Achieving Student Success Through AB 705: A Case Study at Citrus College

1. We Can All Thrive in 705: How Citrus College Embraced AB 705 and Saw Gains Jamie Dingman: jdingman@citruscollege.edu English Department, Citrus College

2. AB 705 Work at Citrus College: English What we’ve done in support of students and faculty • Curriculum, Sequencing, and Pedagogy • Institutional Support • English Program-level Changes and Support • Instructional-level Changes and Support

3. ENGL 098 2 units 2 levels below transfer Citrus College English Sequence prior to Fall 2018 ENGL 099 5 units 1 Level below transfer ENGL 101 3 units Transfer Level Citrus College, April 19, 2019

4. ENGL 101 4 Units Citrus College English Sequence for Fall 2018 • Transfer Level ENGL 101+S 5 Units • Transfer Level+1 Unit Co-Req Citrus College, April 19, 2019

5. Access to Transfer-Level English: First-time Enrollment in Transfer-Level English 2,137 2,109 2,154 1,870 Citrus College, April 19, 2019

6. English 101 Course Success Rate: Fall 2018 Citrus College, April 19, 2019

7. One-Year Completion in Transfer-Level English Spring 2019 Citrus College, April 19, 2019

8. First-time Student Completion • First-time student completion of the transfer-level course has increased from 54% in fall 2017 to 65% in fall 2018 • Completion increased across all racial/ethnic groups with a significant increase among Hispanic and African-American students: • First-time Hispanic students’ completion of college composition increased from 50% to 63% • First-time African-American students’ completion of college composition increased from 40% to 53%

9. Citrus College English Sequence for Fall 2019 ENGL 098 ENGL 101 098A2 units Reading 1014 Units 098B2 units Writing/Critical Thinking 101E5 units Embedded Tutor Co-requisite These are NOT required! Citrus College, April 19, 2019

10. Institutional Support for AB 705 • Dedicated counseling staff • Library support • Funding • Approving decreased class sizes for all ENGL 101 classes.

11. Program-level Changes and Support • Embedded tutors • Designed co-requisite support • Created faculty lead positions for ENGL 101 and ENGL 101E

12. Instructional-level Changes and Support • Offered training for faculty • Selecting engaging texts and writing assignments • Introducing innovative teaching strategies

13. Support Built into Environment • Collaborative classrooms • White boards on all walls in many classrooms or rolling whiteboards provided • Document cameras • Class sets of laptop carts available for workshops • Wi-Fi accessibility

14. Citrus College, April 19, 2019

15. Citrus College, April 19, 2019

16. Citrus College, April 19, 2019

17. In-Depth Look at Changes • Established faculty leads to support faculty in the transition • Trained faculty to increase student voice in the classroom • Increased faculty collaboration • Developed methods to provide just-in-time remediation • Encouraged the use of embedded tutors in the co-requisite course • Modified curriculum to include non-fiction and thematic units • Contextualized learning opportunities in cross-disciplinary learning communities Citrus College, April 19, 2019

18. Established faculty leads to support faculty in the transition Leads established for both 101 and 101E: • Offer guidance and support • Answer questions about curriculum or practices • Onboard new faculty • Conduct SLO reviews

19. Trained faculty to increase student voice in the classroom Summer 2018 the English Faculty Leads and two other full-time English Faculty members held an all-day training for all English faculty. Training covered: • Focusing on the Cans over Cannots • Thematic course overview based on backward design • Flipping Classrooms and Engaging Practices • Other California Acceleration Principles • Intentional Support • Low-stakes collaborative Practice • Just-In-Time Remediation/Support • High-engagement, thinking-oriented texts

20. Increased Faculty Collaboration • Canvas page for all English faculty • Full-time faculty worked together to design course outline, suggest texts, and create essay assignment guidelines • Asking one another for advice, feedback, and suggestions on texts, assignments, and activities

21. Developed methods to provide just-in-time remediation • No front-loading • Accessing prior knowledge • Breaking up concepts across the semester • One-on-one conferences direct students with focused feedback • Little to no direct grammar instruction

22. Encouraged the use of embedded tutors in the co-requisite course • Can be present in-class everyday • Can schedule a tutor as needed • Tutors act as a kind of peer mentor and a model student • Help reduce the affective issues, such as hesitation in directing questions to instructors • Bridge to Writing Center

23. Data on Embedded Tutoring (ET)and Writing Center (WC) Fall 2018 Offerings: Note that 101S is changing its name to 101E in Fall 2019 • 45 sections of English 101S: 22 sections had embedded tutors • 44 sections of English 101: 8 sections had embedded tutors Findings: • ENGL 101S: Students from a class with an ET visited the WC at a higher rate (53%) than the ones without an ET (18%) • ENGL 101S: Out of the students who visited WC, students with an ET yielded higher average number of visits (4.6 visits per student) than students without an ET (3.0 visits per student) • ENGL 101 and 101S students who visited the WC at least once had a higher success rate (73%) than those who did not (59%) • Students who attended the WC had the highest retention rate for both 101 and 101S (96%) Citrus College, April 19, 2019

24. More on Embedded Tutors (ET) and the Writing Center (WC) In an ET survey for Instructors: • 88% recommend ET to colleagues, 85% incorporated WC into the class pedagogy, and 96% found having a tutor is very helpful “My ET is such a remarkable role model for my students and helped me in guiding them with each step.” “Robert has a great rapport with the students and has been an impressive asset in the class.” In an ET survey for Students: • 58% had a clearer understanding of the course material and 61% say ET encouraged them to use WC “My tutor is very confident and helpful…made me want to be in class and in the WC.” “Randall was a great support at a time when I was lost with all these outlines and essays.” Take away: ET WC = Higher success rates Having ET makes it more likely that students will attend the WC and students who visited the WC at least once had higher success rates overall. Citrus College, April 19, 2019

25. Modified curriculum to include non-fiction and thematic units Fall 2018- Spring 2020 Features the Storytelling Theme • Unit One (4-5 weeks): The Story of Your Learning and Motivation • Unit Two (2 weeks): Short Stories Pack Big Meaning • Unit Three (4-5 weeks): The Complicated Story Behind “Truth” • Unit Four (4 weeks for the research paper, but the reading and book club begins in the 4th or 5th week of semester): The Story of the American Criminal Justice and Prison Systems

26. Modified curriculum to include non-fiction and thematic units Fall 2018- Spring 2020 Features the Storytelling Theme • Unit Five (2 days): Connecting the Stories: In-Class Essay on Orange Is the New Black • Unit Six (1 week): The Story of Your Semester and Writing Your Future *A new thematic unit based on “consumption” is in development and will launch in Fall 2020.

27. A Day in a Co-Req College-Level Writing Class: ENGL 101E at Citrus • An effective Co-Req class does require plenty of planning • It will be noisy and sometimes a little chaotic so have transitions planned and a signal for a return to whole-class learning • Student-centered learning • Lots of discussion focused on reading, critical thinking, and getting the students used to flipped classrooms

28. Our Future: Contextualized learning opportunities in cross-disciplinary learning communities • Math and English learning communities • Math and Automotive learning communities • Jamie Dingman (English) and Dave Brown (Automotive/CTE) are developing a learning community for ENGL 101E and Auto 154 and Auto 156 • ENGL 101E will use a thematic curriculum based on the automotive industry

29. EnglishBecky Rudd rrudd@citruscollege.eduJamie Dingman jdingman@citruscollege.eduGina Hogan ghogan@citruscollege.eduMathVictoria Dominguez vdominguez@citruscollege.eduKevin Punsalan kpunsalan@citruscollege.eduMichael Wangler mwangler@citruscollege.eduResearchYueyi Huang yhuang@citruscollege.eduLan Hao lhao@citruscollege.edu This presentation was made possible by the contributions of the following Citrus College Owls:

30. Jamie Dingman, Professor of English jdingman@citruscollege.edu Gina Hogan, EdD, Dean of Language Arts and Library ghogan@citruscollege.edu Questions?