BSI Strand A Meeting Minutes November 6,2013 (S-215 from 3:00-4:45 PM)

Transcription

1 BSI Strand A Meeting Minutes November 6,2013 (S-215 from 3:00-4:45 PM) Attendees: Micki Bryant, Shelly Jaffray, Martha Vargas, Melanie Mowrer, Kathy Walczak, Matt Beyersdorf, Elissa Hassel, George Sweeney, Krystal Meier, Christine M. Leon, Lynn Marecek, Steve Bautista, Mary Huebsch, Karen Dennis 1. Approval of October minutes: The minutes were approved with one change. The allocation of $199,567 must be spent by June 30, 2015 not Upcoming Strand A Meetings Tuesday, December 3 3:00 to 5 p.m. Spring meeting dates TBA TBA 3. Budget Proposal results and discussion for proposals submitted for spring 2013 and/or fall 2013 and/or spring 2014 for the report and action plan. BSI Budget proposals #1-7 for were approved (see comments below). The committee requested that more information about benefits for basic skills students be provided for Proposal #8 and that this proposal be resubmitted. As in past years, the proposals for the Math Center and FEP were ranked the highest by Strand A members. We reiterated the need to institutionalize support for these programs and for the Learning Center. (See Strand A recommendation #1 below.) The approved proposals and the amounts approved are as follows: o #1 Math Redesign Planning FIG $9000 (spring 2013): This Faculty Interest Group will focus on developing curriculum, including the software course and supplemental instruction, for the new combined elementary and intermediate algebra course. Currently, over 1900 students are enrolled in these two courses each semester. o #2 Math Pilot Redesign FIG $9500 (fall 2014-spring 2015): This FIG will consist of faculty teaching the fall/spring pilot classes for the new elementary and intermediate algebra (Math 60/80) combined class. FIG members will share their activities and challenges in the course, conduct research on ways to improve their pedagogy, analyze and assess their current activities, and plan for future courses of action. In the spring semester, FIG members will also discuss training activities for new instructors as well as any recommended curriculum changes.

2 o #3 Fast Track Accelerated Model $18,500 (fall 2014-spring 2015): Two additional evening math cohorts will be added for a total of four semester-long evening cohorts and two yearlong day cohorts (approximately 150 students total). All cohort students will receive individual counseling support along with counseling support before the semester begins (new, Counseling N45) and during the semester (Counseling 111). Fast Track cohorts will be coordinated through the FEP/LC II program. Students in Fast Track cohorts have consistently passed basic skills math and English courses at higher rates than departmental averages and by 20%-33% higher rates in the case of all but one math class. Former cohort students are also passing transfer-level math classes at significantly higher rates than non-cohort students. Fast Track can be scaled up further with the implementation of the new math curriculum (see proposals #1 and 2 above). Both acceleration and counseling are essential components of the success of Fast Track cohorts. Student evaluations show that students in the cohorts who are unable to participate in the counseling classes and appointments are struggling with math o #4 Instructional Services FIG (title changed from Tutor Training FIG) $20,480 (spring 2013-spring 2014): The Math and Learning Center Coordinators will lead a FIG that will explore and initiate implementation of best practices for SAC instructional services. FIG members will attend conferences and participate in FIG meetings and FIG activities. Long term goals: establish an inventory of campus supplemental learning services needs, explore ongoing funding opportunities and models for SAC learning centers, develop a plan for the coordination and assessment of the centers, provide a comprehensive CRLA certified-si/tutor training program for new tutors across campus disciplines. Measurable outcome added to proposal: development of a comprehensive plan with timelines for SAC instructional services. In addition to the Math and Learning Center Coordinators, the FIG will include faculty representatives from CTE, EOPS, English or Reading, Science, MESA, DSPS, and SCE. The SCE FIG member will be funded by SCE BSI funds. o #5 Math Center $48,800 (spring 2014-spring 2014): Math tutors will make Basic Skills Math Workshops and individual and small group tutoring available for approximately 3000 basic skills math students each semester. Math students who participate in Math Center activities have lower withdrawal rates and pass their courses at significantly higher rates than

3 students who do not participate. Additionally, the research literature has demonstrated that student interaction and group support like that provided in the Math Center is integral to mathematics success. Success in mathematics will dramatically impact overall student success at SAC by eliminating a major obstacle to transfer and degree success for many students. o #6 Freshman Experience Program/Learning Communities II $84,000 (fall 2014-spring 2015): Approximately 750 students and faculty members will benefit from collaborative planning for students and professional development activities in FEP/LC II. The program will be expanded with two new evening cohorts and a CTE cohort in Business Applications. The year s activities will focus on incorporation of integrative assignments with high impact educational practices and integration of technology into professional development and teaching practices. All SAC faculty will be invited to learn about these activities at November and April meetings. Additionally, a new website/blog will be developed for all faculty who have an interest in professional development in the areas of high impact practices and technology integration. With one exception, FEP pass rates in basic skills math and English classes exceeded non-fep pass rates in and Furthermore, data shows increases of 6-40% in pass rates for FEP classes from to Faculty and student survey results show that FEP/LC II positively impact the academic behaviors of basic skills students, the professional development of basic skills faculty, the connection between counselors and instructional faculty, and instructional practices with basic skills students has won the o #7 English Department Writing Placement Test $4,680 (spring 2014): The English Department has determined that the placement test it is currently using, the Writing Placement Test (WPT), is placing some students inaccurately and should be replaced. The department will review writing placement tests used by other community colleges, including a test used by Moorpark College and Accuplacer, and select an appropriate instrument for SAC. The department will also consider placement by high school transcripts as has been implemented at Long Beach City College and student selfplacement, which is being used at Moorpark College. Strand A members suggested the English Department include faculty or staff from the Testing Committee in this project to replace the

4 WPT. In particular, the department may wish to consult with Maryanne Anthony and Beverley Birnbaum. 4. Budget Review BSI funds allocated in and must be spent by June 30, We are currently budgeting for $316,270. After subtracting estimated leadership costs and approximately $195,000 for projects approved November 7, as much as $80,000 in uncommitted funds remain in the budget. Note that this amount includes funding for a BSI researcher and BSI Strand C (professional development) leader, positions that we have not filled for or We decided to reopen the budget proposal process in order to plan for spending the additional $80,000. Strand A members may be applying for funding for the Learning Center, English and/or Math Boot Camps, faculty and/or student workshops, a math computer classroom for the new combined elementary/intermediate algebra course, validating a new writing placement test. This second round of proposals is due January 31 st. Note that additional funding may be available if the Math Center and FEP receive support from the SAC general fund. Changes adopted on the Budget Development Worksheet: a line will be added to the worksheet for a proposal title and the word Outcomes will be added after Anticipated Impact on the worksheet. (See attachment to these minutes.) 5. Continued discussion of Strand A recommendations to Student Success Committee. Recommendation 1) below will be forwarded to the Student Success Committee. Karen noted that SCE tutoring that was originally funded by BSI has now been institutionalized. Sara Lundquist is working with Mark Liang and Admissions and Records on determining math, English, and EMLS enrollment needs for entering students. This information will be available at the Student Success Committee meeting on November 14 th. Strand A will discuss Recommendation 2) further upon receipt of this information. Karen Dennis reiterated the need for adequate course offerings for students transitioning from SCE to SAC as well. 1) Santa Ana College should provide support from the general fund for the Math Center, the Learning Center, and the Freshman Experience Program. These centers and this program provide a proven means to success for Santa Ana College students. (Approved 10/2/2013) 2) Santa Ana College should prioritize offering enough math, English, and EMLS courses each semester to match student placements in these courses and to support student demand for

5 these courses. Successful completion of these foundational courses is essential if students are to succeed in transfer level and CTE courses. 6. Status of BSI Strands/Projects (5 minute limit per item) The projects below for Strands B and D were considered in our discussion of the proposals for BSI funding. Strand A: BSI Program Assessment Mary passed out the BRIC Technical Assistance Program Inquiry Guide Assessing Basic Skills Outcomes We will discuss adopting this guide at our December meeting. ( Steve noted that the part-time researcher hired for the STEM grant had difficulty accessing data in the Datatel Data Warehouse and that this researcher left after a few months for a full-time researcher job. George suggested training faculty members to access this data themselves. Strand B o Fast Track (Bryant/Vargas) o FEP (Bautista/Marecek/Sosta) Strand C : Faculty have attended the 2013 Strengthening Student Success Conference, the CATESOL Conference, and the national AMAYTC (math) Conference this fall. Takeaways for the recently attended conferences will be shared at the December Strand A meeting. o Lynn shared that math department faculty, particularly new and adjunct faculty, appreciated being sent to the AMAYTC Conference. o Melanie noted that a resolution about lack of support and access for lower level ESL students was drafted at the CATESOL Conference and will be presented to the ASCCC (Academic Senate of the CCCs). Martha mentioned that some students are also being marginalized at the transfer level with the change in the minimum GPA for transfer to CSUs this year from 2.5 to 2.7. Strand D o Math Center (Sweeney) o Math Department Course Redesign (Marecek) o SAC Learning Center (Jaffray/Walczak/Beyersdorf) o SCE/SAC Transition Program and Contextualized DLAs for Occupational Therapy(Mowrer) o RA Research (Castillo) (tabled until December meeting) 7. NAGGING QUESTIONS:

6 Should Basic Skills education be a clear priority in our college? How can we achieve this? Are we providing support services, particularly counseling services, that are substantial, accessible, and integrated with academic courses/programs? If not, how can we achieve this? How are our Basic Skills programs being evaluated? Are our Basic Skills programs being evaluated effectively? Mission: The mission of Santa Ana College is to be a leader and partner in meeting the intellectual, cultural, technological, and workforce development needs of our diverse community. Santa Ana College provides access and equity in a dynamic learning environment that prepares students for transfer, careers and lifelong intellectual pursuits in a global community. Vision Themes of Santa Ana College: I. Student Achievement; II. Use of Technology; III. Innovation; IV. Community; V. Workforce Development; VI. New American Community BSI Mission Statement: The mission of Santa Ana College Basic Skills is to ensure that all students have access to and success in programs, services and classes that will help them obtain and/or accentuate the foundational skills that will help them achieve their academic and career goals.