Cabrillo College Fye

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  • [Smile] Show your heart Lead with heart on your sleeve – I do this because I care about the students]
    I’m Diego, Founder of DBA. DBA was created at Cabrillo College.
    The DBA helps unprepared students prepare for knowledge-based professions through civic participation.
    Full time attendance is important for success in student completion.
    I’d like to share one student outcome statistic to start this presentation:
    Students at Cabrillo one to two levels below transfer: 32% and 42%
    [Pause and emphasis]
    The DBA students’ average full-time completion rate is ~75%.
    This is double the college’s typical rate for students at the same academic level. I’d like to tell you today how we’ve done that.
    How do we do it?
    Transformation of instructors through teacher education and development
    Transformation of CC leaders and staff through leadership development HP Curric.
    Transformation of CC to effectively serve unprepared students
  • The essence of the program is best described by William Butler Yeats famous quote
  • We believe we can light this fire in every student.
  • The DBA is giving the students the key to succeed at college level.
    DBA provides unprepared students with structures and resources carefully designed to rapidly transform them into college ready students.
    Theory/Research Based:
    Theory of self-regulation
    Neuro-Plasticity
    Self-Efficacy
    Language Immersion Theory
  • DBA is a front-end solution for unprepared students.
    We capture them when they are vulnerable to giving up and catapult them to college-readiness in its full dimensions.
    Far too many who attempt community college fail. The most vulnerable often fail to progress almost immediately.
    That’s why DBA focuses on students before and during their first semester to quickly prepare vulnerable students for later success.
    The DBA early-warning system identifies and supports students before they get into class
  • Bridge student from where they are to community college educational model
  • Three core components of the program:
    First – WILL
    Help students Believe They Can Learn At College-Level
    Desire To Transform Themselves To Become Successful Full-Time College Students
    Understand Their Strengths In Learning and Communicating
    Develop Strategies For Maximizing Their Learning In A Classroom
    WHAT PROGRAMS ADDRESS THESE ISSUES? HOW DO THEY DO IT?
    Second – MOTIVATION
    On A Regular Basis, we
    Monitor Their Progress And Maintain Their Motivation
    Identify Behaviors, Distractions and Circumstances That Keep Them From Success
    Change Those Unsuccessful Behaviors, Distractions and Circumstances
    Solve Life Problems
    WHAT PROGRAMS ADDRESS THESE ISSUES? HOW DO THEY DO IT?
    Third – ACADEMIC SUCCESS
    This is a lasting experience Over A Semester:
    Become Successful College-Level, Full-Time Students
    Learn The Skills And Culture Of Knowledge Work
  • USE THESE TALKING POINTS BEFORE SHOWING VIDEO
    We’re helping them learn their strengths as individuals
    Strengths based = learn their working and learning styles
    They are PhDs in Social Injustice – utilizing their strength in knowledge
    We focus on social justice issues which lights the fire for learning
    We help them leverage that knowledge and experience to quickly gain skills needed for the digital age
    Poverty’s impact on the students of Watsonville
    Impact of war on violence in our community
    Understanding child abuse in our community
    Understanding domestic violence in our community
    Youth and Drugs
    What our community thinks about government spending on military versus education.
    Why youth join gangs.
    Helping gang members assimilate back into society
    Set Up for Student Video:
    Celia – child abuse background;
    wanted medical assisting program;
    saw that she could do more…
  • Helps the students see how they can improve the world around them and more importantly themselves
    Set Up for Student Video:
    Michelle – from Oakland Merritt College cohort; was lost; didn’t know her potential…
    After the Video:
    By learning how to become more disciplined she knows that she can become more successful
  • The DBA Does it differently
    • Helps unprepared students get past incremental and sequential remedial programs focused on course, classroom and faculty utilization
    to create the best learning environment for producing results by rethinking how we use teaching resources and
    by better utilizing scarce community college resources.
    This is the basic structure of the DBA, which allows students to jump start their community college experience.
    How big are the programs we discussed earlier?
    Do they meet the demand that currently exists?
    Do they require extra funding?
    Are they funded through regular FTES generated in the classroom?
    Sustainable Approach
    Use of student cohort as support structure
    Classroom embedded support model - Team Self Management course to maintain and coordinate support
    Behavior system
    They get a full-semester of college-level credit
  • We’re helping them learn their strengths as individuals, and we focus on the whole student
    Strengths based = learn their working and learning styles
    They are PhDs in Social Injustice – utilizing their strength in knowledge
    We focus on social justice issues which lights the fire for learning
    We help them leverage that knowledge and experience to quickly gain skills needed for the digital age
    Poverty’s impact on the students of Watsonville
    Impact of war on violence in our community
    Understanding child abuse in our community
    Understanding domestic violence in our community
    Youth and Drugs
    What our community thinks about government spending on military versus education.
    Why youth join gangs.
    Helping gang members assimilate back into society
  • Set Up for Student Video:
    Felicitas – met her when she was 26 burnt out
    Came to U.S. when she was 12 years old…
    She is now ready for the nursing program at Cabrillo
    After the Video:
    Felicitas was not prepared for college – she never went to high school
    She wanted to be a roll model for her children
    She did not want her children to repeat not continuing school
    She was afraid she could not do it
    With support she succeeded
  • Set Up for Student Video:
    Wendy – she was severally overweight had operation to shrink intestines, was scared of school, it wasn’t relevant to her life…
    After the Video:
    Wendy changed her attitude towards school
    She became a team leader of her SJ research project & was very effective
    She saw a brighter future
    She changed from not liking school to feeling good about school
    She was supported to learn and know that she can do it
  • DBA is data hungry and evaluation-driven.
    We are constantly studying feedback to revise and improve the program,
    Engaging in constant evaluation and revision of the curriculum
    methodical, stepwise system of prototyping, data gathering, feedback loops and revision, borrowed from the computer industry, to develop both the DBA and our training program.
    allows us to know quickly what works and what doesn’t, and to respond accordingly.
    It is a very data driven, adaptable system.
    For Academic researchers, stress:
    • DBA is a solid program that is measurable—you can put your theories into action here and test them with real students in real time; 
    • Our virtual network provides huge opportunities to aggregate data, experiences and mine research opportunities for dissertation material.
  • DBA is a front-end solution for unprepared students.
    We capture them when they are vulnerable to giving up and catapult them to college-readiness in its full dimensions.
    Far too many who attempt community college fail. The most vulnerable often fail to progress almost immediately.
    That’s why DBA focuses on students before and during their first semester to quickly prepare vulnerable students for later success.
    The DBA early-warning system identifies and supports students before they get into class
  • DBA requires changes to instructing students.
    We help students through DBA curriculum and in the classroom to overcome negative experiences, change sense of self to college-ready students, and increase self-efficacy and self-regulation.
    which means that faculty must learn to create a highly-efficient and effective learning environment.
    Faculty need to learn to teach in new ways.
    The bad news is that it takes time and professional development.
    The good news is that DBA has workshops and institutes, curriculum, and pedagogy to assist in the process AND
    DBA has proven to transform college instruction, culture and professional satisfaction in the process.
    Set up Next Slide – Video:
    Following video of faculty, administrators and staff who have participated in the DBA professional development workshops and seminars
  • The other challenge is that colleges need to meet the needs of unprepared students.
    Need to break through the status quo.
    Some CCs would rather focus on general enrollment and the status quo—despite increasing evidence of their lack of effectiveness.
    Potential change agents isolated by a community college system that does not provide a collaborative professional learning environment
    Support the goal of replacing traditional remediation with something that works
    One challenge is to quickly build the supply to meet the demand.
    There is interest in DBA among colleges throughout the system, particularly from colleges that are failing.
    These administrators and teachers know they have to change but need mentors to help guide and assist in the process of change
    But training and transformation are time consuming, because the administrators, staff and faculty who serve them must be guided through the transition to digital age learning.
    At this point, there are not enough master teachers—faculty, administrators and staff versed in DBA—to meet the demand for the program.
  • Diego wants to make this a structured process (like the old pathway slide)
    This is the ask slide
    To bring the foundation course to your colleges, what are the requirements?
    Learning community for student to enter (8-15 credits)
    Attend FELI and Foundation Course practicum
    Obtain DBA foundation course curriculum kit (MOU established relationship btwn your campus and DBA)
    In preparation for that
    Get fdn course approved thru your curric process
    Get fdn course scheduled when you want to make it available to your students
  • We help build capacity for DBA at your college by training Master Mentors among your faculty, staff and administrators.
    These colleagues will help build your college’s capacity to adopt the DBA.
    Through discovery and collaboration, faculty, learn how to teach and implement DBA’s hands-on curriculum and pedagogy to make deeper, more educationally effective connections with students and each other.
    Through professional development administrators and staff develop new and more effective ways of handling student assessment, risk assessment, resource referral and high engagement intake through student ambassadors.
    Together, they learn how to create and manage shared plans to achieve shared outcomes.
    We train Master Mentors on each campus, creating a network of mentors who can train others and quickly build capacity for DBA replication.
    we’re increasing the number of Master Mentors who can train and mentor others;
    helping colleges assess and build readiness;
    adapting models into customized programs
  • DBA can mentor you to better connect with unprepared students
  • Prompts to get people talking if needed:
    What issues does this raise?
    What clarification questions do you have about the DBA?
    What do you like?
    What are your concerns?
    How does the results and approach of the DBA apply to your research interests?
    What are the potential implications of these ideas to community colleges and their students?
  • Our students need to be prepared for Knowledge-based organization where the job of the future reside.
    Community college’s need to model the types of organizations they’ll be working in.
    NEED TO CLAIFY MESSAGE HERE (and insert image to match – ie teachers being taught)
    DBA professional development helps college faculty and administrators change the way they work together.
    We provide models and tools to help colleges change the way they work.
    DBA fights against one-size-fits all education
    Building the DBA at your college requires us to take into consideration the unique needs of individual colleges and their students.
    However, that does not preclude the creation of tools:
    curriculum kits, training materials
    Recruiting and intake processes
    Faculty Development workshops
    Administrative leadership development workshops
    Staff professional development workshops
    Information support
    —to aid scaling and
    standardize wherever possible our curriculum, workshops and trainings.
  • Cabrillo College Fye

    1. 1. Digital Bridge Academy
    2. 2. Education is not the filling of a pail,
    3. 3. Education is not the filling of a pail, but the lighting of a fire.
    4. 4. Full-time attendance Self-knowledge Culture of knowledge Cohort community Career planning College level courses Keys to Success
    5. 5. How DBA Works
    6. 6. Community College Attendance DBA Model Digital Bridge Academy Transfer to 4 Year University Prepare for Knowledge-Based Career Tracks For example: • IT / Engineering • Business/Management • Allied Health majors • Lab technician careers • Criminal Justice • Teaching • Precision Agriculture • Green Construction Traditional Community College Courses Under-Prepared Students Under-Served Students / Students from Poverty College Ready Students Students with Multiple Risk Factors 03/31/15
    7. 7. Other Courses Towards their Major at Cabrillo College (10.5 – 14.5 units/semester) DBA Bridge to Cabrillo College Optional DBA Seminars (1.5 Units) First Semester Second Semester Third Semester Fourth Semester Fifth Semester 03/31/15 DBA Bridge Semester Cohort Themes • Social Justice Literacy/Numera cy • Contextualized Math CTE • Construction Management • Athletic • Nursing • Traditional DBA Second Semester Cohort Themes • Science/Math • CTE Strands
    8. 8. Tiered intervention Help them believe they can do it Maintain motivation Accelerate through college level work03/31/15 How DBA Works
    9. 9. DBA Student-Centered Persistence Model F O U N D A T I O N C O U R S E 2 weeks TIME Cohort-Based Academic Program Getting Students To Believe they can Do it On a Regular-Basis: • Monitor Student Progress • Motivate Student • Deal with Behaviors • Help Student Solve Life Problems 03/31/15
    10. 10. How DBA works Strengths-based
    11. 11. How DBA works Self-Improvement
    12. 12. DBA Student-Centered Persistence Model F O U N D A T I O N C O U R S E 2 weeks TIME Cohort-Based Academic Program Getting Students To Believe they can Do it On a Regular-Basis: • Monitor Student Progress • Motivate Student • Deal with Behaviors • Help Student Solve Life Problems 13 weeks TEAM SELF-MANAGEMENT COURSES Cohort-Based Behavior Management System 03/31/15
    13. 13. 13TSM Overview Draft-20090101.1 Team Self-Management High Level Thematic Overview  Transitioning from the Foundation Course to the Integrated Cohort-Based Bridge Semester. (Various exercises)  Reflecting on My Life (Lifeline and Family History Papers)  Conditioning My Brain (Mindfulness Awareness)  Organizing my Life and Work (Various exercises)  Making Conscious Choices (Strategic Planning Rubric)  Supporting my Peers; my Peers supporting me  Based on Reflection, Presentation and Student Stories  Seeing Things Anew (Stories and other media)  Communicating Consciously (Conversant Material refresh)  Learning to Learn (Learning to Learn curriculum)
    14. 14. DBA Student-Centered Persistence Model F O U N D A T I O N C O U R S E 2 weeks TIME Cohort-Based Academic Program Getting Students To Believe they can Do it On a Regular-Basis: • Monitor Student Progress • Motivate Student • Deal with Behaviors • Help Student Solve Life Problems 13 weeks TEAM SELF-MANAGEMENT COURSES Technician Career & Ed. Planning Feeder Courses Project-Based Course (Social Justice Primary Research) Movement Feeder Course IT Feeder Course Literacy Feeder Course Cohort-Based Behavior Management System 03/31/15
    15. 15. 13 weeks: 13.5 creditsTwo weeks: 3 credits Feeder Courses Project-based Course Team Self-Management Course Foundation Course Vital ComponentsVital Components
    16. 16. Why DBA works
    17. 17. First Semester Bridge How DBA Works
    18. 18. How DBA Works Recuperative Strategies
    19. 19. DBA Student Outcomes Columbia University CCRC Study Two NSF-funded evaluations: • Comparison of student outcomes before DBA and after DBA • Initial Longitudinal Study
    20. 20. • When students enter the DBA program they assess at one, two or more levels below transfer course level (reading, writing, and math). • At Cabrillo College students who attempt a full-time semester (12+ credits), and are not in the DBA, succeed in completing the full-time semester at the following rates: – Two levels below transfer course level, ~32% success – One level below transfer course level, ~42% success • DBA students average full-time semester completion rate over 8 semesters is ~75%, which is double the college’s rate. Student Success Rate Comparison
    21. 21. Columbia University CCRC DBA Evaluation “In summary, this study found significant positive effects for participation in both the accelerated and non-accelerated versions of the DBA…To the extent that colleges are seeking strategies for increasing the rate at which academically unprepared students complete “gatekeeper” courses such as college-level English and earn college credits, the accelerated version of the DBA program seems to hold particular promise.” “While the results of this analysis show that participation in the DBA program is correlated with better outcomes on most measures for students…DBA students are very likely more at-risk than are Cabrillo students with similar levels of academic preparation…To the extent that the DBA students in the sample were substantially more disadvantaged than other students, it may be that the estimates produced through this analysis understate the effect of participating in DBA.
    22. 22. Multivariate Results I Baseline: Assessment Cohorts Marginal Effects from Logistic Regressions DBA Accelerated DBA Combined One-Semester Persistence 0.08*** (0.02) 0.11*** (0.04) 19% Two-Semester Persistence 0.11*** (0.04) 0.10 (0.07) 21% Full-Time Next Semester 0.27*** (0.04) 0.05 (0.08) 32% Passed Associate-Level English -0.03 (0.04) 0.46*** (0.08) 46% Passed Transfer-Level English -0.05 (0.08) 0.36*** (0.09) 36% Note: * p<0.10, ** p<0.05, *** p<0.01
    23. 23. Changing the Way We Teach
    24. 24. Transforming Colleges: Professional Development
    25. 25. Increase success in your classroom & your college Enroll in the DBA Professional Development Workshops
    26. 26. Training Master Mentors
    27. 27. DBA supports you in connecting
    28. 28. Contact Information More Information on DBA Professional Development Web: www.dbacademy.org/ProfDev
    29. 29. Photo Source Slides 1,2 48: flickr.com/people/pccbulldogs/ Slide 3: flickr.com/photos/25036489@N02/3098670687/ Slide 5: flickr.com/photos/andrewdyer/278633181/ Slide 7: flickr.com/photos/7329976@N02/3198992663/ Slides 8, 34,35: flickr.com/photos/11500925@N05/sets/ Slide 13: flickr.com/photos/56986454@N00/1506313659/ Slide 22: flickr.com/photos/13600186@N06/2598478591/ Slides 23-27: flickr.com/photos/73443292@N00/72704740/ Slide 25: flickr.com/people/fjgaylorphotography/ Slides 28-33: .flickr.com/photos/thinkpublic Slide 31: flickr.com/photos/26739898@N04/2818190272/ Slides 43-44: flickr.com/photos/83904699@N00/66589968/ Flickr.com
    30. 30. Changing the Way We Work Together

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