GED • 13 Former IBEST Health (BTC & GED) • 4 ESL (China, Thailand, Russia, Cuba) • 3 LD TUTORING • 3 tutors/ • Students attended 4-6 minimum hours per week

6. FALL 2010 COURSES • College Success (1st half as pre-fall intensive) • BIO&160 • Math98/99 • Basic Academic Skills (with Reverse Integration) • Extended lesson on APA citation (J. Blume) • Reinforced study strategies learned in College Success • Multi-modal activities to reinforce biology concepts • Review of concepts in Math 98

7. WINTER 2011 STUDENTS: • 17 total (16 + 1 new student) • 2 withdrew in Fall • 3 re-evaluated commitment to school in Fall • 1 withdraw mid-winter quarter to go to Medical Officeprogram TUTORING: • 2 Tutors

8. WINTER 2011 COURSES • A & P 1 / IBEST • English 101 • Basic Academic Skills (with reverse integration) • Concept mapping • Multi-modal extension activities • Critical Thinking/application problems • Interview with 3rd Quarter Nursing Student (M. Curran) • English Writing Lab • Extended Practice for Eng 101 • “Just in Time” lesson for Interpersonal Skill Intervention dealing with “Emotional Intelligence”

9. SPRING 2011 STUDENTS • 15 (1 to repeat A&P 1, 13 A&P 2) • 1 withdraw (end of Spring)to go to WCC Medical Assisting Program • 1 time off (end of Spring or Summer) for baby • 1 withdraw from IBEST program (end of Winter) TUTORS • 1 • Students encouraged to use regular college tutoring, H Bldg tutors • Added 6 hours supplemental for Pharmacology Instructor

10. SPRING 2011 COURSES: • A&P 2 • PSYCHOLOGY • BASIC ACADEMIC SKILLS (with reverse integration) • Critical Thinking assignment on atrial fibrillation • Review major concepts with “You be the Experts” • Concept Mapping • Psychology Discussion Groups • Scaffolded Research Assignment for Psychology/Peer evaluation • Case Study of relationship involving a transgendered individual (Case Studies in Sciences, http://sciencecases.lib.buffalo.edu/cs/)

11. FACULTY COMMENTS WHAT WORKED WELL? • Strategic interventions for student success • Extra time with students • Other? CHALLENGES? • Lost tutors • Basic Concepts took over case studies/critical thinking • Other?

12. CONFERENCES, NEWS, PRESENTATIONS 12/6/10—BELLINGHAM HERALD http://www.bellinghamherald.com/2010/12/06/1757506/bellingham-technical-college-expands.html 12/2/10—KGMI INTERVIEW WITH SUSAN PARKER http://www.kgmi.com/play_window.php?audioType=Episode&audioId=5033992 2/10/11--COLLEGE READINESS RETREAT, FEBRUARY 2011

13. PROJECT BEST STRATEGIES • Dedicated tutoring (required minimum 4 hours per week) • Dedicated advisor • Structured schedule • Contextualized study strategies—study groups, concept mapping, “You be the Expert” summary presentations • Collaboration between content faculty and Basic Skills faculty • Integrated assignments in BAS, including case studies and critical thinking assignments • Reinforcement of interpersonal skills

14. PROJECT FINDINGS • ESL students, who had come through IBEST programs, showed significant struggle with college courses. • We continued reading profile research began by N. Mantas with her students in Winter. Findings show a significant drop in Word Meaning (Vocabulary knowledge). Conclusion: Students need a strong vocabulary base to perform at college level, less reliance on translation. • All faculty along pathway need to teach integrative thinking skills, metacognition, college & interpersonal success skills. • ESL students need better oral communication skills. They tended to rely on reading skills in class.

15. 2011-2012 • 13 students • 7 day, 6 evening • Summer: 7 NA, 2 A&P 2, 1 Eng 101 • 4 ESL • 5 former IBEST students

16. NUMBERS Final 13 Average CASAS Reading Upon Entry240.5 Upon Exit IBEST Year249 Final 13 Average CASAS Math Upon Entry 230.6 Upon Exit IBEST Year239 • 6 Students “Exit” Basic Skill Reading, 1 “Exit” Math • Total Momentum Points for Year—45 (13 final); 51 (total)

17. 2011-2012 Projects • ESL Transitional Curriculum Development FIG • Teaching Diverse Learners FIG • Language Partners for Pronunciation • Development of Academic Preparation Hybrid Mini Courses • Academic Reading Success: Vocabulary 1 (2cr) • Academic Reading Success: Morphology (2cr) • Academic Communication Success: Speaking & Pronunciation (2cr) • Academic Communication Success: Listening (2cr)