GIVE STUDENTS A COMPASS,
PHASE II
PILOT SITES
EAST LOS ANGELES COLLEGE
CSU LOS ANGELES
PRESTIGE
PRogress and Engage Scholastically Through Integrated General
Education
CSULA
East Los Angeles
College
Chemistry
English
Stats
PRESTIGE Program
Vision: College students [and community
members] see the value of chemistry [science]
in their lives and advocate effectively for
themselves and their own communities.
Goal: Multiple high impact practices will be
integrated into parallel GE courses at ELAC and
CSULA to increase student success and transfer.
Strategies:
• 3 linked GE cohorted courses
• Environmental science theme (contextualized
learning of foundational skills)
• Community engagement (partner: YMCA)
Chemistry
Chemistry
Seminar
CSULA
English
Statistics
East Los Angeles College
English
Statistics
CSU Los Angeles
PRESTIGE is supported by:
Chemistry
English
Stats
‘Give Students a Compass’ (www.calstate.edu/app/compass) and The Rosalinde and Arthur
Gilbert Foundation
This material is based upon work supported by the Corporation for National and Community
Service under Learn and Serve America Grant No. 10LHPCA001. Opinions or points of view
expressed in this document are those of the authors and do not necessarily reflect the official
position of the Corporation or the Learn and Serve America Program
•CSULA Academic Affairs, Student Affairs, Colleges of Arts & Letters and Natural and
Social Sciences, Office of Community Engagement
•ELAC Academic Affairs, Student Services, Foundation
Proposal and curriculum design faculty:
PRESTIGE
Chemistry
CSULA
Silvia Heubach (Mathematics)
Alison McCurdy* (Chemistry & Biochemistry)
Patrick Sharp (Liberal Studies)
Wayne Tikkanen (Chemistry & Biochemistry)
ELAC
Alex Immerblum (English)
Veronica Jaramillo* (Chemistry)
Mona Panchal (Mathematics)
Amanda Ryan Romo (English)
Shana Scherzer (English)
English
Stats
OXNARD COLLEGE
CSU CHANNEL ISLANDS
Sophomore Seminar Transfer Pipeline
Oxnard College
COMM R113R
Intercultural Communication
•GE D7 (Interdisciplinary, social,
behavioral science)
•Transfer transition
•OC-CI peer relationships
•Part of SB 1440 COMM transfer
degree
UNIV 250 Serve and Learn as Active
College Students
•GE A3 (critical thinking), D (social
science), E (self-development)
•Introductory interdisciplinary
•Service-learning
linking courses: faculty
development, writing intensive, shared service-learning projects
& shared assignments, folioCI rubrics for outcomes assessment,
CI peer mentors/reflection leaders lead Dolphin Interest Groups,
folioCI presentation portfolios
Changing Contexts
Oxnard College
•strengthening relationships between
institutions, building transfer pipeline
•developing assessment model for
course-level SLOs
•working out logistical issues through
pilot:
– campus-wide stakeholders’ buy-in
– choosing initial faculty
– building service learning infrastructure,
shared MOUs
– transportation issues for students
– strengthening Writing Across the
Curriculum
•this semester a COMM class, next time a
different discipline – opportunity to
deepen the pipeline across campus
•outcomes-based GE system,
students achieve credit for GE by
demonstrating learning of
outcomes
– not bound by 3 or 4 unit courses,
breaks seat time
– outcomes integrated &
scaffolded into courses across
the curriculum
•folioCI measuring:
– CI Graduate Characteristics
– WASC core competencies
CSU Channel Islands and Oxnard College
Pilot Site, COMPASS Phase II
•
•
Sophomore Seminar Transfer Pipeline links Oxnard College
“Intercultural Communications” class with CSUCI “Serve and
Learn as Active College Students” class during Spring 2012
semester.
Service Learning Orientation held at CI Campus on January 26,
2012.
–
–
–
Students from both seminar classes met for the first time.
Students interacted with community partners and learned about
service projects.
School on Wheels, Garden Share/Join the Farm, Food Share, Inc.,
Cabrillo Economic Development Corp., Smile on Seniors, Ventura
County Homeless and Housing Coalition.
OC CONDORS
CI DOLPHINS
COSUMNES RIVER COLLEGE
CSU SACRAMENTO
COsumnes-SAcramento State (COSA)
Transfer Project
Carpool Lane on the 99
• seminars (freshman and transfer) at both institutions focus on
advising, mentorship, and the LEAP Essential Learning
Outcomes
• e-portfolios that follow students from CRC to graduation
• Transfer Learning Collaboratives- 3 course GE/GR completion
What we have done..
• Capacity Building
• Campus constituency
groups
• Establishment of the
transfer club
• Contact with students
who have applied for
admission to Sac State
for Fall 2012
• Outreach to CRC alumni
• Development of
Portfolio ‘handbook’
and club “curriculum”
• Piloted use of
eFolioWorld
• Identified Co-Sa TLCs
– GUAR
– GE Area Certification/GR
req met
• SPRING 12 - COHORT 1: IMPLEMENTATION OF
CRC LEARNING COMMUNITY
• SUMMER 12 - SPECIAL ORIENTATION AT CSUS
FOR COSA TRANSFERS
• FALL 12 - COHORT 1: IMPLEMENTATION OF
CAPSTONE SEQUENCE SEMINAR 1. COHORT
2: IDENTIFICATION OF COHORT 2
CITY COLLEGE OF
SAN FRANCISCO
SAN FRANCISCO STATE
UNIVERSITY
Master Slideshow Metro FN
Metro Academies are
A redesign of the first two years of college…
‘schools within schools’
of 140 students each, located at both
community colleges and
universities—4 currently.
Academies lead to
two-year and especially
four-year degrees.
Our mission….
To increase equity in
college completion
through engaging, supportive,
rigorous, and
socially relevant education
Basic Metro Design
Essential Element #9
Faculty Learning Community
• Model and practice interactive teaching methods
• Trouble-shoot student issues
Student & Program Evaluation
SF State FTF 09/10 Cohort (66)
All FTF (4032)
Matched comparison (294)
• Persistence into third semester at CCSF
CCSF State FTF 10 Cohort (31)
* Data compiled and analyzed by Steve Spurling, Division of Research and Policy,
CCSF. Institutional baseline = FTF starting in Fall 2010.
•
•
•
•
•
Compass Grant Metro Academies Initiative Activities
• Study the cost efficiency and sustainability
Use Efolio to directly measure student learning
Develop Dashboard Indicators of student success
• Add to web-based toolkit
•
•
•
•
Scalability guidelines using redeployment
Efolio guidelines
Integrate VALUE rubric in curriculum tool kit
Guidelines for student success indicators
Thank you!
Master Slideshow Metro FN
CABRILLO COLLEGE
HARTNELL COLLEGE
CSU MONTEREY BAY
A Pilot Project of Give Students a Compass Phase II
CSU Monterey Bay
Cabrillo College
Hartnell College
Background:
 3-year Lumina grant to collaborate across institutions
to improve developmental writing and mathematics
 Focus on transfer of learning and habits of mind as
well as skill development
 10 faculty from each campus participated in summer
institutes to review research and practices in
developmental education and to create new
instructional materials
 Implementation during the academic year, with peer
observations/feedback and student feedback
Culminating event:
June 8-10, 2012, Seaside, CA
Proposal deadline February 27, 2012
Moving forward with Compass:
• Taking our collaboration and approach from
developmental to college level writing and
mathematics, based on lessons learned:
– To their surprise, writing and mathematics faculty
discovered they have much to learn from each other and
together
– Enhanced learning of mathematics through writing and
writing through mathematics
– Intentional work built strong, sustained, and sustainable
collaboration across institutions
Process:
 Bring faculty together across disciplinary lines
 Explore research and pedagogy for the collegelevel courses that we’re bringing into our
collaboration
 Utilize peer observations and feedback
 Document our work for each other, for our
colleagues on campus, and for colleagues
elsewhere
 Provide regular opportunities to share impact on
teaching and learning
PIERCE COLLEGE
CSU NORTHRIDGE
G.E. Pathways
A COMPASS Collaboration between
California State University, Northridge and Pierce College
G.E. Menu Choices
Most CSUN students (and
Pierce students readying to
transfer to CSUN) view G.E.
as a giant menu with lots of
choices.
Choice can be great
But how do you know
whether to have the burger or
the tofu? The snapper or the
california roll?
Pathways
Pathways: linked courses in G.E. with connections
around a theme
They include: basic subjects and subject exploration
courses
They feature high impact practices: first year seminars,
writing intensive courses, collaborative assignments,
diversity and global learning, service learning
They target: freshman and sophomores
Pathways to engaged learning
2012-2013
Pathways
Social Justice
The Global Village
Sustainability
Pathways to engaged learning
2013-2014 Potential Pathways
• Monsters and Humans
• Food and foodways
Pathways will be opt-in/opt-out
Pathways may potentially lead to interdisciplinary minors
Pierce College student will be eligible for minors with aligned pathways
CSUN and Pierce students will share learning experiences
Retention and transfer
Engaged students stay
enrolled
Meaningful G.E. helps
engagement
LEAP outcomes are core to
this engagement
Keep them in classes during
their first two years
Get (more of) them
successfully from Pierce to
CSUN