Lost in Transition: How Faculty From Across the Disciplines Can Learn to “Own” First Year Student Success
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Lost in Transition: How Faculty From Across the Disciplines Can Learn to “Own” First Year Student Success

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Presentation by Cecile Davis-Anderson, Nika Hogan, Shelagh Rose, Carrie Starbird of Pasadena City College at the 2nd Annual LACCD AtD Retreat

Presentation by Cecile Davis-Anderson, Nika Hogan, Shelagh Rose, Carrie Starbird of Pasadena City College at the 2nd Annual LACCD AtD Retreat

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  • Shelagh
  • Cecile
  • This is the story of how we went from a heavily-siloed campus with no culture of professional learning and no sense of ownership or understanding toward first year students, to a campus in which 32 faculty from across the disciplines volunteered to spend the only free week between spring and summer semesters to attend an intensive professional learning institute in order to teach our new first year experience course. Our first year experience program is still in its infancy, but we have made a tremendous amount of progress in a short amount of time and we wanted to share what we did, what we learned, and the principles that are guiding us.
  • Shelagh
  • ShelaghMake a transition to the Dream Team
  • Cecile & Nika
  • Nika
  • Shekah
  • Carrie

Lost in Transition: How Faculty From Across the Disciplines Can Learn to “Own” First Year Student Success Lost in Transition: How Faculty From Across the Disciplines Can Learn to “Own” First Year Student Success Presentation Transcript

  • Lost in Transition:
  • PCC’s FYE Program Started in 2011 Math Jam Orientation Full course load (English, Math, Freshman Seminar, GE) One Book, One College (Last Year: The Pact This Year: The Immortal Life of Henrietta Lacks) Student Conference First Year Counselors & Coaches Student homework and tutoring lab
  • Our Story of Hope What we did to change the culture on our campus View slide
  • The Slump Administration that stifled creativity and professional development Faculty arrogance about a need for professional development View slide
  • Seeds of Change Change in Administration Internal Grant Program Title V Grant Leadership Retreat
  • About the 5537 – 6 years later Developmental Education Non-Developmental Education N = 3,408 N = 2,129 12% earned an AA/AS  10% earned an AA/AS degree degree  4% earned a certificate 5% earned a certificate  41% transferred 25% transferred  55% no discoverable 69% no discoverable milestone milestone
  • Scholarship + Relationship Find Your Team Build the Relationship Inquiry Mindset Mutual Respect Divide the work Leverage our expertise
  • Pilot Imperfectly: Create the Dream 2 hour weekly meetings Researched & wrote curriculum, grants Considered texts
  • Pilot Imperfectly: Live the Nightmare “FYE Seminar”  300 students  3 back-to-back classes  Every Friday Professional Learning Workshops
  • Initial Student Data FYE students had a significantly higher persistence rate to the second year. Student Population Persistence from Fall 2011 – Fall 2012 FYE Students Cohort 1 82.2% (n = 287) Control Group 69.7% (n = 574)
  • Scale Up 900 FY Students + 150 F1 Visa Students Freshman Seminar Created (College 1)  3 units  Transferrable to UC/CSU  Info Literacy, Critical Reading Skills, College Success Behaviors  Interdisciplinary faculty 29 sections of College 1
  • Student Data FYE students had higher engagement with faculty and peers.3.65 2.85 3.6 2.803.55 2.75 3.5 College 1 2.70 College 13.45 The 3.4 2.65 Control The Control3.35 Group Group 2.60 3.3 2.553.25 Discuss Academic Program w/ Have Friends in School to Share with Facculty
  • We built it… And they came! 32 instructors from all 12 divisions on campus One week professional learning institute Extensive shared reading  One Book, One College as course text  Additional non-fiction text (Mindset by Carol Dweck)  Text sets
  • Faculty Data 120.0% 100.0% 80.0% 32.0% 68.8% 60.0% 34.6% 68.8% Quite A bit 30.8% 68.8% 43.8% 40.0% 36.0% Some 30.8% 34.6% Influence 20.0% 25.0% 30.8% 31.3% 25.0% 12.5% 11.5% Very Little 0.0% Q4 - pre Q4 - post Q9 - pre Q9 -post Q13 - pre Q13 - post Q14 - pre Q14 - post Question # 4 How much can you do to motivate students who show low interest in schoolwork? Question # 9 How much can you do to help your students value learning? Question # 13 How much can you do to improve the understanding of a student who is failing? Question #14 How much can you use a variety of assessment strategies?
  • Faculty Responses I loved the fact that most activities were modeled so we could understand the process and how to integrate them which was the practical application component. And the variety of activities and resources presented gave lots of creative ideas for building our course. I feel like theres lots of support within our group and all of the PCC support services. The main thing is to keep the connection between our colleagues so we dont feel isolated and can share our successes and challenges.
  • Student Data:Reading &Metacognition
  • Student Data:Reading &Metacognition
  • The Spread Program Redesign  Disenfranchised faculty  Math QL  Curious managers  ModMath  English: StAcc  Willing staff Student Club Future  SI  Peer Mentoring
  • Q&ACecile Davis-Anderson (cmanderson@pasadena.edu) Nika Hogan (nihogan@pasadena.edu) Shelagh Rose (serose@pasadena.edu) Carrie Starbird (castarbird@pasadena.edu)