Oct21Strengthening Connections Academic Support Services Conf

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					Academic Support Centers Conference
“SUPPORTING DEVELOPMENTAL EDUCATION”
October 20-21, 2011

STRENGTHENING CONNECTIONS

                      Presented by
                 Barbara S. Bonham, Ph.D.
                       Senior Researcher
            National Center for Developmental Education
           Graduate Faculty - Adult & Developmental Education
                      Appalachian State University
                               Boone, NC
Appalachian State University
Appalachian State University
Boone, NC
National Center for Developmental
Education
http://www.ncde.appstate.edu/
National Center for
Developmental Education
                                                                Programs and Services
                                      Kellogg Institute for Training and Certification of Professionals

                                                                     Research and Consulting Services

                                            Graduate Program in Adult and Developmental        Education
Publications
Journal of Developmental Education

Research in Developmental Education

What Works: Research-Based Best Practices in Developmental Education


                                                               http://www.ncde.appstate.edu
  Who are you?



Who are you?
STRENGTHENING
  Academic Support Centers & Developmental Education
       STRENGTHENING CONNECTIONS
Introduction

WHY are connections important?

HOW to strengthen the connections?

What is GOAL 2025?
It takes a campus (all
   units) to educate a
        student.
  Academic Support Centers & Developmental Education

       STRENGTHENING CONNECTIONS

Introduction

WHY are connections important?

HOW to strengthen the connections?

What is GOAL 2025?
The Research We Have

 Institutional studies
 Large sample studies w/o control groups
 Literature reviews
 Reports based on data from ATD
 Meta-analyses
 Case studies, ethnographic, and other
  qualitative studies



                 Copyright, National Center for
                Developmental Education, 2011
Raising Academic
Standards:
A Guide to
Learning
Improvement

By Ruth Keimig
    Comprehensive Learning System

     Integrating Courses and Support
                 Services

                Course-Related
            Supplementary Learning
                   Activities


Learning Assistance to Individual Students


    Isolated Developmental Courses
     Comprehensive support
  services tailored to students’
     needs and connected to
    developmental education
   courses have been found to
    have a positive impact on
        students’ success.
Sources : Keimig (1983); McCabe & Day (1998); Boylan
 (2002) Schwartz & Jenkins (2007); Center for Student
     Success (2007) & Sperling (2009);Rutschow &
                   Schneider (2011)
Orientation and/or Learning Strategies
Course

 Gardner, (1998); Zeidenberg, Jenkins & Calcagno (2007)

Underprepared community college students
   participating in orientation or a learning
 strategies course were much more likely to
 be retained; have more credits earned; and
  higher pass rates than non-participants.



                      Copyright, National Center for
                     Developmental Education, 2011
Success Courses
  Zeidenberg, Jenkins, & Calcagno (2007)

    Found a correlation between
 developmental students completing
  success courses and achieving a
  credential, transfer, or retention
           after five years.



                Copyright, National Center for
               Developmental Education, 2011
Tutoring
     Scrivener, Sommo,& Collado (2009)
 Tutoring when connected to developmental
courses has positive effects on credits earned,
         course pass rates, and GPA

Arendale (1997); Zachry (2008); Bowles, McCoy & Bates (2008)
   Developmental course-based small group
tutoring with trained tutors was associated with
 lower withdrawal rates; higher persistence and
                graduation rates


                         Copyright, National Center for
                        Developmental Education, 2011
 Mandatory Advising
   Boylan, Bonham, Bliss (1997); Pfleging (2002);
           Visher, Butcher, & Cerna (2010)
Correlated with
 Success in math
 Increased use of student support services
 Decrease in course withdrawals
 Increase in credits earned
 Increase in student persistence




                     Copyright, National Center for
                    Developmental Education, 2011
Learning Communities
                  Boylan (2002)
 “The overall effect of learning communities on
   developmental students is strengthened by
weaving advising, counseling, tutoring, and other
 support services into the learning community.”

         Boroch (2010) comments on Boylan
 “This… salient point is perhaps overlooked in
   terms of the contribution of these features
 toward the documented successes of learning
                 communities.”
                   Copyright, National Center for
                  Developmental Education, 2011
 How can we strengthen
the connections between
  support services and
developmental education?
What do we mean by
integration?
  It is often intrusive.

  It is ongoing.

  It has many levels.
 Levels of Integration
 “The math lab is down the hall.”

 “I expect you to go to the math lab on
  a regular basis.”

 “You have the following assignments
  to be completed in the math lab.”
Academic Advising
Meet regularly with academic
 advisors to share problems and
 issues.

Developmental educators can
 provide copies of their syllabus
 and discuss course expectations.
Peer/Professional Tutoring
 Help train tutors in your subject area.

 Have a system for referring students
  to tutoring and receiving reports on
  their progress.
Learning Centers
 Review and recommend learning
  center materials in your subject area.

 Reserve class time for learning
  center staff to explain their services
  to your students.
Ongoing Orientation

 Participate in student orientation
  activities.

 Include class assignments that help
  orient students to the college.
Mentoring/Case Management
 Serve as a mentor for students as
  part of a systematic mentoring
  program.

 Meet regularly with those who are
  serving as mentors/case managers
  to discuss student issues and
  problems.
Career Counseling

 Meet with career counselors and
  identify class activities helping
  students to think about careers.

 Allow class time for the
  administration of interest inventories.
Math Labs and Writing Centers
Develop a systematic way of referring
students to the lab or center and
monitoring their progress.

 Coordinate with managers to design
  course assignments and familiarize
  staff with class projects and
  activities.
    Strengthening Connections
         SYSTEMATICALLY
 Plan the activity

 Engage in the activity,

 Monitor the activity,

 Evaluate the activity, and

 Revise based on what you have found out.
  Academic Support Centers & Developmental Education

       STRENGTHENING CONNECTIONS

Introduction

WHY are connections important?

HOW to strengthen the connections?

What is GOAL 2025?
Title: TUNING USA
       A Tale of Adventures in Learning

Project funded by Lumina Foundation

http://www.youtube.com/watch?v=zLc7RaggvjY

http://www.luminafoundation.org/our_work/tuning/
What is Goal 2025?


Increase the higher
education attainment
rate of the United States
to 60 percent by the year
2025.
 We must work harder—
  and faster—to educate
enough college graduates
 to sustain the vitality of
our local communities and
   the nation’s economy.
  “The nation that
out educates us today
 will out compete us
      tomorrow.”
              Obama
 State of the Art
In any given term 2 million students
  participate in developmental courses
  and services.
Source : League for Innovation & NCDE (2002)




One in four community college students
 earns a degree or certificate or
 successfully transfers
     Adult Basic Education Data

 90 million adults lack the academic skills
  to enter community colleges
 2.5 million adult enroll in Adult Basic
  Education programs annually
 Only 2% Adult Basic Ed./ESL students earn
  the GED
 Of these only 3% earn a 2-year degree
Source:   Mwase (2008); National Commission on Adult Literacy
  “If we are going to expand
college graduation rates to the
 levels needed we will have to
    work with those who are
   typically unsuccessful or
      unready for college.”
                Source: Boylan
(2011)
It takes a campus to
  educate a student.
         Associate
         Degree
                     Bachelor’s
                     Degree

Some college;
No degree              Graduate or
                         Professional Degree

                       Less than
  High school graduate high
    or equivalency     school

				
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