Practical and Workable
Ideas for
Learning Communities
Julie Phelps, Achieving the Dream (AtD) Project Director
& Professor, Mathematics
Christy Cheney, College-wide Coordinator of Learning in Communities (LinC)
& Professor, Student Success
Valencia Community College now has four major campuses,
two academic and administrative centers, and two more major
campuses in the planning stages.
Criminal Justice Institute
Osceola Campus
East Campus
Winter Park Campus
Sand Lake Center
West Campus
Overview of Presentation

Strategic Planning




Initial Data analysis 2000-2005
3 Gaps Indentified in Success Rates
Targeted Courses, Implementation Timeline & Participation #s
Closing the Gaps

Supplemental Learning (SL)

Learning in Communities (LinC)

Wrap-up
Gaps in Student Achievement
as Identified by Valencia for AtD
Gap 1. Between under prepared and collegeready students
Gap 2. Between racial and ethnic groups
Gap 3. Between success rates in math courses
and success rates in other discipline
courses
Gap 1: Progression and Completion rates are
lower for under prepared students (Fall 2000)
Fall 2000
FTIC Students
n = 3741
n = 966
n = 2775
Gap 1: Progression and Completion rates are
lower for under prepared students (Fall 2006)
Fall 2006
FTIC Students
n = 4011
n = 758
n = 2575
Gap 2: Hispanics and African Americans
fall below other groups; Asians lead
Progression Rates by Ethnicity
FTIC Under Prepared Students - Fall 2000
80%
60%
(Cohort Rate
= 48%)
60%
51%
47%
36%
40%
65%
(Cohort Rate
= 51%)
54%
49%
42%
24%
(Cohort Rate
= 15%)
16% 13%
20%
0%
Complete
Prep in
2 Yrs
Asian/Pac/Isldr
Complete
15 CL hrs
in 3 Yrs
Caucasian
Hispanic
Complete
Degree in
4 Yrs
Afr/Amer
8%
Gap 2: Hispanics and African Americans fall
below other groups; Asians lead
Progression Rates by Ethnicity
FTIC Under Prepared Students – Fall 2006
80%
72%
72%
70%
60%
57%
58%
55%
50%
60%
48%
46%
40%
30%
20%
10%
0%
Complete Prep in 2 Yrs
Asian/Pac/Isldr
Complete 15 CL hrs in 3 Yrs
Caucasian
Hispanic
Afr Am
Gap 3: Math courses dominate the list of
10 courses with lowest success rates
Courses with 10 Lowest Success Rates
All Students - Fall 2004
(Success = Grade of A, B, or C)
( Enrollment) Success Rate
Prep Math Intens
Beginning Algebra
Pre-Algebra
Pre-Calc Algebra
Intro to Programming
Calc (Bus & Soc Sci)
Interm Algebra
Principles of Accntg
Principles of Econ
College Trig
MAT0020
MAT0024
MAT0012
MAC1140
COP1006
MAC2233
MAT1033
ACG2021
ECO2023
MAC1114
0.0%
20.0%
(203) 39.4%
(2,641) 42.3%
(1,855) 43.1%
52.4%
(437)
54.7%
(223)
55.8%
(428)
(2,373)
56.0%
56.4%
(970)
56.8%
(863)
57.8%
(510)
40.0%
60.0%
(Courses = 10,503 enrollments or 12% of Fall enrollment))
Gap 3: Math has high enrollment
and low success rates
AtD Targeted Courses
Developmental



Pre-Algebra
Beginning Algebra
Intermediate Algebra
Gateway



College Algebra
Freshman Comp I
U.S. Government
Strategy Implementation Timeline
2005-06
Phase I
Supplemental
Learning
2006-07
2007-08
2008-09
2009-10
MAT 0012, 0024, 1033
ENC 1101, POS 2041, MAC 1105
Phase II
Linked SLS
Course (LinC)
SLS LinC w/ MAT 0012, 0024, 1033 & w/
ENC 1101, POS 2041, MAC1105 as option
Phase III
Linked
Interdisciplinary
Courses (LinC)
Phase IV
Required SLS
Enrollment
ENC1101, POS2041,MAC1105
w/ Other Courses
3 Prep Course Mandates
2 Prep Course Mandate
Under Review
Participants: Spring 2006-2009

34, 223 students (Goal was 25,285)

1,497 class sections

820 faculty and staff (duplicated headcount)
Annual Student Participation
FTIC Degree-Seeking
**Yr 05-06
184
Yr 06-07
678
Yr07-08
905
**Yr08-09
912
0
158
403
380
SLS
400
2264
2822
2825
Any (unduplicated)
533
2640
3539
3491
2003
6723
7880
7415
SL
LinC
Total Students Enrolled
**Note: Year 05-06 includes Spring and Summer only. Year 08-09 includes Fall and Spring only.
Fall Cohort Retention Rates
FTIC Degree-Seeking Students
Fall-Spring Retention
100%
Fall-Fall Retention
90%
80%
75.3%
76.9%
76.1%
76.7%
78.6%
79.9%
81.6%
79.2%
80.5%
79.2%
79.7%
60.3%
61.3%
62.4%
2004-05
2005-06
2006-07
Retention Rate
70%
60%
55.3%
56.8%
56.4%
1997-98
1998-99
58.2%
58.5%
58.7%
58.4%
59.6%
1999-00
2000-01
2001-02
2002-03
2003-04
81.5%
63.8%
50%
40%
30%
20%
10%
0%
1996-97
Fall Cohort to Spring/Fall the Following Year
2007-08
Closing the Gaps
• Overall, success in the 6 Gateway courses
increased by 3% from 2004 to 2008.
• Success gaps between African American and
Caucasian students closed from 13.4% in 2004
to 3.6% in 2008.
• Success gaps between Hispanic students and
Caucasian students closed from 1.8% in 2004
to Hispanic students having higher success
rates than Caucasian students by 4% in 2008.
Activity # 1
• Based upon hearing about the Valencia
experience, what did your data suggest as a
starting point?
Learning in Community
(LinC)
www.valenciacc.edu/linc
Two professors and a success coach collaborate
to combine the content of two courses with
integrated learning outcomes and activities.
Students enroll in both courses at the same time.
LinC Organization

Coordination




Recruiting and Training Faculty/Success Coach





LinC Mixers
Destination
Recruiting Students


Collegewide Coordinator
3 Campus Coordinators
Success Coach Coordinator
Student Services Staff
Orientations
Business Process Analysis (BPA) Timeline
Research Proposal
Atd Strategies: LinC courses

LinC courses: Students enrolled in LinC
courses complete the courses with a grade of
C or better at higher rates compared to nonLinc courses.

This effect is greater for Hispanic and African
American students.
Learning in Community (LinC)
Research Report



Students who enrolled in LinC courses
successfully completed the courses at
higher rates than students in the same
courses that were not LinC’d (10.4%)
This effect was even greater for Hispanic
(11.9%) and African-American (11.6%)
students
The greatest effect was in math courses,
particularly developmental courses
LinC Research Report
Persistence


On average, students in LinC courses
showed higher persistence in the next term
which diminished the term after that and
increased over the next 2 terms
Each cohort has a different pattern of
persistence (needs more time to study)
LinC Research Report
Student Focus Groups




Expressed enthusiasm for relationship
building with faculty and peers
Described the courses as engaging, good
pace and interesting and found it was easier
to ask questions
Cited specific academic and life skills they
gained
Developed connections with college
resources
LinC Research Report
Faculty Discussion Groups


Changes in teaching practice included
increased confidence, more flexibility in
delivering course content, incorporating
success skills, more attention to student
overall development, involving students in
more group work
Comparatively, LinC courses were more
interactive, challenging, students are more
positive, open, engaged and loud
LinC Recommendations

Continuation of LinC courses,
particularly in the four math courses
studied

LinC coordination required
Activity 2
What’s a big idea, essential concept, or real-life problem
that connects your courses, disciplines or student services?
Freshman Seminar
Course
Developmental Math
Course
Reading Course
Student Services
Supplemental Learning (SL)
www.valenciacc/dream/supplearning.asp
SL assisted courses provide students with a
trained peer mentor. The SL leader acts as
a model student in class and leads group
study sessions outside of class.
SL Organization



Coordination
 Collegewide Coordinator
 4 Campus Coordinators
 2 Campuses have student leaders assisting coordination
Recruitment
 Recruiting SL Faculty
 Recruiting and Training SL Leaders
 Recruiting Students
Growth
 Spring 2006 – 35 sections collegewide
 Today, Spring 2009 – over 100 sections collegewide
Supplemental Learning (SL)
Course Success


In each comparison, Fall, Spring and Summer:
 Success (A, B, or C) was higher for SL sections
 Unsuccess (D, F, or WF) and Withdrawal (W, or WP) were lower for
SL sections
Fall Success rates were significantly different for SL sections (*p<.10) for
all ethnicities (N = 65 Instructors, N = 5157 students)
 African American students

All courses: 10.36% higher (p=0.029)
 Developmental: 8.53% higher (*p=0.167)
 Gateway: 15.65% higher (p=0.019)
 Hispanic students

All courses: 7.07% higher (p=0.007)
 Developmental: 7.59% higher (p=0.025)
 Gateway: 6.65% higher (p=0.099)
*With one exception.
Supplemental Learning Research
Persistence



On average, students enrolled in the SL
sections had higher persistence rates
As the size of the cohorts increase, this effect
appears to lessen
The difference in persistence rates between
SL and non-SL students decreases over time

This analysis, however, does not account for
graduation
Supplemental Learning Research
Student Focus Groups
• Overall, students described the SL experience as
positive, and felt that attending SL sessions helped their
academic performance
• Students who did not attend SL sessions gave two major
reasons:
– time of session conflicted with work or other courses
– felt confident in their own ability and did not need the help
• The following benefits of SL were reported:
– learning study skill strategies
– awareness of additional resources (CompHouse, SPA, etc.)
– increased comfort with in-class participation and instructor
interaction
Supplemental Learning Research
Summary and Recommendations

Supplemental Learning appears to have the
most significant effect during the fall semester

Information about the scheduling of SL sessions
at the time of registration may increase student
participation in the sessions

Additional research is necessary to determine
how to implement SL more effectively in
Gateway College courses
Activity 3
Describe the difference between tutoring and
supplemental learning.
Tutoring
Supplemental Learning
Contact Information



Julie Phelps
 Email: jphelps@valenciacc.edu
Christy Cheney
 Email: ccheney@valenciacc.edu
National AtD web site:
http://www.achievingthedream.org