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The Early Start Program Getting a Jump on Remediation

The Early Start Program Getting a Jump on Remediation. Claudia Pinter-Lucke AVP for Undergraduate Studies Cal Poly Pomona October 20, 2006. Profile of Cal Poly Pomona Students. * 2004 Data. Outline of Program. All students required to complete remediation are encouraged to attend

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The Early Start Program Getting a Jump on Remediation

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  1. The Early Start ProgramGetting a Jump on Remediation Claudia Pinter-Lucke AVP for Undergraduate Studies Cal Poly Pomona October 20, 2006

  2. Profile of Cal Poly Pomona Students * 2004 Data

  3. Outline of Program • All students required to complete remediation are encouraged to attend • Students take classes in traditional 10 week format • Students may take one additional class • Students may stay on campus or commute • Students in both English and math remediation have priority for financial aid

  4. Added Features for Summer 2006 • Students required to complete only one class were targeted • Selling points • Will be eligible for certain programs in the fall quarter such as Four Year Pledge • Can take a class for their major and actually be ahead at end of summer

  5. Added Features for Summer 2006 • Students required to complete five classes were targeted • Selling points • An extra quarter to complete requirements • Cohort model • Success Skills class • Increased Collaboration between Student Affairs and Academic Affairs

  6. Communications Campaign • “Serious” letter mailed to home • Personalized according to targeted group • Website with FAQ and Registration Form • Postcard mailed to home • Email reminder • Phone call reminder • Personal contact (BUS intern) to assist with process

  7. Cohort Model • Groups of students are enrolled in same English, math, and Success Skills class. • Students also attend supplemental instruction in math and English together. • Receive assistance to continue in same group in fall quarter.

  8. Supplemental Instruction • Mathematics • workshops with undergraduate trained facilitators • promote collaborative learning • classroom content at same and higher level • English • writing groups with trained tutor • writing technique or strategy covered each week • peer feedback on drafts

  9. Success Skills Class • Facilitated by Student Life Staff • One hour per week • Attendance and Participation is Mandatory • Homework varies by topic • Student receives 4 hours of credit towards 10 hours required for certificate from Student Development and Leadership Institute

  10. Success Skills Class Contents • Workshops in • Diversity and Community Building • Study Skills • Stress/Time Management, Test Anxiety • Library Skills • Career and Major Exploration • Leadership Development • Conducted by experts in each area

  11. Results (Attendance)

  12. Results (Grades) • Need for Improvements Indicated • Greatest number of failures were from those most at risk • Attendance at Success Skills Workshop was mixed

  13. Plans for Next Year • Cohort Model • Possibly as 5 week residential program • Strengthen connection between supplemental instruction and success skills workshops • Students requiring only one course • Work with departments to schedule with major course as package

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