Over a two year period, students taking developmental English and math courses were asked to rate topics on student success. The highest rated topics overall were managing time, critical thinking, and test preparation. Math students rated topics on critical thinking and test preparation most useful, while English students rated time management, goals, and navigating the online system as most useful. A successful program integrated additional class time and individual support for underprepared students, increasing the percentage completing college-level courses in two years from 20% to 38% in math and from 46% to 67% in English.

1. “How Useful was this item?”
Over a two year period
students, taking
developmental English and
Math, were asked to rate
the given student success
topics according to their
usefulness for success.
Just for fun….try to imagine
• What topic was rated highest
• What topic was rated lowest
• What topics were rated highest
by math students
• What topics were rated highest
by English students
Setting
Goals Managing and
achieving goals
Taking a
Test
Taking
Notes
Managing
your time
Navigating
Canvas
Critical
Thinking
Preparing
for a test
Personal
responsibilities
How to ask
for help
How to follow
directions
Reading
the course
textbook(s)
Managing
your stress

2. Turning Students from “Under-prepared”
to “College Ready”: Learning from the Data

3. Context of “Underprepared” Students
67%
100%
In a 2008
Study*
In a 2009
Study
59% of the students
enrolled in at least one
developmental education
course (Bailey 13).
[a]pproximately 67% of
incoming students fail[ed]
to meet their institution’s
standards for college
readiness. (Bailey 119).
Source: Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. Redesigning America's Community Colleges: A Clearer
Path to Student Success. Cambridge, MA: Harvard UP, 2015. Print.
*A 2008 study of 256,672 community college students from around the United States.
33%
College-Ready
Under-prepared

4. A Successful High Support Model
FOR MEETING “UNDER-PREPARED STUDENTS” WHERE THEY ARE

5. Initiative and Expected Outcome
46%
100%
Two Year
Initiative
Expected
Outcome
Impact “under-prepared”
students* with a 25%
increase in class time for
active learning and
individualized support.
A 20% increase in under-
prepared students
completing a college level
course within two years.
38%
20%
Increase
*Students enrolling in entry level developmental English and Math

6. High Support Success
• 6 9 % O F T H E 2 0 1 4 - 2 0 1 5 S T U D E N T S R E C E I V E D C O L L E G E C R E D I T I N M AT H / E N G W I T H I N T W O Y E A R S .
• 6 7 % O F T H E 2 0 1 5 - 2 0 1 6 S T U D E N T S R E C E I V E D C O L L E G E C R E D I T I N M AT H / E N G W I T H I N T W O Y E A R S .

7. FLIPPED
MODEL
HIGH SUPPORT
MODEL
• Standard contact time of
a 5 credit course
• Subject area instructor
• 2 additional hours of
contact time w/ Student
Success component
• Embedded tutor option
Context of Model
The student success
component was a
student success
instructor teaching
study skills and giving
academic advising
assistance.

8. Context of Math Success
40%
100%
CCRC
ANALYSIS*
High Support
Model
Only 8% of students
assigned to three levels
below college level math
complete a college level
math course within three
years (BAILEY ET. AL. 121).
40% of students assigned to
three levels below college
level math completed a
college level course within
two years.
Source: Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. Redesigning America's Community Colleges: A Clearer
Path to Student Success. Cambridge, MA: Harvard UP, 2015. Print.
*The results of a recent analysis (2014) of 150,000 community college students from around the United States.
8%

9. • 40% OF THE 2014 -2015 STUDENTS RECEIVED COLLEGE CREDIT IN MATH WITHIN TWO YEARS .
• 35% OF THE 2015 -2016 STUDENTS RECEIVED COLLEGE CREDIT IN MATH WITHIN TWO YEARS .
Math Success

10. 47% OF THE MATH 63/64 STUDENTS WHO ENROLLED IN FALL QUARTER 2014 RECEIVED COLLEGE
LEVEL CREDIT IN MATH WITHIN TWO YEARS .
Math Success

11. 1-5 rating scale with, “3 = neutral”, “4 = useful”, and “5 = very useful”
3.6 3.7 3.8 3.9 4 4.1 4.2
How to use critical thinking to solve problems.
How to prepare for a test and how to take a test.
How to manage your time
How to navigate Canvas
How to find and use available student resources.
Fall 2014| Math | How Useful Was This Item?

12. Critical Thinking| Thinking outside the box
Students learned about
how perceptions can
keep us from turning
problems into solutions.
Identify the number of
errors in the following
sentence:
Thiss sentence contains threee errors.
Example:*
*Source: Oakley, Barbara. A Mind for Numbers: How to Excel At Math and Science (Even if you Flunked Algebra). New York, NY: Penguin Random House, 2014. Print.
Answers:
1). “This” instead of “Thiss”
2). “three” instead of “three”
3). The sentence is false.

13. Critical Thinking|Focus vs Diffuse Thinking
Students learned about
overcoming problem
solving barriers by
switching between
focused and diffused
thinking (Oakley 12).
Focus
Attempt
Road
Block
Diffuse
Focus
Solution
Focus Mode = A flashlight with a tight
stream of light focused in a small area—
powerful but narrow.
Diffuse Mode = A flashlight with a wide ray of
light shining over a large area—dim but
broad.

14. Testing: Concept Mapping
Students learned about
connecting concepts
like pieces in a puzzle.

15. Testing: Techniques
Students studied and
discussed techniques
and tips for test
preparation and test
takingWorst Case
Scenarios
Videos and
Articles
Feedback
Discussions
Active
Review

16. Testing: Worst Case Scenarios
Get students discussing
the worst things that
can happen when
taking a test and how to
tackle them.
Identify appropriate
actions for the scenario In the middle of the test, you get stuck
halfway through a problem. What
should you do?
Scenario:

17. English Success
• 98% OF THE 2014 -2015 STUDENTS RECEIVED COLLEGE CREDIT IN ENGL WITHIN TWO YEARS .
• 98% OF THE 2015 -2016 STUDENTS RECEIVED COLLEGE CREDIT IN ENGL WITHIN TWO YEARS .

18. 1-5 rating scale with, “3 = neutral”, “4 = useful”, and “5 = very useful”
4.3 4.32 4.34 4.36 4.38 4.4 4.42 4.44 4.46
Managing your time
Knowing available student services on campus
Setting goals
Managing & achieving your goals
Navigating Canvas
Fall 14 - Spring 16|English| How useful was this item?

19. Time Management: Techniques
Students studied and
discussed techniques
and tips for managing
time.
Tips
Article
Time
Planner
Tips
Video
Scenarios
Time
Audit
Discussions

20. Goals: Focused vs Diffused
Students learned how
to make SMART* essay
writing goals and a plan
for accomplishing them.
Brainstorm ResearchDiffuse Diffuse
Thesis Diffuse Outline Diffuse
First Draft Diffuse Revise Diffuse
2nd Draft Diffuse
Revise Diffuse
Final Draft
*Specific, manageable, attainable,
relevant, time-bound

21. 1-5 rating scale with, “3 = neutral”, “4 = useful”, and “5 = very useful”
3.5 3.6 3.7 3.8 3.9 4 4.1 4.2 4.3 4.4
Reading the course textbook(s)
Managing your stress
Taking notes
How to follow directions
Managing your personal responsibilities…
Taking a test
How to ask for help from faculty & staff
Managing your time
Preparing for a test
Being able to solve problems
Setting goals
Managing & achieving your goals
Navigating Canvas
Fall 2014 - Spring 2015| "How Useful Was This Item?"
Success Pool Parameters
• Flipped Classroom
• Online Resources
• Active Learning
• Group Work
• Student Success Instructor
• Embedded Tutor
• Individualized Support
English
Math
English & Math

22. Instructor Reflections
Students were required to
complete homework but
not formally required to
read the textbook.
This may be why they
rated learning how to
read the textbook as
below “useful”.
“Perhaps the biggest challenge was
simply ensuring that students actually
did the work. Many times it was quite
clear that some students had either not
done the work or not really taken the
time to learn it.”
Instructor Feedback:
5
4 Useful
How to read a math textbook
3 Neutral

23. Student Reflections
“What specific materials
did you find least helpful
and why?”
"The Student Success, because they had
nothing to due with math and honestly
felt like a waste of time for a Math
class, keep it in English."
Student Feedback:
It became apparent
through formal and
informal feedback that
students preferred
student success topics
specific to math.
"It seemed from the beginning the
'student success' assignments were for
the student who really did not want to
be in class and need the extra
encouragement. I felt they took up my
time with repeat information."

24. Instructor Reflections
The component
integrated better as two
separate half-hour
sessions instead of being
placed alone on
Mondays.“...some students saw it [The High
Support Model] as two classes even
though we tried to integrate everything
as best we could. Some students simply
didn’t seem interested in the student
success content and did very little of it
online and/or didn’t show up on the
Mondays quite often.”
Instructor Feedback:
Student
Success
Component
Flipped
Classroom
Subject

25. Acknowledgements
Student Success Instructors – Alison Crumb, Samantha Kao, Mary Moseley, Christine Edmiston, Denise Huff,
& Hayley Anderson, Eve Wallis
English Instructors - Dr. Helen Lovejoy, Dr. Janet Lucas, Michele Scouten, Dr. Jann Gardner, & Kate Goschen
Math Instructors - Larry Smith, Gary Melendy, Michelle Biery, Eve Wallis, & Charlie Lyons
Dean Hattendorf for Administering the grant
Professor Randy Anderson, Vice President of Administrative Services Deborah Frazier, and Associate Dean of
Student Success Cathy Engle for their input on the application of the project
Dean of Instruction Bruce Hattendorf and June Claypool for Drafting the grant Proposal

26. Works Cited
Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. Redesigning America's Community Colleges: A Clearer
Path to Student Success. Cambridge, MA: Harvard UP, 2015. Print.
Oakley, Barbara. A Mind for Numbers: How to Excel At Math and Science (Even if you Flunked Algebra). New York,
NY: Penguin Random House, 2014. Print