The Making of a Learning Community at Grossmont College What are the ingredients necessary for “success”? Eye of Newt, Toe of Frog, Wool of Bat and Tongue of Dog… Patience… Enthusiasm Persistence… Partners in Crime: Mentors of New Instructors Instructors Creating Assignments, together… To Motivate Students To Encourage Collaborating… And Learning… The Help of Counselors and Support Staff Commitment to the Journey ARCC Data-Fall, 2007-Spring 2008 English 90 Composition—35% success English 90 and English 90R—65% success English 98 Composition—55% success English 98 and English 98R—70% success Research Fall 2001—Spring 2002 English 98 and 110 Sample Size—2,743 RESULTS IN PROJECT LINKS Success --1003 (69.1%) No Success—184(12.7%) Withdraw—265(18.3%) RESULTS IN STAND-ALONES Success—674 (52.2%) No Success—265(20.1%) Withdraw—352(27.5%) Research Continued--Subgroups Minority Students Project Courses: 65.7% success vs.50% Female Students Project Courses: 73.5% vs. 56.7% Low-Income Students Project Courses: 68.8% vs. 46.7 Disabled Students Project Courses: 60.4% vs. 47.4% Project Success Fall 1996-2000 Project Success students—students enrolled in both linked classes: English 103/105 (98/98R) or English 110/106 (110/110R), for a total of 2,083 students. Non-Project Students—students enrolled a non-Project section of English 103 (98) or English 110 taught by the same instructor who teaches a Project section of the same course, for a total of 1,328 students. Research Study—1996-2000 Success Rates for English 103/105 (98/98R) where success is an A, B, C, or Credit grade, and D,F and No Credit grades are not successful Project Success Students: 59.8% success Non-Project Students: 43.5% success Research Retention Rates Project: 81.5% vs. 66.5% Persistence Rates (to subsequent semester) Project: 70.4% vs. 66% Transition and Success to Next English Level Project: 54% vs. 42% (transition) Project: 62% vs. 59% (success) Research Success Rates for English 110/106(110R) Project Students: 67% vs. 63% Retention Rates Project Students: 82.9% vs. 77.1% Persistence Rates Project Students: 75.5% vs. 64.7% Transition and Success in Next English Level Project Students: 34% vs. 20% (transition) Project Students: 61% vs. 48% (success) Considerations: Research first: What courses have the poorest success rates? Are there courses that students tend to enroll in concurrently? When “looking to link,” consider courses with high enrollments and/or courses that are required (Pathways) Develop recruitment tools. Schedule courses back-to-back and on the same day If possible, schedule instructors so they may visit each other’s classes Consider “Freshman Experience approaches” which require enrollment in a full load of courses Consider linking developmental courses with curriculum focused on specific vocational/career goals Start small: think quality not quantity Consider first working with individual instructors in other content areas to share what you teach, what your students need, and how you can help each other teach those concepts to your students in a constructive context (integrative learning) Because When Every Student Counts, Every Student Succeeds “Learning is not merely the memorization of dates and facts. Learning is when one comes upon knowledge, questions it, analyzes it, and applies it to his or her life. The cluster was an enriching experience that I will not soon forget. The words of my instructors will echo in my head for years. Never have I changed so much in such a short period of time.” Ryan Doyle, Grossmont student