Connect2Complete:
Integrating Service-Learning and Peer Advocacy
into Developmental Education Courses
March 2015
Agenda
[Add your agenda here]
Developmental Education (DE)
DE courses are designed to get underprepared
college students ready for college-level coursework.
College Success Courses
Courses that address the non-academic skills that
many students come to college lacking.
What do we know about developmental education?
Background
Connect2Complete
Campus Compact seeks to educate citizens
and build communities by advancing civic
engagement and the civic purpose of higher
education through a national network of state
affiliates, member institutions, and partners.
Sub-Grantees
Florida
Ohio
Washington
Florida Campus
Compact
Ohio Campus Compact Washington Campus
Compact
Broward
Cuyahoga
Big Bend
Miami Dade
Lorain County
Edmonds
Tallahassee
Owens
Green River
C2C Evaluation – Brandeis University
Goals
1.Evaluate success of the program
2.Identify best practices
Methods
- Aggregate student record data
- Surveys
- Interviews & focus groups
The C2C Model
Target Population: C2C Students
Low-Income Students
Economically disadvantaged populations are found to persist and/or
graduate at lower rates than their affluent counterparts (Bailey, Jeong and
Cho, 2009).
Developmental Education Students
70% of community college students test into one or more developmental
education courses. Less than 25% of these students earn a degree or
certificate within 8 years. Non remedial students graduate at a rate of
almost 40%.
Developmental Education Students are often Low-Income
Students in the lowest socioeconomic status quintile are far more likely to
enroll in DE than those in the highest quintile – 63% compared to 25%
(NCES).
C2C
•ServiceLearning
•Peer
Advocacy
Mediating
Relationships to
Student Success
•Academic,
personal &
spiritual
development
•Development of
social networks
•Enhancing
cultural identity
•Developing
critical civic
consciousness
Outcomes: Student,
Faculty and Peer
Advocate
•Student outcomes
•Increased persistence/graduation
•Movement into PA roles
•Increased civic skills
•Faculty Outcomes
•Deeper engagement with students
•Increased satisfaction with
teaching
•Great use of service-learning
pedagogy
•Peer Advocate Outcomes
•Increased persistence
•Increased sense of self as a leader
C2C Model – Course-Based
Service-Learning
Peer Advocates (PAs) collaborate
with faculty to support C2C students
with s-l during class time and during
service projects.
Peer Advocacy
As mentors, advisors and advocates,
PAs support C2C students formally
and informally during and outside of
class time.
Primary Campus Players
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C2C Design Team
Director/Coordinator of C2C Program
C2C Students
Peer Advocates (PAs)
DE and College Success Faculty
Peer Assisted Service-Learning
C2C is Course-Based – Academic Affairs Is a Key Player
Service-Learning does the following:
1.It reaches students where they are —in the classroom.
2.It unearths students’ assets.
3.It reaches students who may not otherwise seek support.
4.It builds connections with faculty.
5.It makes classroom learning relevant and purposeful.
6.It increases participation in community engagement.
7.It’s cost effective.
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Standards for Peer Assisted Service-Learning
• Faculty require student participation in s-l activities
• Critical reflection occurs before, during and after
service activities
• Service activities are connected to coursework and course
objectives
• Coursework incorporates civic learning outcomes
• Learning is documented through writing, video, art,
photography or other artifacts
• PAs take on leadership roles in facilitating s-l activities
Service-Learning for a Changing Student
Population
• Campus as community
• Student interests as synonymous with community
needs
• Making service-learning accessible to all students
Recruiting & Supporting Faculty
• Examine institutional data for DE courses with low
pass rates
• Those with credibility with faculty recruit
interested faculty (i.e. other faculty)
• Provide faculty training/resources
• Institutionalize faculty learning communities
C2C Faculty Fellows Community of Practice
• Interact and build relationships
• Accumulate and disseminate
knowledge
Role of the Peer Advocate
Peer Assisted Service-Learning
• Introduce C2C students to service-learning pedagogy
• Develop/maintain relationships with community or campus
partners
• Facilitate reflection
• Plan workshops connecting service/coursework to civic
learning outcomes
DE English students serve as conversation
partners with ESL students
Edmonds Community College
Dev Ed English students conduct “food field research” and
develop proposals for campus sustainability projects Edmonds Community College
DE math students conduct a food drive
Green River Community College
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SLS students prepare meals for the homeless –
Miami Dade College
Other Service-Learning Examples with Developmental
Education Courses
• Dev Ed English students record children’s books on a CD for
a preschool at the Cleveland Sight Center – Cuyahoga
Community College
• Dev Ed English students create resource booths –
Cuyahoga Community College
• Dev Ed English students conduct oral histories – Edmonds
Community College & Cuyahoga Community College
Peer Advocacy
Role of the Peer Advocate
Peer Advocacy
• Explore identities, life experiences, self-concept to
help develop a college staying identity
• Encourage development of relationships
• Orient C2C students to services and resources
• Help C2C students develop college know-how
• Guide C2C students in ways that make college life
easier
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What is NOT the role of the PA?
- PAs are NOT tutors
- PAs are NOT primarily teaching assistants for
faculty
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What is the PA role in the classroom?
•PA attends class weekly – length of time in class varies
•PAs work with faculty to develop a plan for integrating PAs
into the classroom that includes:
– Instructor generated ideas
– PA generated ideas
– Co-created ideas
– C2C program generated ideas
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In what other settings do PAs support peers?
•Meet with groups of students outside of class
•Meet with students one-on-one outside of class
•Support students during service-learning projects
•Accompany students to campus events
•Facilitate discussion in course connected online forums
•Phone, text, email
•Social media platforms – Facebook
•Video – in online courses
Peer Advocate Orientation, Training, Support,
Supervision & Celebration
• Orientation: Pre-term retreat style, hands-on orientation
• Training: Weekly credit-bearing course or non-credit
meetings
• Supervision & Support: regularly scheduled meetings for
consultation among peers and staff, PA
guides/resources/tools, review and reflection on PA
tracking forms
• Celebration: course-based and college-wide
Peer Advocate Incentives
Compensation
• Federal Work Study funds
• Scholarships
• Minimum wage pay (at a minimum) as a student worker
• Ed Awards
Incentives
• Free credit-bearing leadership development training
• Faculty references, opportunities to present at conferences,
early registration, recognition, access to campus resources,
transcript notation for service, early registration, resume
Essential C2C Components for Colleges
1. Integrate s-l and peer advocacy into DE or college success courses.
2. Serve students enrolled in at least one developmental education or
similar course designed to support underprepared students with
getting ready for college-level coursework.
3. Establish a system to provide faculty with training and prof dev on s-l
and peer advocacy. Compensate faculty in C2C leadership roles.
4. Provide s-l and peer advocacy training for PAs.
5. Compensate PAs.
6. Identify/hire staff responsible for program coordination.
7. Develop a program that can support students for multiple semesters.
Launching C2C at Your College
Launching C2C: Steps for Colleges
1. Assess Institutional Readiness
2. Gather information about DE at the state/college
levels
3. Conduct C2C Program Planning
 Develop C2C Design Team
 Develop a C2C Logic Model/Theory of Change
4. Program Implementation
Assessing Institutional Readiness
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Experience with and resources for implementing s-l and peer advocacy
Strategic plans/mission statements that support this work
History of offering high quality professional development for faculty
Champions across campus
Effective communication pathways across campus units
Capacity for data collection, analysis and use
• What activities can campuses undertake to develop readiness?
• How can C2C be implemented on a smaller scale while the institution
better prepares itself to support C2C?
Repurposing & Leveraging Resources/Staff &
Integrating C2C with Existing Initiatives
• Organize civic engagement center around C2C goals and
leverage existing Center staff
• Integrate C2C into existing Dev Ed reform initiatives &
student success initiatives
• Leverage work study funds/other funds for PA pay
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Evaluation Data
Impacts on C2C Students
Source: C2C student Record Data Spring 2012- Spring 2014
from 5 of 9 colleges
C2C Student Academic Self Confidence
Outcomes
Mean Before
Mean Now
I will pass all my writing courses***
2.84
3.02
I will pass all my reading courses***
2.93
3.10
I will pass all my math courses***
2.75
2.94
I will improve my GPA***
2.77
2.90
I will complete my developmental/ gateway courses by next
term***
2.73
2.88
I will apply to become a peer advocate***
2.17
2.37
I will re-enroll in this college next term***
3.06
3.15
I will achieve my academic goals***
2.95
3.06
I will achieve my career goals***
2.94
3.08
I will pursue a career that will help my community***
2.86
2.99
4 Point Scale: 1 "Not Likely" to 4 "Very Likely". *p < .05, **p <.01, ***p <.001
Source: C2C student surveys Spring 2012- Spring 2014
Quality of Relationships with Campus
Stakeholders
Outcomes
Mean Before
Mean Now
With Other Students***
2.91
3.32
With Faculty Members***
2.94
3.27
With Staff at the Financial Aid Office***
3.01
3.25
With Advising Center Staff***
2.98
3.22
With Writing Center Staff***
3.24
3.43
With Math Center Staff***
3.25
3.44
With Counseling Center Staff***
3.22
3.40
5 Point Scale: 1 "Very Negative" to 5 "Very Positive" *p < .05, **p <.01, ***p <.001
Source: C2C student surveys Spring 2012- Spring 2014 from
5 of 9 colleges
Impact of S-L on C2C Students
(% indicates C2C students who “Agree” and “Strongly Agree”)
•
Showed me the importance of political participation. (90%)
•
Increased my understanding of concepts taught in my classes. (61%)
•Showed me the impact I can have on solving problems that face my local
community (64%)
• Motivated me to improve my community by being more involved in the near
future. (61%)
• Made me aware that I am able to see a situation from someone else’s point
of view. (61%)
Source: C2C student surveys Spring 2012- Spring 2014
from 5 of 9 colleges
Impact of Peer Advocate on C2C Students
(% indicates C2C students who found their PA “somewhat” and “very helpful”)
• Supports for engaging in the broader community through service-learning. (59%)
• Adjusting to college social life. (59%)
• Learning about others on campus who can help me with personal challenges. (59%)
• Learning about academic support services (e.g. writing lab). (63%)
• Providing an example of someone who is succeeding in college. (61%)
•Support for success in my college course(s). (64%)
•Making connections to helpful students. (61%)
Impacts Identified from Qualitative Data
•Helps students connect with each other and the campus
•Increases students’ civic skills and awareness
•Enhances self-perception, motivation, optimism and
confidence
•Increases attendance
•Develops transferable skills
•Develops sophisticated writing
Impacts on Peer
Advocates
Impact of Leadership Training on PAs
(% indicates C2C students who “Agree” and “Strongly Agree”)
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Helped me be more knowledgeable about college resources. (90%)
Helped me be a more effective PA. (92%)
Improved my self-confidence. (91%)
Provided support for engaging in the broader community through service (84%)
Helped me clarify my educational goals. (76%)
Helped me adjust to the academic demands of being a student. (75%)
Helped me with my overall adjustment to and success at college. (74%)
Helped me adjust to social life, including clubs and organizations. (72%)
Source: C2C student surveys Spring 2012- Spring 2014
Impact of S-L on Peer Advocates
(% indicates C2C students who “Agree” and “Strongly Agree”)
•
Showed me the importance of political participation. (78%)
•
Increased my understanding of concepts taught in my classes. (75%)
•Showed me the impact I can have on solving problems that face my local
community (91%)
• Motivated me to improve my community by being more involved in the near
future. (75%)
• Made me aware that I am able to see a situation from someone else’s point
of view. (77%)
Source: C2C student surveys Spring 2012- Spring 2014
from 5 of 9 colleges
Impacts on Campus
Practices, Policies &
Culture
Impacts Identified from Qualitative Data
• Peer advocacy and service-learning are seen as important
retention strategies.
• C2C was instrumental in efforts to change the culture on
some campuses.
• For campuses in early stages of adopting s-l, C2C
complemented efforts to integrate s-l/experiential ed into
the campus.
• C2C increased faculty and administrators awareness of
students as an underutilized resource and of the value of
peer-to-peer connection and support.
Small group discussion
Administrators/staff: What strategies would you like to bring back to your
campus to support DE faculty with integrating service-learning and peer
advocacy into their courses? How might you prioritize this student
population and connect service-learning to retention initiatives on your
campus?
Instructors: What are the opportunities and challenges with incorporating
service-learning and working with peer advocates in your DE courses?
What strategies would you like to bring back to your campus to integrate
service-learning and peer advocacy into your courses?
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C2C Videos
Tallahassee Community
College
Owens Community College
Big Bend Community College
Q&A