REDWOODS COMMUNITY COLLEGE DISTRICT Meeting of the First Year Experience (FYE) Committee February 14, 2013, 1:15 – 2:30 p.m., SS-104 AGENDA AND NOTES FYE Mission Our mission is to improve the retention, persistence, and success of first year college students. Present: Natalie Barbero, Sheila Hall, Pam Kessler, and Erin Wall. 9. Call to Order: Sheila called the meeting to order at 1:20. 10. Review Notes from January 24, 2013: Approved 11. Action Items: None 12. Discussion Items: 12.1 Review revisions to new student letter/email: Everyone liked the revisions that were made to the letter. This letter is the first communication that is sent to all new students. The letters are mailed to students once a week and the students’ email accounts are activated at the time the letters are mailed. In the letter we have clarified the steps students need to follow. The following suggestions were made to the new student letter: Step 2: It was suggested that we capitalize and italicize the last sentence that tells the students they are required to check their email on a regular basis. Step 3: It was suggested we add a statement saying the following: “You are required to take the math and English placements to assure you are placed in the correct classes.” It was suggested we include a flowchart of the steps that students need to complete as part of the follow-up letters that will be sent to new students. 12.2 Math and English placement process: Everyone agreed that the placements need to be given at CR, except for out of the area students. The testing environment needs to be controlled. Disadvantaged students can best be served if they take the placements at CR. It was suggested the ASC set up a schedule that is convenient for students to take the placements and also offer placements by appointment. We could designate special placement testing times and orientations for special groups (EOPS, TRIO, etc.) on our campus. Students need to take the placements before they meet with an advisor. We need to get the students attention about the importance of placements. Sheila reviewed the placement information. We proposed some new language for the ASC placement website. The following changes were suggested: Use the word “placement” instead of “assessment.” Under Math and English Placement Information, add a statement that says the following: “You are required to take the placements to assure you enroll in the correct classes.” Also add a statement that says it is highly recommended that you spend some time studying for the placements. Move the math and English placement review information and links to the area below the statement about the importance of studying for the placements. Sheila showed everyone an example of the Accuplacer student placement report. If the student doesn’t think this report is accurate they should speak with an academic advisor. Erin suggested we give the students a document showing the high school course equivalent to the English and math classes at CR. This could be given to the student before they take the placements. It was suggested we give the student a document that shows the placement sequence and include a statement about the opportunity to reassess. Sheila reviewed the math and English sequence chart that is in the CR catalog. Sheila reviewed the placement retest process. There are questions about the process of how students request a retake of the placements. We need to clarify what is going on between placement testing and advising. New students must take the placements before they meet with an advisor. Sheila would like to offer multiple placement test and orientation options, all in one day and separate day. Whatever works best for the student. Sheila will put together a document about what students need to do next (a flowchart). Sheila will invite MaryGrace to the next FYE meeting (February 28) to discuss this process. The discussion was tabled until the next meeting. There was a discussion about the possibly of Reading 360 being eliminated and how this could impact students. It was recommended that a Student Services’ policy be developed for advisors on how to advise students if Reading 360 is not offered. 12.3 Orientation video outline: Sheila reviewed the components of the orientation video. The video is about eight minutes long and is a talk show theme with students and staff. There was a discussion about the enrollment process area of the video. Pam suggested the information about placements appear before the financial aid information. It was suggested we emphasize that financial aid is not supposed to be a student’s main source of income, and we should include something about the consequences of not having books for class. Sheila said she will review the video. 12.4 Review fee notice, information to students about D-Reg: D-Reg will be discussed at the next meeting. 13. Reports: 5.1 Student representative requested: Sheila said we would like a student representative on the committee. A student will contact Sheila about this. 14. Future Agenda Items: 14.1 Summer/Fall course scheduling to support FYE: Sheila said GS 6 classes and two sections of online GUID 8 Career Planning classes will be offered this summer. Math Jam will also be offered. Extended orientation classes (1/2 unit) might be offered during the summer to help students develop Student Education Plans. 14.2 Student Success Task Force Recommendations Status: Was not discussed. 15. Announcements: None 8. Adjournment: The meeting adjourned at 2:30 p.m. (Draft)FYE 2013 Pilot of Revised Multiple Measures Process Student takes Accuplacer and places into Math 380 (What are the personal information questions at the start of Accuplacer?) Student meets with an Advisor (Math Faculty?) to review their math history including their high school transcript. (High School students to bring unofficial high school transcripts to the placement test?) Student who has taken course work of Algebra II or higher in high school Orientation Components (Draft) within the last 5 years and completed it with an A or B (as verified through transcripts) is advised with the following two options: 1) Remediate through 302, or 302 followed by 303, to get back to where they left off in their mathematics education either during the summer or the Fall. Students will take the Optimath Placement at the end of each course and must pass to move up in placement. 2) Referred to the Math Jam site to review themselves and then reassess with the Optimath Placement instrument within one semester. Students with no prior experience in Intermediate Algebra, or students who took Intermediate Algebra but received a grade of C or lower, retain Math 380 placement. Orientation Components (Draft) Upon completion of an orientation session, students will be able to: Recognize college resources that will support academic success Identify a course of study and develop a Student Education Plan Demonstrate knowledge of at least three possible academic goals at College of the Redwoods Demonstrate profeciency with CR technology tools (e.g. MyCR/Sakai, student email, and WebAdvisor).* *This outcome could also be offered in “mini” workshop or drop-in sessions during the summer, and during the two weeks before and after the semester start. 1. 2. 3. 4. Two-hour orientation session will include: Video Overview of degrees First semester of success – a prescriptive schedule based on individual skill level, course success rates, and course of study Login to Web Advisor o Review academic program, advisor will change program if needed o Run program evaluation (degree audit) and explain o If the Student Course Planning Worksheet is available, students will identify courses and terms to develop an initial SEP o If the Student functions of Web Advisor are not available, advisors will identify courses and terms to develop an initial SEP Student registers for classes A distance education component and/or version is in the planning stages now.