Dawn M. Zoni, Ph.D. Student Services Advisor CMC Summit Campus – Dillon dzoni@coloradomtn

1. Summit Base Camp: An Innovative Community College FYE Collaboration between Faculty and Student Services Dawn M. Zoni, Ph.D. Student Services Advisor CMC Summit Campus – Dillon dzoni@coloradomtn.edu

2. Colorado Mountain College Comprehensive community college providing associate and certificate programs, basic and lifelong learning, and customized business training. Comprised of ten locations across 12,000 square miles of western Colorado Largest rural community college in the U.S. Second largest community college enrollment in Colorado

3. Summit Base Camp Beginning the Adventure to Successful Experiences through CMC’s Academic and Mentoring Programs

4. A snapshot of CMC Summit studentsSpring 2007 Unduplicated headcount: 1504 Average age: 34 56.32% Female 43.1% Male Ethnicity: Black 1% Native American 0.4% Asian/Pacific Islander 1.4% Hispanic 15.82% White 70.41% Did not respond 10.37% Average student takes 1-6 credits per semester Average student has completed 16 credits with CMC

5. Rationale for Developing a Base Camp Model for a Commuter Campus • Previous stand alone models were not successful • The stand alone course became a financial burden rather than an opportunity to expand knowledge and inquiry • Commuter students did not see the connection between their coursework and a stand alone FYE class • Commuter students have multiple priorities • Parental responsibilities • Multiple jobs • Education • Recreation

6. 5 Core Values Develop relationships on campus and in the community Goal setting/ Mind mapping Self-awareness Enhance choice management and study skills Understand and appreciate diversity

7. Timeline February 2006: College-wide FYE meeting July 2006: Summit Campus selected as commuter site pilot August 2006: Met with Chief Student Development Officer to propose embedded value program September 2006: Given permission to develop embedded/co-curricular program October 2006: Adjunct faculty member hired (up to 10 hours per week) as curriculum development coordinator November 2006: Mentor/Activities Coordinator hired (up to 10 hours per week) January 2007: Launched Summit Base Camp program

8. Summit Base Camp

9. Objective of Embedded Values Assignments “The critical thinking process helped in other courses, such as note taking in lectures." In order to make transparent the underlying values that we expect, we used a three step process: 1. Instruction 2. Application/Practice via an assignment 3. Assess/measure

10. ENG-121 English Composition I • Self-awareness: Journaling • Self-awareness: Learning Styles Inventory • Enhance Study Skills: Critical Thinking “Journaling helps you- you use it in any class and in life."

11. ENG-122 English Composition II • Enhancing Study Skills: Research Strategies • Goal Setting/ Mind Mapping • Time Management "It (goal setting & time management) helped me follow through with homework and studying; being more prepared for classes."

12. SPE-115 Public Speaking • Self-awareness: Communication • Enhance Study Skills: Active Listening • Appreciate Diversity: Interpersonal Skills “I understand more Americans. I can speak in public and write better English.“

13. Summit Campus ConnectThe Co-curricular Component • Mentor Program • Blackboard Site • Planner • Calendar of Activities “I knew that I was not alone and there is help for me if I need it."

14. Blackboard Course Menu • Announcements • Summit Base Camp • Program Requirements • Calendar of Activities • Base Camp Resources • Social Considerations • Discussion Board • Meet the Base Camp Staff • Summit Base Camp Photos • CMC Virtual Library • Spring 2007 Calendar “Base Camp helped to familiarize me to the CMC campus.”

15. How does this enhance learning?How do we know? • LASSI (Learning and Study Strategies Inventory) Pre- and Post-test will be given to pilot and control groups • Curriculum: Assessment for each embedded activity • Overall program survey: qualitative and quantitative questions to assess curriculum, mentor program, blackboard, etc. • Student survey on mentor component • Mentor feedback survey • Student Focus Groups

16. Learning and Study Strategies Inventory (LASSI) ANX: anxiety & worry about school performance ATT: attitude and interest CON: concentration & attention to academic tasks INP: information processing, acquiring knowledge MOT: motivation, diligence, self-discipline SFT: self-testing, reviewing, and preparing for classes SMI: selecting main ideas & recognizing important info STA: use of support techniques and materials TMT: use of time management principles TST: test strategies and preparing for tests

17. What do the LASSI scores mean? Below 50th Percentile Areas in need of improvement to help promote college success Between 50-75th Percentile Consider strategies and educational supports in these areas Above 75th Percentile This score would indicate what you’re doing is working

18. Assignment Analysis • It is more efficacious for values to be embedded in courses. • Incorporating values seems to work best rather than teaching in isolation. “I use the journaling techniques from my English class in my other courses."

19. Research of Literature • Five core values represent areas of focus needed by students. • Infusing values in the courses reinforces these skills. • Teaching the values separately does not have the same positive results. • Students develop the study habits that are needed for success. “Base Camp showed me areas that I needed to work on and provided me with the necessary means to achieve success.”

20. What did we learn? Critical Thinking & Journaling • Students practiced these vital skills in context of their course material. • Students were encouraged to consider how these skills could help them in other classes. • Students were graded on these skills as another way to emphasize their importance.

21. What will Summit Communications faculty be doing in Fall 2007? • Beginning Fall semester, these common assignments will be adopted by all communications faculty. This will unify our instruction and offer consistent training across the curriculum. • Finally, this model is exciting for faculty, because we are sure that we are delivering the instruction that our college values and that our students need.

22. Impact on Students Results of the LASSI pre- & post-test ■ Improvement in all ten categories ■ 3 of the 10 categories showed meaningful improvement Anxiety and worry about school performance Concentration and attention to academic tasks Test strategies and preparing for tests: ■ When comparing the Base Camp group to the control group, students in the Base Camp group showed significant improvement in “use of support techniques and materials.”

23. Strengthening Base Camp Students are learning from embedded assignments and applying these skills in other classes Multiple priorities= Additional on-line offerings Several types of mentoring: by discipline, by course, and individual if self-selected Values embedded in all communications classes this fall Working with new FT math faculty to embed values in required math courses Redevelop and improve the Blackboard site

24. Student Comments “I like the idea of having a mentor available for help, even if I did not utilize it. It’s comforting” “I really feel a ‘part of’ when I correspond with my mentor. I like that everything is based on suggestions and I am not obligated to anything, which I appreciate.” “I don’t think all students need a mentor- everyone learns differently and some need more help than others. A lot of us have jobs, other classes and family so many people don’t have much time for a mentor.” “I like that in a setting like CMC the teachers seem to care about students as individuals.” “Base Camp is a great program. While some students may not utilize it, it is a great support that most schools will never offer.”