Year 1 Title V “Building Pathways to Persistence and
Completion” Research Outcomes Report
The following report is only possible because of the insight and assistance provided by IT and the TitleV staff. When you are referring to the data
from this report, please remember to acknowledge that it was done through the Research and Institutional Effectiveness office in collaboration with
the aforementioned persons and that it was completed on 5/13/2015 . Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE)
Year 1 Title V “Building Pathways to Persistence and
Completion” Research Outcomes Report
Executive Summary
Prepared by Lisa Rodriguez
May 12, 2015
This report is intended to provide supporting data that demonstrates progress towards the grant’s
stated objectives, activities, and components. The outcomes described in this report were
implemented in year one of the Title V grant. At Mt. SAC, year one is measured by an academic
calendar, (Fall 2013, Winter 2014, Spring 2014, Summer 2014), rather than the Federal budget cycle
or a traditional calendar year. Thus, the findings in this document are limited to this timeframe. Most
of the grant’s activities were student centered in this first year. In subsequent years, there are several
planned professional development activities that focus on faculty innovative teaching and counseling
practices.
Report Highlights
 The Adult Basic Education Math and English Summer Boot Camp was among the activities
supported by the grant in year one. The initial findings of this effort are promising. Expansion of
this program is likely as a result.
 The initial outcomes of the AWE preparation workshops held in the Writing Center were also
favorable. 47% of those who participated and also had pre and post placement scores, placed
higher post workshop. Additionally, 100% of the students who participated agreed that they
would recommend the workshop to a friend. The biggest issue facing this activity is student
participation. The data from this project suggests that marketing is a key to getting more
students involved and efforts are underway to increase student usage.
 Results from the Radiology cohort data helped to confirm that tutoring interventions designed
for this student population (night and weekend open-lab design with a professional expert)
have a positive impact on student success in Radiology courses. 100% of tutored students
who participated in a satisfaction survey about this tutoring either agreed or strongly agreed
that it was beneficial.
 A focus group with students regarding communication best practices yielded important
information on their use of mobile and web technologies that will influence the implementation
of new and improved methods of communicating with students.
Appendix
 The appendix of this report contains activity cover sheets which demonstrate the scope of the
projects within the grant this first year (budget, stakeholders, assessment strategies, and
Federal documentation).
Year 1 Title V Research Reports
Table of Contents
Component 1
Enable Students to Make an Informed Choice of Educational Goal
Page
Objective 1
Objective 2
Supporting Reports
Mountie CareerSource Usage Summary Summer 2014
1
2
3
Component 2
Provide Services that Accelerate Students into and Promote Retention in College-level
Coursework
Page
Objective 3.1
Objective 3.2
Objective 4
Supporting Reports
Summer 2014 Adult Basic Education Boot Camp Report
DLA Reports, Winter 2014, Spring 2014 and Summer 2014
Tips for AWE Preparation Workshp Results Year 1
Spring 2014 Tutors in the Classroom Outcomes
Summer 2014 Tutors in the Classroom Outcomes
7
8
9
10
17
34
43
44
Component 3
Create Sustainable and Scalable Cohort Models
Page
Objective 5
Objective 6
Supporting Reports
Spring 2014 Radiology Student Survey Results
Spring 2014 Respiratory Student Success Rates
Summer 2014 Pre-honors English 68 Outcomes
Summer 2014 Bridge Textbook Survey Results
45
46
47
55
56
57
Component 4
Increase and Enhance Communication with Students
Page
Supporting Reports
Student Communication Focus Group Results
63
Component 5
Provide Faculty with Professional Development Opportunities/Resources
Page
Appendix
Year 1 Activity Cover Sheets
Career Assessment (Part 1): Mountie CareerSource (Symplicity)
Math/English Boot camps by Adult Basic Education
Directed Learning Activities (DLA’s) in the Writing Center
Assessment of Written English Preparation in the Writing Center (AWE Workshops)
Radiology Technology Program
Respiratory Therapy Program
Honors English (Pre‐Honors 68 & Honors 1A)
Bridge
Student Communication Focus Group
Writing Center Tutoring: Tutors in the Classroom Program
Appendix 1
Appendix 3
Appendix 5
Appendix 7
Appendix 9
Appenidix 11
Appendix 13
Appendix 15
Appendix 16
Appendix 18
Objective 1
Objective 1a states that the number of enrolled students with an educational plan will increase from a baseline of 6,902 students in Fall 2013 by 3%. In order to meet a 3% increase, the number of enrolled students with an educational plan would need to be 7,109 by the end of Fall 2014. By the end of Fall 2014, 12,524 enrolled students had educational plans. Thus, this objective was met.
1
Objective 2
5,876 enrolled students had declaared majors on their educational plans by the completion of Fall 2013. In order to achieve our goal of a 1% increase by Fall 2014 of students with declared majors, 5,935 enrolled students would need to have done so on their educational plans. By the end of Fall 2014, 11,865 enrolled students had declared majors on their educational plans. This doubled the number of students and thereby meeting the objective.
2
Mountie CareerSource Software Usage Summer 2014
The following report is only possible because of the insight and assistance provided by Rosa Asencio, IT, the Title V grant, and the staff of
the Career Assessent Center. When you are referring to the data from this report, please remember to acknowledge that it was done
through the Research and Institutional Effectiveness office in collaboration with the aforementioned persons and that it was completed on
5/8/2015 . Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE)
3
Mountie CareerSource Summer 2014 Users Race and Ethnicity
Hispanic Latino
Hispanic Latino Only
Mexican, Mexican American, Chicano
Central American
South American
Hispanic Other
Asian Indian
Asian Chinese
Asian Japanese
Asian Korean
Asian Vietnamese
Filipino
Asian Other
Black or African American
Pacific Islander
White
Multiple Races Selected
Missing/Unknown
Total
0%
5%
Count
174
Percent
37%
4
119
8
5
21
2
45
2
4
8
23
16
25
2
46
135
10
475
1%
25%
2%
1%
4%
0%
9%
0%
1%
2%
5%
3%
5%
0%
10%
28%
2%
100%
10%
15%
475 students logged into the
Mountie CareerSource
system during the Summer
2014 term. The ethnic/racial
breakdown of these students
are shown in the table and
charts.
37% of these students
reported being "Hispanic
Latino".
20%
25%
30%
Hispanic Latino
Hispanic Latino Only
South American
1%
25%
2%
1%
Hispanic Other
Asian Indian
4%
0%
Asian Chinese
Asian Japanese
Asian Korean
Asian Vietnamese
9%
0%
1%
2%
Filipino
5%
Asian Other
3%
Black or African American
Pacific Islander
5%
0%
White
10%
Multiple Races Selected
Missing/Unknown
40%
37%
Mexican, Mexican American, Chicano
Central American
35%
28%
2%
Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE) on May 8, 2015.
4
Gender of Summer 2014 Mountie CareerSource Users
Count
284
184
7
475
Male
Female
Unknown
Total
70%
During the Summer 2014
term, more males than
females logged into the
Career and Transfer Center's
Mountie CareerSource
system.
Percent
60%
39%
1%
100%
60%
60%
50%
39%
40%
30%
20%
10%
1%
0%
Male
Female
Unknown
Age of Summer 2014 Mountie CareerSource Users
Count
79
237
83
25
19
23
9
475
19 years or less
20-25 years
26-30 years
31-35 years
36-40 years
41-50 years
51-61 years
Total
60%
50%
40%
30%
20%
10%
0%
Percent
17%
50%
17%
5%
4%
5%
2%
100%
84% of the students who
logged into the Mountie
CareerSource system during
the Summer 2014 term were
less than 30 years old by the
end of August 2014. 50% of
the users were between 20
and 25 years of age.
50%
17%
17%
19 years or
less
20-25 years
26-30 years
Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE) on May 8, 2015.
5%
4%
5%
2%
31-35 years
36-40 years
41-50 years
51-61 years
5
Last Enrollment of Summer Mountie CareerSource Users
Prior to Summer 2014
Summer 2014
Fall 2014
Winter 2015
Spring 2015
Applied did not complete class or enroll
60%
50%
40%
30%
20%
10%
0%
Count
Percent
87
37
65
19
255
12
475
18%
8%
14%
4%
54%
3%
100%
The main users of the system
during the Summer 2014 term
were current and active Mt.
SAC students. In fact, over
half of the students were still
enrolled by Spring 2015,
nearly a year later.
54%
18%
8%
Prior to Summer
2014
Summer 2014
14%
4%
Fall 2014
Winter 2015
3%
Spring 2015
Applied did not
complete class or
enroll
Mountie CareerSource Summer 2014 Usage
New Student Registrations
Monthly Student Logins
New Employer Registrations
New Jobs Posted
Total Active Jobs
June
2014
191
595
65
29
214
July
2014
275
649
64
31
152
August
2014
410
732
58
42
73
Total
876
1976
187
102
439
This table shows the count of various functions of the Mountie CareerSource software. 876
new students registered with the system during the Summer 2014 months. There were
nearly 2,000 student logins and 187 new employers registered to be included in the Mt.
SAC system. Over 100 new jobs were posted during this time.
Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE) on May 8, 2015.
6
Objective 3.1
Objective 3.1 states, the rate at which students are placed into developmental English (ENGL 67 or lower) will decrease among pilot students by 2% in 2014‐15. In order to measure this objective for the 2014‐2015 academic year a baseline must be established for 2013‐2014. During the 2013‐2014 academic year 97 pilot students took the placement test after participaing in a refresher intervention. 64 or 66% of these students placed into English 67 or below. The baseline for this objective is therefore 66%. Next year we anticipate that 64% or less of pilot students will place into English 67 or lower.
7
Objective 3.2
Objective 3.2 states, the rate at which students are placed into developmental mathematics (MATH 51 or lower) will decrease among pilot students by 2% in 2014‐15. In order to measure this objective for the 2014‐2015 academic year a baseline must be established for 2013‐2014. During the 2013‐2014 academic year 71 pilot students took the placement test after participating in one of our interventions. 36 or 51% of these students placed into Math 51 or below. The baseline for this objective is therefore 51%. Next year we anticipate that 49% or less of our pilot students will place into Math 51 or lower.
8
Objective 4
Objective 4 states, the rate at which students persist from fall term to fall term will increase among pilot students by 2% in Fall 2015 and 4% (Fall 2016), 6% (Fall 2017), 8% (Fall 2018). To
measure an increase in Fall 2015 the rate for Fall 2014 persistence rate for pilot students must be known. During year one of the grant, there were 1,503 students in our pilot group. Among these 885 were enrolled at the college during the Fall 2013 term. Of these 885 students, 73% or 648 were enrolled in the Fall 2014 term. Thus our baseline for Year one is 73%. We therefore expect an increase in persistence among pilot students of 75% during Fall 2015.
9
Adult Basic Education Summer 2014 Boot Camp Summary
Report
The following report is only possible because of the insight and assistance provided by IT, the Title V grant, and the staff of the ABE
Summer Boot Camp. When you are referring to the data from this report, please remember to acknowledge that it was done through the
Research and Institutional Effectiveness office in collaboration with the aforementioned persons and that it was completed on 4/30/2015 .
Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE)
10
Non‐Credit Boot Camp Summer 2014
Math 87 students participated in the Non‐Credit Boot Camp focused on Mathematics.
Of these students, 60 or 69% had enrolled in a Math class by Spring 2015.
Math Enrollments
Math 50
Math 51
Math 71
Math 110
Math 130
Math 150
Math 160
Math 180
Math 181
Total
Fall 2014
12
14
13
1
8
3
Winter 2015
1
5
2
Spring 2015
7
6
7
3
9
2
1
1
52
1
35
9
Total
20
25
22
4
17
5
1
1
1
96
Among the 60 Math Boot Camp students who enrolled in a Math course, 14 enrolled in Math 51 during the Fall 2014 term. In fact, Math 51 had the highest number of enrollments.
Gender Distribution of Math Students at the Boot Camp
Gender
Count
Female
Male
Unknown
Total
35
51
1
87
Percent
40%
59%
1%
100%
There were more males than females that participated in the Math Boot Camp.
70%
59%
60%
50%
40%
40%
30%
20%
10%
1%
0%
Female
Male
Unknown
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant (RIE). Completed on 4/30/2015.
11
Age Distribution of Math Students at the Boot Camp
Age
Count
Percent
18
19
20
21
22
24
46
47
28
6
2
2
1
1
87
54%
32%
7%
2%
2%
1%
1%
100%
Total
60%
94% of the Math Boot Camp participants were less than 21 years of age.
54%
50%
40%
32%
30%
20%
7%
10%
2%
2%
1%
1%
21
22
24
46
0%
18
19
20
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant (RIE). Completed on 4/30/2015.
12
Race/Ethnicity Distribution of Math Students at the Boot Camp
Racial Ethnic Group
American Indian/Alaskan Asian Chinese
Asian Indian
Asian Japanese
Asian, Other
Black or African American
Central American
Filipino
Hispanic, Latino
Hispanic, Other
Mexican, Mexican South American
White
All with multiple selections
Percent of Count
Students
3
3%
1
1%
1
1%
1
1%
1
1%
18
21%
3
3%
3
3%
48
55%
19
22%
36
41%
2
2%
25
29%
Multiple Races
0%
10%
Asian Chinese
1%
Asian Indian
1%
Asian Japanese
1%
1%
Asian, Other
1%
Black or African American
15%
Hispanic, Other
Mexican, Mexican American, Chicano
South American
1%
13
15%
1
2
1
3
1%
2%
1%
3%
11
55
87
13%
63%
100%
30%
40%
50%
60%
21%
3%
Central American
Hispanic, Latino
1
3%
American Indian/Alaskan Native
Filipino
20%
One selection
Percent of Count
Students
1%
3%
55%
2%
22%
1%
41%
3%
2%
White
13%
All Selections
29%
Only one group selected
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant (RIE). Completed on 4/30/2015.
13
Non‐Credit Boot Camp Summer 2014
English
70 students participated in the Non‐Credit Boot Camp focused on English.
Of these students, 55 or 79% had enrolled in a English class by Spring 2015.
English Enrollments
English 67
English 68
English 1A
English 1C
Total
Fall 2014
15
27
2
44
Winter 2015 Spring 2015
4
5
11
10
4
20
4
19
39
Total
24
48
26
4
102
Among the 55 English Boot Camp students who enrolled in an English course, 27 enrolled in English 68 during the Fall 2014 term. In fact, English 68 had the highest number of enrollments.
Gender Distribution of English Students at the Boot Camp
Gender
Count
Female
Male
Unknown
Total
31
37
2
70
60%
50%
Percent
44%
53%
3%
100%
53% of the English Boot Camp students were male and 44% were female.
53%
44%
40%
30%
20%
10%
3%
0%
Female
Male
Unknown
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant (RIE). Completed on 4/30/2015.
14
Age Distribution of English Students at the Boot Camp
Age
Count
Percent
18
19
20
24
27
55
43
23
1
1
1
1
70
61%
33%
1%
1%
1%
1%
100%
Total
70%
94% of the English Boot Camp students were less than 20 years old when they attended the Boot Camp.
61%
60%
50%
40%
33%
30%
20%
10%
1%
1%
1%
1%
20
24
27
55
0%
18
19
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant (RIE). Completed on 4/30/2015.
15
Race/Ethnicity Distribution of English Students at the Boot Camp
One selection
All with multiple selections
Racial Ethnic Group
Count
Percent of Students
2
3%
American Indian/Alaskan Native
Asian Chinese
Asian Indian
Asian Japanese
Asian, Other
Black or African American
Central American
Filipino
Hispanic, Latino
Hispanic, Other
Mexican, Mexican South American
White
10%
Asian Chinese
1%
Asian Indian
1%
Asian Japanese
1%
1%
1%
12
17%
1
1
0
0
1%
1%
0%
0%
10
45
70
14%
64%
100%
17%
30%
40%
50%
60%
24%
3%
Central American
Filipino
1%
Hispanic, Latino
1%
South American
1%
20%
Black or African American
Mexican, Mexican American, Chicano
1
3%
American Indian/Alaskan Native
Hispanic, Other
Percent of Students
1
1%
1
1%
1%
1
1
1%
17
24%
2
3%
4
6%
37
53%
13
19%
27
39%
1
1%
25
36%
Multiple Races
0%
Asian, Other
Count
6%
53%
19%
0%
39%
0%
1%
White
14%
All Selections
36%
Only one group selected
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant (RIE). Completed on 4/30/2015.
16
Year 1 Writing Center Directed Learning Activities (DLA) Report
The following report is only possible because of the insight and assistance provided by Amy Azul, IT, the Title V grant, and the staff of the Writing
Center. When you are referring to the data from this report, please remember to acknowledge that it was done through the Research and
Institutional Effectiveness office in collaboration with the aforementioned persons. Prepared By: Lisa DiDonato, ERAA, Title V Grant (RIE)
17
Directed Learning Activities (DLAs) Winter 2014
Unduplicated Students who attempted a DLA = 119
Total Number of DLA Activities Recorded = 282
Source: DLA Database
DLA Topic
Adjective Clauses
Annotated Bibliography
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run ons
Comma Usage
Conclusions
Conditionals
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Past Perfect & Past Perfect Progressive Tenses
Past Tenses
Prepositions
Present Perfect & Present Perfect Progressive Tenses
Pronoun Agreement
Reduced Adjective Clauses
Reduced Adverb Clauses
Subject‐Verb Agreement
Summary Skills for Academic Writing
The Passive Voice
Thesis Statements
Transitions
Word Forms
Total
Attempted
Count
6
9
7
17
42
38
8
1
30
5
8
11
13
4
4
4
3
2
3
2
18
2
7
11
24
3
282
Completed
Count Percent
5
83%
8
89%
4
57%
15
88%
37
88%
32
84%
3
38%
0
0%
17
57%
3
60%
6
75%
8
73%
11
85%
4
100%
3
75%
3
75%
2
67%
2
100%
3
100%
1
50%
17
94%
1
50%
6
86%
6
55%
23
96%
2
67%
222
79%
Total
Transitions
The Passive Voice
Subject‐Verb Agreement
Reduced Adjective Clauses
Present Perfect & Present Perfect Progressive Tenses
Past Tenses
Paragraph Development for English 67 and 68
Introductions
Fragments
Conclusions
Comma Splices and Run ons
Apostrophes & Possessives
Adjective Clauses
0%
10%
20%
30%
40%
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 6/19/2014.
50%
60%
70%
80%
90%
18
100%
Directed Learning Activities (DLAs) Topics by Course Winter 2014 English 1A
Topic
Annotated Bibliography
Apostrophes & Possessives
Comma Splices and Run‐ons
Comma Usage
Fragments
Integrating Sources
Outlining the Essay
Paragraph Development for English 67 and 68
Thesis Statements
Transitions
Total
Count
8
5
4
9
4
4
7
3
1
2
47
Percent
17%
11%
9%
19%
9%
9%
15%
6%
2%
4%
100%
Count
2
1
16
30
22
5
18
1
2
8
2
2
1
17
1
5
19
2
154
Percent
1%
1%
10%
19%
14%
3%
12%
1%
1%
5%
1%
1%
1%
11%
1%
3%
12%
1%
100%
Count
Percent
1
5
5
2
6
6
4
1
2
1
5
3
1
2%
12%
12%
5%
14%
14%
10%
2%
5%
2%
12%
7%
2%
100%
0%
5%
10%
15%
20%
25%
5%
10%
15%
20%
25%
Annotated Bibliography
Apostrophes & Possessives
Comma Splices and Run‐ons
Comma Usage
Fragments
Integrating Sources
Outlining the Essay
Paragraph Development for…
Thesis Statements
Transitions
English 67
Topic
Adjective Clauses
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Fragments
Integrating Sources
Introductions
Paragraph Development for English 67 and 68
Past Perfect & Past Perfect Progressive Tenses
Past Tenses
Prepositions
Subject‐Verb Agreement
Summary Skills for Academic Writing
Thesis Statements
Transitions
Word Forms
Total
English 68
Topic
Apostrophes & Possessives
Comma Splices and Run‐ons
Comma Usage
Conclusions
Fragments
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Prepositions
Subject‐Verb Agreement
Thesis Statements
Transitions
Word Forms
Total
42
0%
Adjective Clauses
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Fragments
Integrating Sources
Introductions
Paragraph Development for…
Past Perfect & Past Perfect…
Past Tenses
Prepositions
Subject‐Verb Agreement
Summary Skills for Academic…
Thesis Statements
Transitions
Word Forms
0%
5%
10%
15%
Apostrophes & Possessives
Comma Splices and Run‐ons
Comma Usage
Conclusions
Fragments
Introductions
Outlining the Essay
Paragraph Development for…
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 6/19/2014.
Prepositions
Subject‐Verb Agreement
Thesis Statements
Transitions
Word Forms
19
Directed Learning Activities (DLAs) and English Success Rates
Winter 2014
Successful
Count %
ENGL 1A
No DLA
DLA
Total
532
21
553
79%
95%
79%
Successful
Count %
ENGL 67
No DLA
DLA
Total
286
54
340
70%
83%
72%
Successful
Count %
ENGL 68
No DLA
DLA
Total
579
14
593
84%
82%
84%
Unsuccessful Withdrew
Count % Count %
82
82
12%
0%
12%
63
1
64
9%
5%
9%
Unsuccessful Withdrew
Count % Count %
86
9
95
21%
14%
20%
35
2
37
9%
3%
8%
Unsuccessful Withdrew
Count % Count %
69
2
71
10%
12%
10%
41
1
42
6%
6%
6%
Total
677
22
699
Total
407
65
472
Total
689
17
706
Winter 2014 Success Rates by Course
120%
100%
80%
No DLA
60%
DLA
95%
40%
79%
79%
70%
83%
72%
84%
82%
84%
Total
20%
0%
ENGL 1A
ENGL 67
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 6/19/2014.
ENGL 68
20
Directed Learning Activities (DLAs) Winter 2014
Number of DLAs Attempted by Students
Number of DLAs
1
2
3
4
5
7
Total
Count
42
50
84
64
35
7
282
Percent
15%
18%
30%
23%
12%
2%
100%
35%
30%
30%
25%
23%
20%
15%
18%
15%
12%
10%
5%
2%
0%
1
2
3
4
5
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 6/19/2014.
7
21
Directed Learning Activities (DLAs) Winter 2014 By Instructor and CRN
Attempted DLA
CRN
30049
30077
30082
30078
30072
30695
Instructor
Amy Azul
Bianca Lee
Kimberly Quintana‐Mullane
Margaret Whalen
Pamela Arterburn
Sydney Bartman
Course
ENGL 1A
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 68
Count
15
17
17
14
16
12
Percent of Class Count
14
58%
14
55%
12
63%
11
48%
55%
16
10
55%
Attempted DLA
CRN
30851
30046
30059
30052
30050
30069
30103
30100
30097
30106
30685
Instructor
Anna Mc Kennon
Bianca Lee
Douglas Mullane
Jennifer Olds
Mark Mattoon
Edgar Muniz
James Thomas
James Thomas
Marcielle Brandler
William Cushing
Wood Lam
Course
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 67
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
Count
*
*
*
*
*
*
*
*
*
*
*
Attempted DLA and Successful in Course
Percent
93%
82%
71%
79%
100%
83%
Attempted DLA and Successful in Course
Percent of Class Count
4%
*
6%
*
7%
*
3%
*
3%
*
3%
*
3%
*
3%
*
3%
*
3%
*
3%
*
Percent
100%
100%
100%
100%
100%
100%
100%
0%
100%
100%
100%
* Number of students is too small to report
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 6/19/2014.
22
Directed Learning Activities (DLAs) Spring 2014
duplicated Students who attempted a DLA = 529
ber of Attempeted DLA Activities Recorded = 1,313
Source: DLA Database
Completed
DLA Topic
Adjective Clauses
Statements
Annotated Bibliography
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run ons
Comma Usage
Conclusions
Conditionals
Essay Intro
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Passive Voice
Tenses
Past Tenses
Prepositions
Present Perfect & Present Perfect Progressive Tenses
Present Tense
Pronoun Agreement
Reduced Adjective Clauses
Reduced Adverb Clauses
Sentence Structure
Subject‐Verb Agreement
Summary Skills for Academic Writing
The Passive Voice
Thesis Statements
Transitions
Word Forms
Unknown
Total
Percent of Count all DLAs
25
2%
13
1%
5
0%
77
6%
59
5%
128
10%
158
12%
68
5%
0
0%
4
0%
154
12%
54
4%
83
6%
53
4%
0%
5%
10%
15%
20%
25%
30%
Adjective Clauses
Analytical v. Persuasive Thesis…
Annotated Bibliography
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run ons
Comma Usage
Conclusions
Conditionals
Essay Intro
Fragments
Integrating Sources
44
3
9
17
36
3%
0%
1%
1%
3%
11
19
29
5
2
4
37
52
13
49
71
11
7
1,300
1%
1%
2%
0%
0%
0%
3%
4%
1%
4%
5%
1%
1%
100%
Introductions
Outlining the Essay
Paragraph Development for English…
Passive Voice
Past Perfect & Past Perfect…
Past Tenses
Prepositions
Present Perfect & Present Perfect…
Present Tense
Pronoun Agreement
Reduced Adjective Clauses
Reduced Adverb Clauses
Sentence Structure
Subject‐Verb Agreement
Summary Skills for Academic Writing
The Passive Voice
Thesis Statements
Transitions
Word Forms
Unknown
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
23
Completed Directed Learning Activities (DLAs) Topics by Course Spring 2014 English 1A
Topic
Analytical v. Persuasive Thesis Statements
Annotated Bibliography
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Summary Skills for Academic Writing
Thesis Statements
Transitions
Total
Count
12
4
16
2
6
14
2
50
22
20
3
11
9
27
186
Percent
6%
2%
9%
1%
3%
8%
1%
27%
12%
11%
2%
6%
5%
15%
100%
Count
7
1
66
21
94
98
5
1
124
1
26
15
18
1
2
3
15
Percent
1%
0%
11%
3%
16%
16%
1%
0%
20%
0%
4%
2%
3%
0%
0%
0%
2%
3
3
14
25
13
2
28
18
1
605
0%
0%
2%
4%
2%
0%
5%
3%
0%
100%
0%
5%
10% 15% 20% 25% 30%
Annotated Bibliography
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for…
Summary Skills for Academic…
Thesis Statements
Transitions
English 67
Topic
Adjective Clauses
Analytical v. Persuasive Thesis Statements
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Conditionals
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Participial Adjectives
Past Perfect & Past Perfect Progressive Tenses
Past Tenses
Prepositions
Present Perfect & Present Perfect Progressive Tenses
Present Tenses
Pronoun Agreement
Subject‐Verb Agreement
Summary Skills for Academic Writing
The Passive Voice
Thesis Statements
Transitions
Sentence Structure
Total
0%
5%
10%
15%
20%
Adjective Clauses
Analytical v. Persuasive Thesis…
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Conditionals
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for…
Participial Adjectives
Past Perfect & Past Perfect…
Past Tenses
Prepositions
Present Perfect & Present…
Present Tenses
Pronoun Agreement
Subject‐Verb Agreement
Summary Skills for Academic…
The Passive Voice
Thesis Statements
Transitions
Sentence Structure
24
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
25%
Completed Directed Learning Activities (DLAs) Topics by Course Spring 2014 English 68
Topic
Adjective Clauses
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Conditionals
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Participial Adjectives
Passive Voice
Past Perfect & Past Perfect Progressive Tenses
Past Tenses
Prepositions
Present Tenses
Pronoun Agreement
Reduced Adverb Clauses
Sentence Structure
Subject‐Verb Agreement
Summary Skills for Academic Writing
The Passive Voice
Thesis Statements
Transitions
Word Forms
Count
2
7
13
23
41
44
2
15
2
34
17
18
1
2
1
4
13
3
10
1
1
3
16
5
9
15
2
304
Percent
1%
2%
4%
8%
13%
14%
1%
5%
1%
11%
6%
6%
0%
1%
0%
1%
4%
1%
3%
0%
0%
1%
5%
2%
3%
5%
1%
0%
5%
10%
15%
Adjective Clauses
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Conclusions
Conditionals
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for…
Participial Adjectives
Passive Voice
Past Perfect & Past Perfect…
Past Tenses
Prepositions
Present Tenses
Pronoun Agreement
Reduced Adverb Clauses
Sentence Structure
Subject‐Verb Agreement
Summary Skills for Academic…
The Passive Voice
Thesis Statements
Transitions
Word Forms
100%
25
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
20%
Directed Learning Activities (DLAs) and English Success Rates
Spring 2014
Successful
Count %
ENGL 1A
No DLA
DLA
Total
1,345
60
1,405
65%
70%
65%
Successful
Count %
ENGL 67
No DLA
DLA
Total
507
159
666
49%
67%
52%
Successful
Count %
ENGL 68
No DLA
DLA
Total
1,488
121
1,609
63%
69%
64%
Unsuccessful Withdrew
Count % Count %
389
18
407
16%
9%
16%
2,067
86
2,153
Unsuccessful Withdrew
Count % Count %
Total
350
66
416
19%
21%
19%
18%
5%
15%
1042
238
1280
Unsuccessful Withdrew
Count % Count %
Total
564
47
611
34%
28%
33%
333
8
341
Total
24%
27%
24%
185
13
198
305
8
313
13%
5%
12%
2,357
176
2,533
Only grades of A, B, C, D, F, P, W and NP were used in this analysis.
Spring 2014 Success Rates by Course
80%
70%
60%
50%
No DLA
40%
30%
65%
70%
67%
65%
52%
49%
20%
63%
69%
DLA
64%
Total
10%
0%
ENGL 1A
ENGL 67
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
ENGL 68
26
Directed Learning Activities (DLAs) Spring 2014
Number of DLAs Attempted by Students
Number of DLAs
1
2
3
4
5
6
7
8
9
10+
Total
45%
Count
Percent
213
99
83
65
31
13
8
6
5
6
529
40%
19%
16%
12%
6%
2%
2%
1%
1%
1%
100%
40%
40%
35%
30%
25%
19%
20%
16%
15%
12%
10%
6%
5%
2%
2%
1%
1%
1%
6
7
8
9
10+
0%
1
2
3
4
5
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
27
Directed Learning Activities (DLAs) Spring 2014 By Instructor and CRN
Attempted DLA
CRN
40841
40848
42740
42797
40835
40861
40822
40828
40849
40820
40839
40846
40857
40859
42737
43507
Instructor
Ellen Straw
Ellen Straw
Thomas Edson
Thomas Edson
Peter Churchill
Herschel Greenberg
Peter Churchill
Francisco Gomez
Albert Thomas Vargas
Pamela Arterburn
Francisco Gomez
Marcielle Brandler
Albert Thomas Vargas
Joy Pedroja
Dionne Leigh Loera‐Ramirez
Gregory Chandler
Course
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
40905
40872
40878
40900
40907
41502
42751
Jennifer Olds
Gary Enke
Rocio Avila
Eun Kang
John Brantingham
Lois Cole
Jennifer Olds
ENGL 1C
ENGL 1C
ENGL 1C
ENGL 1C
ENGL 1C
ENGL 1C
ENGL 1C
40956
40944
40930
40932
40947
40941
40920
40945
40951
40960
40926
40924
40939
40948
40943
43526
40923
40946
40937
40938
43106
Richard Myers
Richard Myers
Leah Marie Key Ketter
Paul Frahs
Sydney Bartman
Maya Alvarez‐Galvan
Paul Frahs
Amy Azul
Richard Myers
Richard Myers
Maya Alvarez‐Galvan
Lynette Hight
Tamara Metz Karn
Tamara Metz Karn
Lynette Hight
Cynthia Sanchez
Lynette Hight
Rocio Avila
Rocio Avila
Jill Wright
Edgar Muniz
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
Count
18
17
14
13
6
5
2
2
2
1
1
1
1
1
1
1
Percent of Class
51%
49%
50%
59%
18%
15%
6%
25%
6%
4%
4%
3%
3%
3%
4%
3%
Attempted DLA and Successful in Course
Percent of Count Successful
16
52%
17
52%
2
67%
5
100%
4
22%
5
19%
1
5%
2
40%
1
4%
1
4%
1
9%
1
3%
1
5%
1
3%
1
4%
1
4%
14%
5%
4%
4%
4%
4%
5%
24
23
20
19
19
18
17
17
17
16
13
8
8
5
83%
79%
77%
58%
63%
72%
61%
61%
57%
55%
52%
28%
24%
15%
14%
10%
6%
7%
4%
3%
3%
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
27%
7%
7%
5%
5%
5%
6%
16
19
8
19
13
7
13
13
14
11
5
4
6
4
94%
100%
100%
63%
87%
100%
72%
93%
70%
92%
100%
36%
38%
20%
22%
17%
13%
0%
8%
0%
0%
28
Directed Learning Activities (DLAs) Spring 2014 By Instructor and CRN
Attempted DLA
CRN
41018
41031
43539
43795
43780
43515
41023
41010
42734
43796
41014
41024
41034
43510
41051
41007
41021
41032
40969
40972
40973
40975
40978
41000
41011
41022
41025
41037
41041
41043
41044
41048
43500
Instructor
Leah Marie Key Ketter
Anna Mc Kennon
Anna Mc Kennon
Paul Frahs
Paul Frahs
Herschel Greenberg
Leah Marie Key Ketter
Francisco Gomez
Sydney Bartman
Leah Marie Key Ketter
Margaret Whalen
Margaret Whalen
Michael Destefano
Sheila Wright
Joy Hancock
Maya Alvarez‐Galvan
Mireille Trokkos
Sheila Wright
Stanley Nemeth
Peter Churchill
Debra Vance
Maya Alvarez‐Galvan
Bianca Lee
Pamela Arterburn
Debra Farve
Debra Farve
William Cushing
Douglas Mullane
Barbara Moore
Cynthia Flores
Lloyd Aquino
Jeremy Hight
Kristine Nikkhoo
Course
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
Count
18
18
18
18
12
11
10
9
9
9
7
5
4
4
3
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Percent of Class
60%
56%
56%
58%
46%
37%
37%
36%
35%
60%
21%
16%
14%
13%
11%
10%
6%
7%
3%
3%
3%
4%
3%
3%
3%
3%
3%
3%
3%
3%
3%
3%
3%
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 8/15/2014.
Attempted DLA and Successful in Course
Percent of Count Successful
9
53%
15
65%
15
79%
12
86%
7
39%
9
47%
5
38%
3
50%
7
64%
4
100%
6
29%
4
22%
3
18%
4
19%
3
15%
2
22%
2
8%
2
7%
0
0%
1
8%
1
4%
0
0%
1
4%
1
4%
0
0%
1
6%
1
4%
0
0%
0
0%
1
4%
1
8%
1
3%
0
0%
29
Directed Learning Activities (DLAs) Summer 2014
Unduplicated Students who attempted a DLA = 91
Total Number of DLA Activities Recorded = 164
Source: DLA Database
Completed
Count
Percent
10
6%
1
1%
12
7%
24
15%
13
8%
1
1%
1
1%
35
21%
1
1%
1
1%
4
2%
2
1%
1
1%
1
1%
11
7%
10
6%
10
6%
7
4%
19
12%
164
100%
DLA Topic
Academic Writing Don'ts
Apostrophes & Possessives
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Dangling and Misplaced Modifiers
Editing out "To Be" Verbs
Fragments
Integrating Sources
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Past Tenses
Prepositions
Pronoun Agreement
Subject‐Verb Agreement
Thesis Statements
Transitions
Word Forms
Total
0%
10%
60%
70%
80%
90%
100%
15%
8%
Comma Usage
Dangling and Misplaced Modifiers
1%
Editing out "To Be" Verbs
1%
21%
Fragments
Integrating Sources
1%
Introductions
1%
2%
Paragraph Development for English 67 and 68
1%
Past Tenses
1%
Prepositions
1%
Pronoun Agreement
7%
Subject‐Verb Agreement
6%
Thesis Statements
6%
Word Forms
50%
7%
Comma Splices and Run‐ons
Transitions
40%
1%
Basic Sentence Patterns
Outlining the Essay
30%
6%
Academic Writing Don'ts
Apostrophes & Possessives
20%
During the Summer 2014 term, 164 DLAs were completed by 91 students. The most frequently completed DLA was "Fragments" followed by "Comma Splices and Run‐ons".
4%
12%
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 5/6/2015.
30
Directed Learning Activities (DLAs) Topics by Course Summer 2014 AMLA 42W
Topic
Past Tenses
Word Forms
Total
Count
1
19
20
Percent
5%
95%
100%
Count
3
12
20
7
1
1
32
1
1
1
1
1
81
Percent
4%
15%
25%
9%
1%
1%
40%
1%
1%
1%
1%
1%
100%
Count
Percent
6
1
4
6
3
1
4
1
1
9
10
9
6
10%
2%
7%
10%
5%
2%
7%
2%
2%
15%
16%
15%
10%
100%
0%
20%
40%
60%
80%
100%
Past Tenses
Word Forms
English 67
Topic
Academic Writing Don'ts
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Dangling and Misplaced Modifiers
Editing out "To Be" Verbs
Fragments
Integrating Sources
Paragraph Development for English 67 and 68
pronoun Agreement
Thesis Statements
Transitions
Total
English 68
Topic
Academic Writing Don'ts
Apostrophes & Possessives
Comma Splices and Run‐ons
Comma Usage
Fragments
Introductions
Outlining the Essay
Paragraph Development for English 67 and 68
Prepositions
Pronoun Agreement
Subject‐Verb Agreement
Thesis Statements
Transitions
Total
61
0%
10%
20%
30%
40%
50%
Academic Writing Don'ts
Basic Sentence Patterns
Comma Splices and Run‐ons
Comma Usage
Dangling and Misplaced…
Editing out "To Be" Verbs
Fragments
Integrating Sources
Paragraph Development for…
pronoun Agreement
Thesis Statements
Transitions
0%
5%
10%
15%
Academic Writing Don'ts
Apostrophes & Possessives
Comma Splices and Run‐ons
Comma Usage
Fragments
Introductions
Outlining the Essay
Paragraph Development for…
Prepositions
Pronoun Agreement
Subject‐Verb Agreement
Thesis Statements
Transitions
31
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 5/6/2015.
20%
Directed Learning Activities (DLAs) and English Success Rates
Summer 2014
Successful
Count %
ENGL 67
No DLA
DLA
Total
246
36
282
79%
78%
79%
Successful
Count %
ENGL 68
No DLA
DLA
Total
387
18
405
79%
95%
80%
Unsuccessful Withdrew
Count % Count %
48
8
56
15%
17%
16%
19
2
21
6%
4%
6%
Unsuccessful Withdrew
Count % Count %
74
1
75
15%
5%
15%
28
0
28
Total
313
46
359
Total
6%
0%
6%
489
19
508
Summer 2014 Success Rates by Course
100%
90%
80%
70%
60%
No DLA
50%
40%
95%
79%
78%
79%
DLA
80%
79%
Total
30%
20%
10%
0%
ENGL 67
ENGL 68
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 5/6/2015.
32
Directed Learning Activities (DLAs) Summer 2014
Number of DLAs Attempted by Students
Number of DLAs
1
2
3
4
5
6
Total
Count
55
15
12
3
5
1
91
Percent
60%
16%
13%
3%
5%
1%
100%
70%
60%
60%
50%
40%
30%
16%
20%
13%
10%
3%
5%
1%
0%
1
2
3
4
5
Prepared by Lisa DiDonato, Educational Assessment Analyst (RIE). Completed on 5/6/2015.
6
33
Tips for AWE Prep Workshop Results Year 1 2013‐2014
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Research and Institutional Effectiveness
November 11, 2014
During the Summer Fall 2013, Winter 2014, Spring 2014 and Summer 2014 academic terms AWE Prep workshops were held at the Writing Center. This report summarizes the data collected for these workshops.
Summary Results

The majority of students who took the AWE placement test before and after the workshop placed higher after the workshop than they did before.
 10O% of the students agreed or strongly agreed they would recommend this workshop to a friend.
 The majority of students placed into AmLa 42W, followed by AmLa 43W.
 The success rate of all English and AmLa courses taken by workshop attendees was 79%.
This report is only possible because of the insight and assistance provided by IT and the Writing Center staff. When you are referring to the data from this report, please remember to acknowledge that it was done through the Research and Institutional Effectiveness office in collaboration with the aforementioned persons and that it was completed on 11/10/14. 34
Placement Results for AWE Workshop Participants from Year 3
(Fall 2013 through Summer 2014)
During the Fall 2013 term through the summer 2014 term, 81 students participated in the Writing Center's workshop designed to help students prepare for the AWE, Mt. SAC's English placement exam. Participants who took the AWE before AND after the workshop
Lower Score
Same Score
Better Score
Total
Count
3
6
8
17
60%
Percent
18%
35%
47%
100%
47%
35%
40%
18%
20%
0%
Lower Score
Same Score
Better Score
Among the students who had both a pre and post AWE score, 82% either placed into the same class or into a higher class after the workshop.
Outcomes of Workshop Participants who took the AWE for the first time after the workshop
Placement
AmLA 41W
AmLA 42W
AmLA 43W
English 67
English 68
English 1A
Total
Count
4
8
8
4
4
2
30
Percent
13%
27%
27%
13%
13%
7%
100%
30%
25%
20%
15%
10%
5%
0%
27%
27%
13%
13%
13%
7%
AmLA
41W
AmLA
42W
AmLA
43W
English English English
67
68
1A
Distribution of Placement Before and After Workshop
Placement
ESL
AmLa 41W
AmLa 42W
AmLa 43W
English 81
English 67
English 68
English 1A
Total
Before Workshop
Count
Percent
1
3%
2
6%
9
26%
3
9%
4
11%
12
34%
2
6%
2
6%
35
100%
40%
After Workshop
Count
Percent
0
0%
4
9%
15
32%
10
21%
1
2%
8
17%
6
13%
3
6%
47
100%
AmLa 42W, English 81 and English 67 were the courses students who took the AWE before the workshop most often placed into. Among the students who took the AWE after the workshop, AmLa 42 W, AmLa 43W, English 67 and English 68 were the courses students placed into most frequently. 34%
32%
30%
26%
21%
17%
20%
10%
0%
3%
6%
9%
9%
AmLa 41W
6%
2%
0%
ESL
13%
11%
AmLa 42W
AmLa 43W
Before Workshop
English 81
English 67
English 68
6% 6%
English 1A
After Workshop
35
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
Survey Results
Students are asked to complete a brief on‐line survey after each workshop. The results of this survey for year one of the Title V grant are provided below.
Knowledge of Tips for A.W.E. Prep Before Workshop
No Knowledge
Limited Knowledge
Knowledgeable
Very Knowledgeable
Total
Count
6
23
29
33
91
Percent
7%
25%
32%
36%
100%
40%
32%
30%
36%
25%
20%
7%
10%
0%
No Knowledge
Limited Knowledge
Knowledgeable
Very Knowledgeable
Knowledge of Tips for A.W.E. Prep After Workshop
No Knowledge
Limited Knowledge
Knowledgeable
Very Knowledgeable
Total
Count
0
2
29
39
70
Percent
0%
3%
41%
56%
100%
56%
60%
50%
41%
40%
30%
20%
10%
3%
0%
0%
No Knowledge
Limited Knowledge
Knowledgeable
Very Knowledgeable
I would recommend this workshop to a friend.
Strongly Disagree
Disagree
Agree
Strongly Agree
Total
Count
0
0
19
72
91
Percent
0%
0%
21%
79%
100%
100%
79%
80%
60%
40%
20%
21%
0%
0%
Strongly Disagree
Disagree
0%
Agree
Strongly Agree
The information I received in this workshop will help me in my writing classes.
Strongly Disagree
Disagree
Agree
Strongly Agree
Total
Count
0
0
21
69
90
Percent
0%
0%
23%
77%
100%
100%
77%
80%
60%
40%
20%
23%
0%
0%
Strongly Disagree
Disagree
0%
Agree
Strongly Agree
36
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
As a result of this workshop I feel more confident as writer.
Strongly Disagree
Disagree
Agree
Strongly Agree
Total
Count
0
1
39
51
91
Percent
0%
1%
43%
56%
100%
56%
60%
50%
43%
40%
30%
20%
10%
0%
1%
Strongly Disagree
Disagree
0%
Agree
Strongly Agree
I now know more about Tips for A.W.E. Prep, than I did before.
Strongly Disagree
Disagree
Agree
Strongly Agree
Total
Count
0
1
17
72
90
Percent
0%
1%
19%
80%
100%
100%
80%
80%
60%
40%
20%
19%
0%
1%
Strongly Disagree
Disagree
0%
Agree
Strongly Agree
37
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
Please describe one or more things that you understand better because of today's workshop.
Available resources offered in Mt. Sac
brainstorm
Brainstorming,writting ideas down
building your thesis/main idea so readers comphrehend what your trying to impose.
clarifications on many things, such as how to write a thesis and structures of an essay.
Having some clearly idea to preare the AWE.
HOW CAN ORGANIZE TO BE GOOD ON MY TEST
how I should organize my ideas.
How is the AWE test
how manegment my time during the test
how simple it actually is complete the essay and i am not so intimidated now.
How to better organize an essay.
How to organize a well thought out essay.
How to organize an article and how to support the main idea you are write in order not to be so in general.
How to prepare the topics and paragraphs of the essay
How to write a correct essay, and how i much refreshing i need in my writing techniques.
how to write a good essay for the placement test
How to write an essay.
I don't need to write a specific numbers of paragraph
I have a much better idea of what I can expect when I sit down to take the college writing assessment test.
I have understand better to write a whole paragraph in short time.
i know how to order
I know how to organize my time when I take the AWE test.
i know what ADVERB is now :)
I know what the readers are looking for
I LEARN ABOUT THE WHAT IS THE IDEA
I learn the organization from compesation
I learned how important is to know what the readers are going to look for, and How can I be prepared for the AWE test.
I understand how to develop a well‐written essay.
i understand that i need to write the least important thing to the most important thing when i will write my paragragh
i understand what is expexted of me now that i have attended this work shop.
I understood better what kind of essay I need to write if I want to be placed in a higher level
it is a timed test it need organization and more details Dictionary is not allowed to use ,so I need to practice more spelling. I will study more details on line at home
It is important to have a detail essay, which it would help to get a higher score.
It was clear how to get preper for the test.
it's help
main idea should be support by some exampt,and clear
Make sure that I answer the all question about the topic.
organization
Organization, development, language
Organization, Development, Language, Reasoning, Ideas
placement criteria
putting an essay together.
reader compemsation and comprehension
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
38
Please describe one or more things that you understand better because of today's workshop.
resorces.
Safe the best of your reasons for the III paragraph
The AWE Rubric
the importance of giving examples on each suporting idea.
The specific rubric and details needed to show for a successful English Placement Exam.
the structure of an article to present author's main point
the teacher explain in a good form how to prepared to take the test.
the variety of ways i can prepare for writing an essay, along with techniques
The way they grade and how they grade your essay.
thought me how to organize
To write 1 5 paragraph essay
Use specific details and examples when writing an essay.
We have to make sure to write good examples in every body be specific.
What i need to do to go into deeper wrinting
What the readers look for when grading your assesment
What to look for when retaking my A.W.E.
when I take a placement test,I will have a time limite how can I organize my time about write an essay
Workshop instructor is hot
writing details
39
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
What changes to the workshop, if any, would you recommend?
as new to this work shop i have no other recommendations than appreciating the program.
Connect this workshop with other English workshops in order to achieve higher success on the placement test. Like a whole day workshop instead of forcing students to attend several workshops broken up over several days or weeks.
I hope workshop can go to ESL give us more details
I would like the PowerPoint presentation the instructor used in print form. I currently do not have a printer at home. What she used in class today could be very helpful for me to continue preparing for test.
it will help more to develop writting skills.
It would be nice if the participant can actually practice writing in the workshop.
Just to be a bit longer and more time on practicing to writing an essay.
May more Writing Resures
more practice on subject material.
n/a
na
Need 15 minutes more for exemplying how to outline ideas before writte
no
no changes are needed for this workshop
none
none it is already a excelent workshop
none it was fine this way.
none, she was great
None.
Nothing
Nothing it is perfect.
Shorter time period, but give all available resources
Yes I would.
40
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
Pass Rates of Courses Taken After Workshop
Count Pass
1
2
3
11
2
2
6
27
Course
AMLA 22S
AMLA 32R
AMLA 42W
AMLA 43W
ENGL 1A
ENGL 67
ENGL 38
Total
Percent Pass
100%
100%
60%
73%
100%
100%
86%
79%
Total
1
2
5
15
2
2
7
34
32% or 26 of the 81 students who participated in the AWE workshop completed either an English or AMLA course after the workshop. The course they took and the pass rates are listed above. Success Rates
120%
100%
100%
100%
100%
100%
86%
73%
80%
60%
60%
40%
20%
0%
AMLA 22S
AMLA 32R
AMLA 42W
AMLA 43W
ENGL 1A
ENGL 67
ENGL 38
41
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
Summer 2014
Spring 2014
Winter 2014
Fall 2013
AWE Prep Usage/Surveys
Banner Lab
Student Date
Count
9/9/2013
2
9/18/2013
6
9/25/2013
6
9/30/2013
3
10/11/2013
6
11/13/2013
3
11/25/2013
12/3/2013
Total
1/15/2014
1/22/2014
1
2
29
1
1
1/30/2014
2/5/2014
2/11/2014
Total
3/14/2014
3/17/2014
3/26/2014
4/1/2014
4/15/2014
2
4
1
9
16
2
1
7
1
5/9/2014
5/12/2014
4
1
5/28/2014
6/2/2014
6/30/2014
Total
1
4
6
43
7/16/2014
3
7/31/2014
Total
1
4
Grand Total
85
Surveys
Date
9/9/2013
9/18/2013
9/25/2013
9/30/2013
10/11/2013
11/13/2013
11/22/2013
11/25/2013
12/3/2013
Survey Count
2
6
5
3
5
3
1
1
2
28
1/22/2014
1/29/2014
2
2
2/5/2014
2/11/2014
4
2
10
16
3/14/2014
3/26/2014
4/1/2014
4/15/2014
4/23/2014
5/9/2014
5/12/2014
5/21/2014
5/28/2014
6/2/2014
6/30/2014
7/8/2014
7/16/2014
7/24/2014
7/28/2014
7/31/2014
1
5
1
1
4
1
1
2
2
6
40
4
4
2
1
2
13
Maximum Total
2
6
6
3
6
3
1
1
2
30
1
2
2
2
4
2
13
16
2
1
7
1
1
4
1
1
2
4
6
46
4
4
2
1
2
13
91
102
Students who attend a Writing Center workshop are requred to check‐in at the front desk upon arrival. This allows student usage of various services offered at the to be tracked. As mentioned earlier, students who attend workshops are also asked to complete surveys after the workshop. This chart compares the number of surveys and logged lab attendance for the AWE workshops by date and term. The maximum column calculates the maximum students who may have attended the workshops by taking the larger of the two numbers. Thus, it is likely that over 100 students participated in this workshop during this time period.
42
Prepared by Lisa DiDonato, Educational Research Assessment Analyst (RIE). Completed on 11/10/2014.
Spring 2014 TC Courses Success Rates
CRN
41196
40837
40820
40828
40831
40846
40924
40937
40938
40945
43106
41031
42877
41000
41009
41010
41011
41034
Course
AMLA 33R
Total
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
ENGL 1A
Total
ENGL 67
ENGL 67
ENGL 67
ENGL 67
ENGL 67
Total
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
ENGL 68
Total
Type
Arise
Arise
Pathways Pathways
Pathways Title V
BSI
BSI
BSI
BSI
BSI
Arise
Arise
Pathways Pathways Pathways
Title V
Title V
Successful
Count
Percent
20
80%
20
80%
19
63%
25
89%
5
63%
19
73%
29
78%
97
75%
11
38%
12
43%
16
53%
13
48%
9
31%
61
43%
23
72%
17
71%
25
83%
26
90%
6
24%
16
55%
17
61%
130
92%
Unsuccessful
Count
Percent
2
8%
2
8%
6
20%
3
11%
0
0%
3
12%
6
16%
18
14%
10
34%
14
50%
11
37%
11
41%
14
48%
60
42%
7
22%
4
17%
5
17%
2
7%
15
60%
8
28%
9
32%
39
28%
Withdrew
Count
Percent
3
12%
3
12%
5
17%
0
0%
3
38%
4
15%
2
5%
14
11%
8
28%
2
7%
3
10%
3
11%
6
21%
22
15%
2
6%
3
13%
0
0%
1
3%
4
16%
5
17%
2
7%
12
9%
Total
25
25
30
28
8
26
37
129
29
28
30
27
29
143
32
24
30
29
25
29
28
141
43
Summer 2014 Tutors in the Classroom Outcomes
Course
Type
ENGL 1A
ENGL 1A
ENGL 1A
Non‐TC
Honors
Title V
ENGL 67
ENGL 67
ENGL 67
Non‐TC
BSI
Pathways ENGL
ENGL
ENGL
ENGL
Non‐TC
BSI
Pathways (PD)
Title V
68
68
68
68
Successful
Count
Percent
296
68%
5
83%
20
91%
321
69%
168
76%
97
87%
17
63%
282
79%
279
77%
25
89%
47
85%
54
83%
405
80%
Unsuccessful
Count
Percent
62
14%
0
0%
0
0%
62
13%
35
16%
15
13%
6
22%
56
16%
58
16%
3
11%
6
11%
8
12%
14
3%
Withdrew
Count
Percent
67
15%
1
17%
2
9%
70
15%
17
8%
0
0%
4
15%
21
6%
23
6%
0
0%
2
4%
3
5%
5
1%
Total
434
6
22
462
220
112
27
359
361
28
55
65
509
44
Objective 5
The number of students receiving certificates and/or degrees or are job placed will increase among pilot students from a baseline of 1% in 2014‐15 by 3% (2015‐16), 6% (2016‐17), 10% (2017‐18). Less than 1% of our pilot students received a certificate or degree during year one of the grant. By the end of year two we expect 3% of our students to have received a degree or certificate or have been job placed.
45
Objective 6
The number of pilot students transferring to baccalaureate degree‐granting institutions within three years of entry into the college will increase from a baseline of 1% (2013‐14) by 2% (2014‐
15), 4% (2015‐16), 7% (2016‐17), 11% (2017‐18). Utilizing the National Student Clearing House to determine which of the 1,503 have subsequently transferred to a four‐year institution, it was discovered that 104 or less than 1% of the year one students are now attending four‐year institutions.
46
Radiology Student Tutoring Survey Spring 2014
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant, Research and Institutional
Effectiveness
This report contains the results of an end of the term survey, conducted Spring 2014. The radiology students were asked to complete a brief online survey about the tutoring they received during open lab hours. Sixteen students responded and their responses were anonymous . Due to the small number of students participating in this event, the results of this survey do not represent the opinions of all MT. SAC students. This report is only possible because of the insight and assistance provided by IT, Lisa Rodriguez, and the Radiology Technology Staff. When you are referring to the data from this report, please remember to acknowledge that it was done through the Research and Institutional Effectiveness office in collaboration with the aforementioned persons and that it was completed on 9/19/2014.
47
Spring 2014 Radiology Student Survey
During this Spring semester, approximately how many times have you used the open lab hours?
0
1
2
3
5
6
7
8
9
12
18
Total
Count
2
1
3
1
3
1
1
1
1
1
1
16
Percent
13%
6%
19%
6%
19%
6%
6%
6%
6%
6%
6%
100%
50%
45%
40%
35%
30%
25%
19%
20%
15%
19%
13%
10%
6%
6%
6% 6% 6% 6% 6% 6%
5%
0%
0
1
2
3
5
6
7
8
9
12
18
Over 79% of the students who responded to the survey, reported that they used the open lab hours more than one time in the Spring term.
Why didn't you attend the open lab hours?
* They did not work with my work schedule.
One of the two students who reported that they did not attend the open lab hours responded to the question, "Why didn't you attend the open lab hours?". As shown above, this student reported that it did not work with their work schedule.
I would recommend this tutoring to others in my program.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
11
2
0
0
13
Percent
85%
15%
0%
0%
100%
Missing responses (1)
100%
85%
50%
15%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
100% of the respondents either "Strongly Agreed" or "Agreed that they would recommend the tutoring during the open lab hours to others in their program.
They helped me prepare for my tests.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Missing responses (1)
Count
11
2
0
0
13
Percent
85%
15%
0%
0%
100%
100%
85%
80%
60%
40%
15%
20%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
100% of the students reported that the open lab tutoring helped them prepare for their tests.
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
Completed on 48
9/19/2014 Page 2
They helped me feel less anxious about taking tests.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
11
2
0
0
13
Percent
85%
15%
0%
0%
100%
100%
85%
80%
60%
40%
15%
20%
0%
0%
Disagree
Strongly Disagree
0%
Missing responses (1)
Strongly Agree
Agree
100% of the students "Agreed" or "Strongly Agreed" that the open lab tutoring helped them feel less anxious about taking tests.
I felt they listened to me.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
10
3
0
0
13
Percent
77%
23%
0%
0%
100%
Missing responses (1)
100%
77%
50%
23%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
77% of the students "Strongly Agreed" that the tutors in the open lab hours listened to them.
I felt they made it easier to understand the course materials.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Missing responses (1)
Count
10
3
0
0
13
Percent
77%
23%
0%
0%
100%
100%
77%
50%
23%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
100% of the students reported agreeing that the tutoring made it easier to understood the course materials.
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
49
I feel they understand my concerns.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
11
2
0
0
13
Percent
85%
15%
0%
0%
100%
100%
85%
80%
60%
40%
15%
20%
0%
0%
Disagree
Strongly Disagree
0%
0%
Disagree
Strongly Disagree
0%
Missing responses (1)
Strongly Agree
Agree
All of the students were in agreement that tutors understood their concerns. They helped me develop new ways of studying.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
6
7
0
0
13
Percent
46%
54%
0%
0%
100%
100%
46%
50%
54%
0%
Missing responses (1)
Strongly Agree
Agree
46% of the students "Strongly Agreed" and 54% "Agreed" that the tutoring helped them develop new ways of studying.
They helped me develop new ways of learning.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
8
5
0
0
13
Percent
62%
38%
0%
0%
100%
Missing responses (1)
100%
62%
38%
50%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
100% of the students either "Agreed" or "Strongly Agreed" with, "They helped me develop new ways of learning." They helped me find errors in my work.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Missing responses (1)
Count
11
2
0
0
13
Percent
85%
15%
0%
0%
100%
100%
85%
50%
15%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
100% of the students "Agreed" or "Strongly Agreed" the tutors helped them find errors in their work. Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
50
They helped me correct my errors.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
11
2
0
0
13
Percent
85%
15%
0%
0%
100%
Missing responses (1)
100%
85%
50%
15%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
100% of the students "Agreed" or "Strongly Agreed" the tutors helped them correct their errors.
They presented the class materials in a way I could really understand.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Count
8
5
0
0
13
Percent
62%
38%
0%
0%
100%
Missing responses (1)
100%
62%
38%
50%
0%
0%
Disagree
Strongly Disagree
0%
Strongly Agree
Agree
62% of the respondents "Strongly Agreed" that the tutors presented the class materials in a way they could understand.
Without them I would have been less successful in this class.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total
Missing responses (1)
Count
5
6
2
0
13
Percent
38%
46%
15%
0%
100%
100%
50%
38%
46%
15%
0%
0%
Strongly Agree
Agree
Disagree
Strongly Disagree
85% of the students either "Agreed" or "Strongly Agreed" that they would have been less successful in there class without the tutoring.
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
51
Responses to Open‐Ended Question
What did you find most helpful about the open lab time?
Being able to have more hands on time practicing
Extra lab hours
Extra time to practice outside of regular class hours.
Great time to practice with additional guidance.
I actually got to xray. So it me to view any euros i could have made.
I got more time to practice for the practicums and found new easier ways to do on the praticums
I was able to go to the lab during weekend hours and practice the positioning I learned from class to perform lab I was able to practice procedures from past exams to help prepare me for the final exam at the end.
Practicing positioning
The extra practice on the phantom and pixie doll outside of lab time helped me get more comfortable for the exam. Tutors did a really great job on giving helpful hints on how to improve our images/ mistakes.
time and ratio 1 on 1
Yes
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
52
Please provide us with one improvement we can make to better meet your needs.
Evening hrs
I can't think of any
It will help to have pixy dolls with every structure taught from the book. Example digestive and urinary system structures.
It would be nice to have available lab hours everyday.
N/A
None
Nothing as of now.
time maybe have one of the open lab on Tuesday or Thrusday after clinical
Yes
Any other comments you would like to share?
great oppertunity
Great tool for students
Love the extra hours.
Many students and me took advantage of the open lab.
N/A
Tutoring was a great idea and honestly so helpful. Mainly because as students we practice before performing it at clinicals.
Yes
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
53
Success Rates Spring 2014
Course
RAD 2A
RAD 31
RAD 3C
RAD 62A
RAD 62B
RAD 62C
RAD 64
Total
Successful
Count
Percent
32
89%
19
100%
19
100%
32
89%
33
92%
33
92%
19
100%
187
93%
Unsuccessful
Count
Percent
1
3%
0
0%
0
0%
1
3%
1
3%
1
3%
0
0%
4
2%
Withdrew
Count
Percent
3
8%
0
0%
0
0%
3
8%
2
6%
2
6%
0
0%
10
5%
Total
36
19
19
36
36
36
19
201
The overall course success rate for all Radiology courses in the Spring 2014 term was 93%. 100% of students were successful in several courses offered; these courses were RAD 31, RAD 3C, and RAD 64. The two classes with the lowest success rate were RAD2A and RAD62A with success rates of 89%.
Spring 2014 Radiology Course Success Rates 100%
98%
96%
94%
92%
100%
90%
100%
100%
88%
86%
89%
92%
92%
RAD 62B
RAD 62C
89%
84%
82%
RAD 2A
RAD 31
RAD 3C
RAD 62A
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
RAD 64
54
Success Rates Spring 2014
Course
Successful
Count
Percent
Unsuccessful
Count
Percent
Withdrew
Count
Percent
Total
RESD 51B
RESD 53
RESD 56D
RESD 59
RESD 60
RESD 61
25
25
17
17
25
17
93%
93%
100%
100%
93%
100%
2
2
0
0
2
0
7%
7%
0%
0%
7%
0%
0
0
0
0
0
0
0%
0%
0%
0%
0%
0%
27
27
17
17
27
17
Total
126
95%
6
5%
0
0%
132
The overall course success rate for all Respiratory Therapy courses in the Spring 2014 term was 95%. 100% of students were successful in several courses offered; these courses were RESD 56D, RESD 59, and RESD 61. Spring 2014 Respiratory Therapy Course Success Rates 100%
100%
100%
100%
98%
96%
94%
93%
93%
RESD 51B
RESD 53
93%
92%
90%
88%
RESD 56D
Prepared by Lisa DiDonato, Educational Research Analyst, Title V Grant, (RIE)
RESD 59
RESD 60
RESD 61
55
Pre‐Honors Success Rates Year 1
Summer 2014 English 68
Non‐Pre‐Honors
Pre‐Honors
Total
Successful
391 79%
13
87%
404 80%
Unsuccessful Withdrew Total
74
15%
27 5%
492
1
7%
1
7%
15
15%
75
28 6%
507
87%
90%
79%
80%
70%
60%
50%
40%
30%
15%
20%
7%
5%
10%
7%
0%
Successful
Unsuccessful
Non‐Pre‐Honors
Withdrew
Pre‐Honors
87% of the students enrolled in the Pre‐Honors section of English 68 during the Summer 2014 term were successful. 79% of the students enrolled in other English 68 classes during this term were successful.
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V grant (RIE).
56
Summer 2014 Bridge Textbook Survey Results
Prepared by Lisa DiDonato, Educational Research Assessment Analyst, Title V Grant, Research and Institutional
Effectiveness
This report contains the results of two surveys of students enrolled in the Summer Bridge program during the Summer 2014 term
This report is only possible because of the insight and assistance provided by IT, Lisa Rodriguez, Yendiz Moron and the Summer Bridge Staff. When you are referring to the data from this report, please remember to acknowledge that it was done through the Research and Institutional Effectiveness office in collaboration with the aforementioned persons and that it was completed on 5/1/2015.
57
I understand that my personality affects my career choice.
Before Learning Community
Count
Percent
Strongly Agree
30
37.5%
Moderately Agree
32
40.0%
Neutral
15
18.8%
Moderately Disagree
2
2.5%
Strongly Disagree
1
1.3%
Total
80
100%
60.0%
After Learning Community
Count
Percent
Strongly Agree
43
54.4%
Moderately Agree
30
38.0%
Neutral
5
6.3%
Moderately Disagree
0
0.0%
Strongly Disagree
1
1.3%
Total
79
100%
54.4%
50.0%
40.0%
37.5%
40.0% 38.0%
30.0%
18.8%
20.0%
6.3%
10.0%
2.5%
0.0%
1.3%
1.3%
0.0%
Strongly Agree
Moderately Agree
Neutral
Before Class
Moderately Disagree
Strongly Disagree
After Class
At the beginning of the academic term, 38% of the students "Strongly Agree" that their personality affects their career choice. After the class, 54% of those responding chose "Strongly Agree". In fact, 93% of the students either "Strongly Agreed" or " Moderately Agreed" that their personality affects their career choice.
Prepared by Lisa DiDonato, Educational Research Analyst, AANAPISI Grant, (RIE)
58
I am aware of my personality and the careers that best fit my personality.
Before Learning Community
Count
Percent
Strongly Agree
24
30.0%
Moderately Agree
25
31.3%
Neutral
26
32.5%
Moderately Disagree
5
6.3%
Strongly Disagree
0
0.0%
Total
80
100%
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
44.3%
30.0%
After Learning Community
Count
Percent
Strongly Agree
35
44.3%
Moderately Agree
34
43.0%
Neutral
8
10.1%
Moderately Disagree
1
1.3%
Strongly Disagree
1
1.3%
Total
79
100%
43.0%
32.5%
31.3%
10.1%
6.3%
1.3%
Strongly Agree
Moderately Agree
Neutral
Before Class
Moderately Disagree
0.0%
1.3%
Strongly Disagree
After Class
At the beginning of the academic term, 74% of the students either "Moderately Agreed" or "Strongly Agreed" that they were aware of their personality and the careers that best fit their personality. After the class, 87% of those responding either "Strongly Agreed" or "Moderately Agreed".
Prepared by Lisa DiDonato, Educational Research Analyst, AANAPISI Grant, (RIE)
59
I understand the importance of having an educational plan to the process of career choice.
Before Learning Community
Count
Percent
Strongly Agree
58
72.5%
Moderately Agree
17
21.3%
Neutral
3
3.8%
Moderately Disagree
1
1.3%
Strongly Disagree
1
1.3%
Total
80
100%
80.0%
72.5%
After Learning Community
Count
Percent
Strongly Agree
60
75.9%
Moderately Agree
13
16.5%
Neutral
5
6.3%
Moderately Disagree
1
1.3%
Strongly Disagree
0
0.0%
Total
79
100%
75.9%
70.0%
60.0%
50.0%
40.0%
30.0%
21.3%
20.0%
16.5%
10.0%
3.8%
6.3%
1.3%
1.3%
1.3%
0.0%
0.0%
Strongly Agree
Moderately Agree
Neutral
Before Class
Moderately Disagree Strongly Disagree
After Class
Both before and after the class most of the students "Strongly Agreed" or "Moderately Agreed" with the statement, " I understand the importance or having an educational plan to the process of career choice" . Before the class, 92% percent of the students responded this way, after the class 93% responded in this manner. Prepared by Lisa DiDonato, Educational Research Analyst, AANAPISI Grant, (RIE)
60
I understand there are many types of personalities and the importance of becoming aware of personality traits in a classroom/work setting.
Before Learning Community
Count
Percent
Strongly Agree
26
32.5%
Moderately Agree
42
52.5%
Neutral
11
13.8%
Moderately Disagree
0
0.0%
Strongly Disagree
1
1.3%
Total
80
100%
After Learning Community
Count
Percent
Strongly Agree
46
58.2%
Moderately Agree
28
35.4%
Neutral
4
5.1%
Moderately Disagree
0
0.0%
Strongly Disagree
1
1.3%
Total
79
100%
70.0%
58.2%
60.0%
52.5%
50.0%
40.0%
32.5%
35.4%
30.0%
20.0%
13.8%
5.1%
10.0%
0.0%
0.0%
1.3%
1.3%
0.0%
Strongly Agree
Moderately Agree
Neutral
Before Class
Moderately Disagree Strongly Disagree
After Class
At the beginning of the term, 85% of the students were in agreement with the statement, "I understand there are many types of personalities and the importance of becoming aware of personality traits in a classroom/work setting". At the end of the academic term, 94% of the students agreed with the statement. Prepared by Lisa DiDonato, Educational Research Analyst, AANAPISI Grant, (RIE)
61
I understand that personality is one avenue that can lead to many different careers.
Before Learning Community
Count
Percent
Strongly Agree
22
27.5%
Moderately Agree
37
46.3%
Neutral
17
21.3%
Moderately Disagree
3
3.8%
Strongly Disagree
1
1.3%
Total
80
100%
80.0%
After Learning Community
Count
Percent
Strongly Agree
57
72.2%
Moderately Agree
17
21.5%
Neutral
3
3.8%
Moderately Disagree
1
1.3%
Strongly Disagree
1
1.3%
Total
79
100%
72.2%
70.0%
60.0%
46.3%
50.0%
40.0%
30.0%
27.5%
21.5%
21.3%
20.0%
10.0%
3.8%
3.8%
1.3%
1.3%
1.3%
0.0%
Strongly Agree
Moderately Agree
Neutral
Before Class
Moderately Disagree Strongly Disagree
After Class
Before the class, 74% of the students selected either "Strongly Agree" or "Moderately Agree" to the statement, "I understand that personality is one avenue that can lead to many different careers." After the class, 94% of the students either "Strongly Agreed" or "Moderately Agreed".
Prepared by Lisa DiDonato, Educational Research Analyst, AANAPISI Grant, (RIE)
62
Title V Initiative: Communicating with Students
STUDENT FOCUS GROUP
14 November, 2014
Conducted by Lisa DiDonato and Mario Guzman
63
Introduction
As a pre‐cursor to Mt. SAC’s future participation in the national survey hosted by ECAR (Educause Center for Analysis and Research’s 2015 Study of Students & I.T.), the Title V Educational Researcher and Web Developer jointly conducted a student focus group geared to draw input and initiate discussions about how to improve communication with students. The specific Title V goals with regards to better communicating with our Mt. SAC students are detailed on the last slide of this report.
The questions posed to students focused on the following areas:
 Communication with Professors,
 Important Academic Notifications
 Campus Events
Additionally, during our closing summary and overall general Q&A, the students touched on the following subjects:
 Internet Access
 Campus Wi‐Fi
 Mountie App
64
Methodology

The established goal for the session was to keep students engaged and focused on the subject of communication. •
Questions were generated to align with those described in the Title V grant activities, with the intention of better understanding the communication methods preferred by students.

In order to maximize feedback and because of their landscape view of the population, Mt. SAC student workers from various areas were asked to sign up and participate in the free pizza luncheon via an on‐line form. 
To help promote discussion, an open poll forum method was used. Students were asked to come up with multiple answers of their own and the tabulated results were shared in real time during the session.

On the day of the event, twelve students from Arise, ACES, Aspire, Counseling, High School Outreach and, Title V attended the meeting.
65
Preferred method of communication with Friends and
Family (other than in person), and why?
Post Discussion
Initial Poll Results
Text Messaging
The students feel that text messaging is preferred because, it is instant and does not interfere with current activities. Alternatively a chat program may be used.
Text
Phone Call
Only one of the students felt that a phone call would be a better method. The student went on to say that this is because most of his family lives out of state.
Phone Call
Students stated that email is not often used and Facebook is only used for instant messaging or broadcasting major events.
0
2
4
Phone Call
6
8
Text
10
12
All of the students felt that the overall student population would agree with this selection.
66
Preferred method of communication with Instructors
(other than in person), and why?
Post Discussion
Initial Poll Results
Collaborative Workgroup ‐ The overwhelming majority feel that they would be better served by a system where, instructors are available on a published schedule, in a collaborative communication workgroup system. Skype was the given example. Although initially students cited email as a preferred method, on follow up, the students stated that their selection of email was for the benefit of their instructors. Email
Phone Call
Moodle Rooms
Text
Skype
Texting ‐ In regards to the use of text, students feel that texting with an instructor would not be professional but was good for quick messages, but not often or long.
Reminder App
Facebook
0
2
4
6
8
10
Facebook
Reminder App
Skype
Text
Moodle Rooms
Phone Call
12
Phone Call ‐ Students selected phone call as their primary priority communication method but this was mostly for urgent and personal matters.
Email
All of the students felt that the overall student population would agree with these answers.
67
Preferred method of communication for Time Sensitive
Items (excluding emergency broadcasts), and why?
Post Discussion
Initial Poll Results
Texting
The overwhelming majority feel that a text message would be more immediate and cause them to take action as necessary. Text
Email
Portal
Facebook
Apps
Campus Wide Calendar
Orientation
0
2
4
6
8
Orientation
Campus Wide Calendar
Apps
Facebook
Portal
Email
Text
10
Campus Wide Calendar (with selective download to mobile device) Students feel strongly that all academic events, including those of an administrative type and classroom related, should be posted to a campus wide calendar where they can selectively download them onto to their own mobile calendar. In this case, the calendar reminders would create alarm events causing them to take action. Students are fine with having the main body of such notifications residing within the portal or email. Students further commented that they do not “hang‐out” in the portal and they do not check email on a regular basis. All of the students felt that the overall student population would agree with these answers.
68
Preferred method of communication for school and
campus events, and why?
Post Discussion
Initial Poll Results
1. Campus Wide Calendar ‐ The overwhelming majority feel that they would prefer to selectively download these from a campus wide calendar. They further stated that they would be okay with using text, only if it was from a club they had joined for a localized event.
Campus Wide Calendar
Text
Portal
Email
Facebook
App
Flyer
Electronic Screens
0
2
4
6
Electronic Screens
Flyer
App
Facebook
Email
Portal
Text
Campus Wide Calendar
8
2. Other Methods ‐ Students stated that flyers and posters are more effective than the campus monitors. They would like the monitors moved to common locations of congregation, as some of their current locations are not in prime view. They would like to see messages in full multimedia, especially music, and features about current Mt. SAC students. Optionally, they would like to see the Mt. SAC media students be allowed to participate in the creation of such multimedia. Students mentioned that most of these types of announcements via email are sent directly to the spam folder.
All of the students felt that the overall student population would agree with these answers.
69
Have you ever seen an ad for a campus event &
attended?
Flyers and Posters
Students stated that flyers and posters had been an effective method of getting them to attend an event on campus.
Students further elaborated that a campus wide calendar solution would be the better option.
All of the students felt that the overall student population would agree with these answers.
70
Do you currently have internet access at home?
Post Discussion Selections
Initial Poll Results
Internet Access
Ten of the twelve students currently have internet access at home, though two of them had it installed just the day prior. Two of the students stated they only had internet access via their mobile phone.
Yes
Of the overall student population, do you believe that most have home internet access?
The students feel that by estimation, only about 50% of the students have internet access at home. They stated that many older adults come on campus to use computers to do their homework. That sometimes depending on schedules, there are not enough computers available. No
0
2
4
6
No
8
10
12
Yes
71
Campus Wi‐Fi
Student Feedback
The students feel strongly, that the current infrastructure is inadequate and not usable for their needs. They would like to bring their own computers on campus.
The students find the current connect login method difficult to perform on their mobile devices and would prefer open access. Today rather than using Wi‐Fi, they must connect using up, their “data plan minutes” which can be expensive.
One student mentioned that Mt. SAC should study what other colleges and universities are currently implementing as this would help them in the future when they transfer to those schools.
72
Mountie App
Student Feedback
The students feel that the current app was not designed with students in mind, that it is very slow and crashes often. Students stated they have deleted the app from their mobile devices.
The students however, acknowledge that the use of Apps is more prevalent and they would like to see a better Mt. SAC App suited to their needs. The students listed the following items as priorities for the Mountie App:




Campus Wide Calendar Solution (exports to their mobile calendar)
Student Relevant Menu Options (from the Portal)
Important Academic Notifications
Mobile Functional Interactivity (not just a reduced view of Portal)
73
In The Classroom
Student Feedback
They students felt that by an estimation, about 50% of the instructors are not using technology to the fullest potential. Some of the students mentioned that a suite of applications such as the Google Apps would greatly facilitate their workload. However, they stated that training and workshops are required for students. The students stated that the training should be mandatory.
Asked about computer usage in the classroom, the students stated that some professors do not allow the use of devices such as computers or mobile devices and that there are only a few selective areas where they would be beneficial anyway, such as English class. The students mentioned Art History as an example of an area where computers are not useful because they are learning directly from lecture. They also voiced concerns over improper use, as being distractive to other students.
74
Findings

The participant group was observed to be highly motivated and noted to have clear educational goals. The casual ambiance of the questionnaire and the open forum tabulation approach, kept students engaged and on track.

Mobile devices play an essential role in the everyday life of a student. Students are very familiar with a standard set of applications (mostly social media) that fit their communication needs. Students are also clearly aware that more could be accomplished with the devices, if more mobile functional applications geared to their needs and specifications existed.

Students prefer to maintain a professional relationship with their educational institution, but would like to see the institution socialize in a more effective manner, the tools and technology that is currently available
to them.

They would like to see the institution participate more via social mediums and they are deeply interested in knowing more about the success of other students as opposed to campus events.

The students care greatly about the outcomes from their input and would like to be communicated to, regarding any changes or solutions that may be implemented.

The students do not, on a regular basis make use of the institution’s current information outlets such as, the main website, email, or portal. Instead, opting to access only pertinent information such as account or class schedules on a seasonal basis.
75
Recommendations
Internet Access Infrastructure
Improve or strengthen campus Wi‐Fi and modify the access protocol to be mobile functional and easy to use.
Communication with Instructors
Implement a modern “collaborative‐workgroup” type solution that allows students, staff and instructors to logon, publish operating work schedules, and create and maintain project oriented communications. The interface should not only be mobile responsive, but also mobile functional and use a dashboard look and layout, where each user can review recent communications, calendar events, and for students, contain the most used functions from the portal. Because of security and privacy concerns this last area would be secured via secondary authentication.
Additional Demographics Input Needed
It would be beneficial to conduct a similar focus group with the adult student community (age 34 and up) to ensure that we are addressing their needs as well.
76
Appendix I ‐Questions

When you cannot speak with someone in person, what method of communication do you use most often with your family and friends?
 Why do you prefer this method of communication?
 Do you think this is what most students prefer? 

As a student, what method of communication do you prefer to use with your professors?
Write your responses on the post‐it notes provided.
 Why do you prefer this method of communication?
 Do you think this is what most students prefer? 
If you could choose a communication method for being notified about upcoming events what would you choose?
Write your responses on the post‐it notes provided.
 Why do you prefer this method of communication?
 Do you think this is what most students prefer? 
77
Appendix I ‐ Questions


How about important deadlines or requirements for you as a student?
Write your responses on the post‐it notes provided.
 Why do you prefer this method of communication?
 Do you think this is what most students prefer? 
Have you ever received an email about an event on campus that you ended‐up attending?
How about a poster?
The portal?
Do you ever read the messages on the big television screens? Attended an event because of it?




Do you have internet access at home?
76
Appendix II: Title V component
Student communication methods: Part of enabling students to reach their goals is the development of a stronger way of connecting with them through various channels of communication [CPP 3]. In Year 1, the project will gather student perspectives and guidance on ways in which faculty may communicate more effectively [CPP 2]. With this feedback and a review of best practices in mind, the project will implement the following activities (and others that are gauged to be important among students) to enhance communication (Years 2‐4): Student Communication Strategies to be Implemented
– Customized mixed media messages utilizing methods frequently used by students, including text messages, “robo calls,” the student portal, Facebook, Twitter, etc. to inform them of their progress and status and encourage their use of support services
– Best‐practice models to assist faculty in implementing modes of student‐to‐student and student‐to‐faculty communication, including the use of first‐person sharing of their own educational and career development
– Student messages on the Web utilizing student role models to encourage peers by sharing their own academic successes and information about various career fields
– Interactive online resources providing guidance, tips for success in college, and student‐to‐ student “straight talk,” especially designed for underrepresented and at‐risk students
– Applications (iPhone, Android) that will connect to FAQs and tips about educational planning, declaring a major, career assessment, transfer, accessing support services, etc.
– Online chat sessions with peer advisors serving as mentors to enable students to seek and receive assistance and referrals more immediately
77
May 4, 2015 ACTIVITY COVER SHEET Project: Career Assessment (Part 1): Mountie CareerSource (Symplicity) Title V Grant Component #1: Students make informed choice of educational goal Type: Student Services Grant description: Mt. SAC’s lack of progress technologically has meant severe gaps in service to students, especially in career and educational planning areas. (pg. 12) § The aims for the proposed project’s single activity are to (1) enable students to make more informed educational goals through targeted support services, career assessment, and educational planning (pg. 21) § Year 1: Pilot career assessment & computerized Ed Plans (21). § Years 3-­‐4: Develop and pilot career-­‐based curricular units. (21). § Years 1-­‐5: Career assessments will occur year-­‐round. § Years 3-­‐5:The project will develop curricular units that build on students’ career assessment results, which will enable students to research possible college majors and visit departments linked to their career interests. Stakeholders: Director and staff, Career and Transfer Services, Dean of Counseling, Tom Mauch, VP of Student Services, Dr. Audrey Yamagata-­‐Noji, Counseling faculty serving as liaisons with Career and Technical Education cohorts in the Title V grant. Budget: $3,000 Although no career assessment tool is outlined in the original budget proposal, unspent/carryover funds were allocated to the Career and Transfer Services department in Summer of 2014 to pay for the enhanced online tool, Symplicity, the software behind Mountie CareerSource: https://mtsac-­‐csm.symplicity.com Documentation: emails between stakeholders; online data in Symplicity. Assessment: Year 1: Summer 2014 data for use of “Mountie CareerSource” Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 1
May 4, 2015 ACTIVITY COVER SHEET Year 2 will focus on the # of employers attracted for Career Day and number of users of CareerFinder tool. Project need & update: Enhanced outreach to students to make them aware of the resource. As of Spring 2015, only 876 registered student users have accessed this self-­‐service tool. Title V is working with a consultant who is making short videos for CareerCafe and California State Community Colleges Chancellor’s office to reach more students with resources and steps to choosing a major based on career pathways. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 2
ACTIVITY COVER SHEET Project: Math/English Boot camps by Adult Basic Education Title V Grant Component 2: Support services to accelerate students into and promote retention in college-­‐level coursework. Title V Objectives: 3.2 Type: Instruction Grant description: Very few students take steps to prepare for placement testing. Results are frequently not a clear representation of students’ actual knowledge of the subject matter, leading to placement in basic skills courses. Many students just need to “brush up” on their English or mathematics skills prior to the assessment. During the student services information sessions, counselors will direct students to the Learning Assistance Center (tutoring) for preparation for assessment testing (Years 1-­‐5) (p. 26-­‐27). Overview: Several one-­‐week “refresher” sessions for incoming Freshman. Students attend for 8 hours per day in either English or math instruction to prepare students for assessment tests.
Stakeholders: Dr. Madelyn Arballo, Adult Basic Education Director, adjunct faculty teaching the boot camp sessions, and tutors in the A.B.E. lab. Funding: Year 1: $2,000 Year 2: *budgeted ($10,200) for faculty and tutoring support in math and writing bootcamps for incoming Freshman. Documentation: Emails, progress reports (for 2014 Newsletter), and Project Proposal budget submitted to Title V and approved by V.P. of Instruction. On file in Title V office. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 3
ACTIVITY COVER SHEET Assessment: Pre-­‐assessment – Spring/Pre-­‐assessment – Summer/Post-­‐assessment -­‐ Summer Enrollments and subsequent course registration: •
•
70 students participated in English boot camp and 79% of those had enrolled in an
English class by Spring of 2015.
87 students participated in the math boot camp and 69% of those students had
enrolled in a math course by Spring of 2015
APR Focus Areas: Academic Quality, Student Services and Outcomes LAA’s: 4 Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 4
May 4, 2015 ACTIVITY COVER SHEET Project: Directed Learning Activities (DLA’s) in the Writing Center Title V Grant Component #2: Support services to accelerate students into and promote retention in college-­‐level coursework Type: Instruction Grant description: These activities will include a 40-­‐minute, interactive, self-­‐directed activity involving online resources, followed by a 20-­‐minute review of the work with a tutor targeting specific grammar and rhetorical issues. In order to reach even more students, the project will expand DLAs into an online format [CPP 3]. Enabling students to complete the DLA off-­‐campus and consulting with a tutor online will be a convenient, cost-­‐effective, and innovative approach to an emerging tool in academic support. (p.28)
Overview: the Writing Center has extended support to other disciplines such as Biology and Paralegal Studies. To support Writing Across the Curriculum (WAC) endeavors, we are collaborating with faculty and other local colleges to improve student learning, retention, and success. In particular, we are having conversations with Mt. SAC and Chaffey Biology and student success specialists to incorporate new and innovative learning tools for students. One such learning tool that has proven successful is Directed Learning Activities (DLAs). DLAs are sets of exercises students complete to improve particular skills and demonstrate success through engaging, self-­‐paced, contextualized learning activities. Each DLA concludes with a brief tutoring session to ensure the student understands the topic and its application. What once was a resource to mainly English students is now becoming a bridge to other disciplines. Stakeholders: Dr. David Charbonneau, Director of Writing Center, Amy Azul, Title V Tutorial Services Specialist, Title V supported student tutors in Writing Center, and participating faculty and students in Title V cohorts. Funding: The DLA program has no formal budget, however, the Title V pays 100% of the Tutorial Services Specialist salary, which part of that position’s time is dedicated to the DLA program. The Writing Center’s Year 1 actual budget to support all Title V activities was $12,000. Year 2 budget will increase as projects added. Documentation: Meeting minutes on file in Title V office; Emails between Writing Center director and staff, and Dean of Humanities Division on file; Newsletter Fall 2014. Assessment: • Winter 2014 term, 282 DLA’s were completed by 119 students
• Spring 2014 term, 1,313 DLA’s were completed by 529 students
Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 5
May 4, 2015 •
ACTIVITY COVER SHEET Summer 2014 term, 164 DLA’s were completed by 91 students
Project update: The Tutorial Services Specialist is working with the Paralegal Studies Title V cohort Faculty Coordinator to develop DLA’s for Paralegal students. Results will be reported in Year 2 of APR and Research Reports. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 6
May 4, 2015 ACTIVITY COVER SHEET Project: Assessment of Written English Preparation in the Writing Center (AWE Workshops) Title V Grant Component #2: Support services to accelerate students into and promote retention in college-­‐level coursework, grant objective 3.1 “the rate at which students are placed into developmental English (67 or lower) will decrease…” Type: Instruction Grant description: Very few students take steps to prepare for placement testing. Results are frequently not a clear representation of students’ actual knowledge. Many students just need to “brush up” on their English or mathematics skills prior to the assessment. During the student services information sessions, counselors will direct students to the Learning Assistance Center (tutoring) for preparation for assessment testing (Years 1-­‐5). [SIC: to the Writing Center for English preparation] (p.26-­‐27).
Overview: Tips for English Placement (A.W.E.) workshop. This workshop helps prepare students for the English placement test at Mt. SAC. Stakeholders: Dr. David Charbonneau, Director of Writing Center, Amy Azul, Title V Tutorial Services Specialist. Funding: The AWE program has no formal budget, however, the Title V pays 100% of the Tutorial Services Specialist’s salary, which includes a part of that position’s time dedicated to the AWE program. The Writing Center’s Year 1 actual budget to support all Title V activities was $12,000. Year 2 budget will increase as projects added. Documentation: Meeting minutes on file in Title V office; Emails between Writing Center director and staff, and Dean of Humanities Division on file; Newsletter Fall 2014. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 7
May 4, 2015 ACTIVITY COVER SHEET Assessment: (Fall 2013-­‐Summer 2014) •
•
•
•
The majority of students who took the AWE placement test before and after the workshop
placed higher after the workshop than
they did before.
10O% of the students agreed or strongly agreed they would recommend this workshop to a
friend.
The success rate of all English and AmLa courses taken by workshop attendees was 79%.
Project update: The Educational Researcher, Title V Director, and Writing Center are working on methods to increase participation in the AWE Tips workshops. The Writing Center Director is working on interactive video resources for students to access online. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 8
March 1, 2015 ACTIVITY COVER SHEET Project: Radiology Technology Program Title V Grant Component: #3 Scalable and Sustainable Cohort Models (District Educational Master Plan Strategic Objective 2A: Improve course completion and persistence rates through learning communities, supplemental instruction, and support services) Title V Objectives: 4,5,6 APR Focus Areas: Academic Quality, Student Services and Outcomes LAA’s: 2, 3, 4, Type: Instruction Grant description: Cohorts formed from pre-­‐requisites – Students are required to continue the program from semester to semester (e.g., nursing, allied health, etc.). Open-­‐entry, accelerated cohorts – Students take two courses each half semester in a program that does not require pre-­‐requisites.
Once in the program, students who successfully pass their courses have guaranteed enrollment for the next two courses in the sequence. New students may enter the rotation at any point Keeping the successful aspects of these cohort models in mind, the project will pilot five program-­‐specific cohorts (Year 1) that are in high-­‐demand (by both students and industry) disciplines. As successful strategies and lessons learned from these cohorts are identified [CPP 3], the college will extend cohort models (Years 2-­‐5) to other disciplines to promote faster and more successful completion of in-­‐demand programs [CPP 1].
Overview: The grant funds/interventions support the program to meet the accrediting agency 5 year average rates for program completion, national exam pass rate, address attrition, and job placement by providing additional assistance & learning resources to high stake students such as those who struggle with study techniques, those who need one on one tutoring, those who require additional lab hours to master a skill, and those who need a mentor to assist them in transitioning from a student to a marketable employee. In addition, the funds/interventions will help our program achieve it's mission of "preparing competent and professional entry-­‐
level radiographers able to meet the needs of the healthcare community" by providing the same additional assistance & learning resources. For example, the open lab hours will give students the opportunity to become more clinically competent, which is one of our program's goals, by giving them additional time to apply positioning skills needed to succeed in the classroom, in clinical and in the workplace. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 9
March 1, 2015 ACTIVITY COVER SHEET Stakeholders: Faculty Coordinator: Professor Monique Neel, adjunct faculty professional experts (Nicole Lawson, Kenny Kovacs and Navapun Agustin) and Dean of Technology and Health Division, Jemma Blake-­‐Judd. Funding: (Cohort preparation began in 2013-­‐14 – year 1, and launched in Fall 2014 – year 2) Year 1 Actual budget: $6,453 Year 2 Projected budget: $16,900 Funding highlights: X-­‐Ray cassettes provided for students year 2 Student Support: Year 2 (new/planned): Academic/Professional training workshop hosted by Title V and the Learning Assistance Center will orient students entering Tech/Health programs to expectations, provide resources, and refresh math and study skills. Documentation: Meeting minutes on file in Title V office; Emails between cohort faculty and Division Dean on file; Newsletter Fall 2014. Some expenses for project reported in Year 1 Annual Report filed with Department of Education in January 2015. Assessment Student satisfaction surveys – lab Completion rates, persistence rates Of the 201 students who were enrolled in the Spring semester, 2014, 94% (187) were successful. Results from the Radiology cohort data helped to confirm that tutoring interventions designed for this student population (night and weekend open-­‐lab design with a professional expert) have a positive impact on student success in Radiology courses. 100% of tutored students who participated in a satisfaction survey about this tutoring either agreed or strongly agreed that it was beneficial. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 10
March 1, 2015 ACTIVITY COVER SHEET Project: Respiratory Therapy Program Title V Grant Component: #3 Scalable and Sustainable Cohort Models (District Educational Master Plan Strategic Objective 2A: Improve course completion and persistence rates through learning communities, supplemental instruction, and support services) Title V Objectives: 4,5,6 APR Focus Areas: Academic Quality, Student Services and Outcomes LAA’s: 2, 3, 4, Type: Instruction Grant description: Cohorts formed from pre-­‐requisites – Students are required to continue the program from semester to semester (e.g., nursing, allied health, etc.). Open-­‐entry, accelerated cohorts – Students take two courses each half semester in a program that does not require pre-­‐requisites.
Once in the program, students who successfully pass their courses have guaranteed enrollment for the next two courses in the sequence. New students may enter the rotation at any point Keeping the successful aspects of these cohort models in mind, the project will pilot five program-­‐specific cohorts (Year 1) that are in high-­‐demand (by both students and industry) disciplines. As successful strategies and lessons learned from these cohorts are identified [CPP 3], the college will extend cohort models (Years 2-­‐5) to other disciplines to promote faster and more successful completion of in-­‐demand programs [CPP 1].
Overview: Between 2010-­‐2013 attrition increased in the Respiratory Therapy program. The reasons/causes for attrition are varied and frequently include health related issues for the student or family member, personal problems, and academic failure. In the last year, the program has seen an increase in academic attrition. CoARC, the Commission on Accreditation for Respiratory Care has set a 40% attrition threshold. In 2013 and 2014, we will fall below that threshold. The program is in the process of developing an attrition action plan. There are pre-­‐requisites to enter the Respiratory Therapy Program. Among those pre-­‐
requisites are Anatomy and Physiology. Despite students having these courses, a number of students still seem to struggle in RESD 52, Cardiopulmonary Anatomy and Physiology. This is the reason for piloting use of a supplemental instructor for this course. Another first semester course that students struggle with is RESD 50, Theory and Principles of Respiratory Care. Success in this course requires a fair amount of math and chemistry. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 11
March 1, 2015 ACTIVITY COVER SHEET Stakeholders: Faculty Coordinator: Professor Mary-­‐Rose Wiesner, adjunct faculty John Garcia, Mike Haines, professional experts Nichol Graffeo, George Roumeliotis, Lei Lee, Stacey Ov, Christy Brown, and Dean of Technology and Health Division, Jemma Blake-­‐Judd. Funding: (Cohort preparation began in 2013-­‐14 – year 1, and launched in Fall 2014 – year 2) Year 1 Actual budget: $1,798 Year 2 Projected budget: $48,572 Funding highlights: new respirator equipment for student use during classroom instruction and lab hours. Faculty Coordinator points to it has creating an environment of professionalism and pride for the students. Student Support: Year 2 (new/planned): Academic/Professional training workshop hosted by Title V and the Learning Assistance Center will orient students entering Tech/Health programs to expectations, provide resources, and refresh math and study skills. Documentation: Meeting minutes on file in Title V office; Emails between cohort faculty and Division Dean on file; Newsletter Fall 2014. Some expenses for project reported in Year 1 Annual Report filed with Department of Education in January 2015. Assessment Student satisfaction surveys – lab (planned year 2) Completion rates, persistence rates Success Rates: Spring 2014 Of the 132 students enrolled in the term, 126 students completed six courses with a 95% success rate. Program Success Update: Spring 2015: CoARC (Commission on Accreditation for Respiratory Care) awarded program and a student achievement award to be issued in July 2015 at annual conference. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 12
Revised 5/11/2015 ACTIVITY COVER SHEET Project: Honors English (Pre-­‐Honors 68 & Honors 1A) Summer 2014 (Year 1), Fall 2014 (Year 2) Title V Grant Component #3: Scalable and Sustainable Cohort Models (District Educational Master Plan Strategic Objective 2A: Improve course completion and persistence rates through learning communities, supplemental instruction, and support services) Type: Instruction Grant Description: Cohorts formed from pre-­‐requisites – Students are required to continue the program from semester to semester (e.g., nursing, allied health, etc.). Open-­‐entry, accelerated cohorts – Students take two courses each half semester in a program that does not require pre-­‐requisites. Once in the program, students who successfully pass their courses have guaranteed enrollment for the next two courses in the sequence. New students may enter the rotation at any point Keeping the successful aspects of these cohort models in mind, the project will pilot five program-­‐specific cohorts (Year 1) that are in high-­‐demand (by both students and industry) disciplines. As successful strategies and lessons learned from these cohorts are identified [CPP 3], the college will extend cohort models (Years 2-­‐5) to other disciplines to promote faster and more successful completion of in-­‐demand programs [CPP 1]. Stakeholders: Honors Center Director, (formerly English Professor Lloyd Acquino, Dean of Humanities Division, Jim Jenkins, Writing Center/Tutorial Services Specialist who oversees Tutors in the Classroom Program. 1 TC assigned to each cohort of English sections in Professor Acquino’s classes. Funding: $1,800 per course for TC cost (as assigned in Writing Center’s Title V budget); no faculty stipend issued. Year 1: 15 students attempted the English 68 Pre-­‐Honors cohort, 13 were successful, one was unsuccessful and one withdrew. Students in Pre-­‐Honors English 68 were successful at an 87% rate in comparison to non-­‐
Honors English 68 students, who passed the course at a rate of 79%. Full survey results on file in Title V office with Assessment reports. Pass rates for the subsequent 1A course will be included in the Year 2 APR and Assessment Report. Documentation: Assessment Report by Educational Researcher on file; emails between stakeholders on file in Title V Focus Areas: Academic Quality, Student Outcomes LAA’s: 4, 6 Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 13
Revised 5/11/2015 ACTIVITY COVER SHEET Project note: This cohort dissolved due to faculty unavailability. New Honors College cohort formed Winter 2015 which will include Honors English courses and will be tracked under new budget and project through the Honors Program and Humanities Division. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 14
3/2/15 ACTIVITY COVER SHEET Project: Bridge Title V Grant Component: #3, college-­‐ready cohorts Title V Objectives: 4.1 Type: Student Services Website: http://www.mtsac.edu/bridge/ Grant description: After completing mandatory assessment, students who place into the lowest levels of English and mathematics will be directed to enroll in a six-­‐week summer boot camp (Years 1-­‐5). Boot camps [CPP 1] will link either an English or a mathematics course with a student success course. Students will also enroll in a community class, which will be co-­‐ taught by a counselor and a basic skills professor. This class will provide opportunities for peer advising, study groups, one-­‐on-­‐one tutoring, and visitations from key campus support services.
Stakeholders Bridge Counselor Coordinator, Anabel Perez, Lysette Trejo, Jolene Chong, Project/Program Coordinator, and the English/Math Department faculty Funding Actual Year 1 (13-­‐14) $13,700 (career text book loan program and peer advisor hourly pay) Projected Year 2 (14-­‐15): $13,700 Documentation Emails, budget worksheets, newsletter (Fall 2014), research reports Assessment Total students in 2014 summer program: 357 Total students supported by Title V: 90 Year 1: pass rates for English & Math averaged 90% -­‐ aggregate. Did not track “Title V students.” Post-­‐learning community surveys showed a 10 to 15% increase in understanding importance of education plan and effect on career choice. APR Focus Areas: B -­‐ Student Services and Outcomes LAA’s: 5, 6 Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 15
May 4, 2015 ACTIVITY COVER SHEET Project: Student Communication Focus Group #1 (October, 2014) Title V Grant Component #4: Increase and Enhance Communication with Students Type: Instruction, Student Services, Information Technology Department Grant description: Part of enabling students to reach their goals is the development of a stronger way of connecting with them through various channels of communication [CPP 3]. In Year 1, the project will gather student perspectives and guidance on ways in which faculty may communicate more effectively [CPP 2]. With this feedback and a review of best practices in mind, the project will implement the following activities (and others that are gauged to be important among students) to enhance communication (Years 2-­‐4). •
•
•
•
•
•
Customized mixed media messages utilizing methods frequently used by students, including
text messages, “robo calls,” the student portal, Facebook, Twitter, etc. to inform them of
their progress and status and encourage their use of support services.
Best-­‐practice models to assist faculty in implementing modes of student-­‐to-­‐student and
student-­‐to-­‐faculty communication, including the use of first-­‐person sharing of their own
educational and career development
Student messages on the Web utilizing student role models to encourage peers by sharing
their own academic successes and information about various career fields
Interactive online resources providing guidance, tips for success in college, and student-­‐to-­‐
student “straight talk,” especially designed for underrepresented and at-­‐risk students
Applications (iPhone, Android) that will connect to FAQs and tips about educational planning,
declaring a major, career assessment, transfer, accessing support services, etc.
Online chat sessions with peer advisors serving as mentors to enable students to seek and
receive assistance and referrals more immediately
Overview: the Title V Educational Researcher and Web Developer jointly conducted a student focus group geared to draw input and initiate discussions about how to improve communication with students. The specific Title V goals with regards to better communicating with our Mt. SAC Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 16
May 4, 2015 ACTIVITY COVER SHEET students are detailed on the last slide of this report. The questions posed to students focused on the following areas: •
•
•
•
•
Communication with Professors
Important Academic Notifications
Campus Events
Campus WiFi & Internet Access
Mountie App
Stakeholders: All administration and faculty. Key staff: Title V Counselor Coordinator (vacant as of May 2015), Counseling Department, Title V Web Developer (vacant as of May 2015), Educational Researcher, Lisa DiDonato, Title V Director, Lisa Rodriguez, Director of Marketing, Uyen Mai, Supervisor, Web and Portal Services, Eric Turner. Funding: Title V provided food for student focus group attendees. No dedicated budget; staff salaries counted towards APR reporting. Documentation: The study was shared with all of the Mt. SAC campus in December 2014. Meeting minutes, emails between key staff, and report located at: http://www.mtsac.edu/titlev/reports/ Assessment: Qualitative feedback from 12 student participants who worked as student workers in High School Outreach and Title V programs. •
•
•
•
•
Mobile devices play an essential role in the everyday life of a student. Students are very
familiar with a standard set of applications (mostly social media) that fit their
communication needs.
Students prefer to maintain a professional relationship with their educational institution,
but would like to see the institution socialize in a more effective manner, the tools and
technology that is currently available to them.
They would like to see the institution participate more via social mediums and they are
deeply interested in knowing more about the success of other students as opposed to
campus events.
The students care greatly about the outcomes from their input and would like to be
communicated to, regarding any changes or solutions that may be implemented.
The students do not, on a regular basis make use of the institution’s current information
outlets such as, the main website, email, or portal. Instead, opting to access only pertinent
information such as account or class schedules on a seasonal basis.
Project update: The Educational Researcher is working to identify a focus group opportunity with non-­‐traditional aged students to follow up on this study. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 17
May 29, 2015 ACTIVITY COVER SHEET
Project: Writing Center Tutoring: Tutors in the Classroom Program Title V Grant Component #2: Support services to accelerate students into and promote retention in college‐level coursework, grant objective 3.1 “the rate at which students are placed into developmental English (67 or lower) will decrease…” and grant objective 4.1 “The rate at which students persist from fall term to fall term will increase among pilot students.” Type: Instruction Focus Area: Student Services/LAA’s: 6 Grant description: (abbreviated; p. 28‐32) Students may be referred to various services offered at campus tutoring centers and the library, including but not limited to the following [CPP 1]: Academic Support Services for Available for Early Alert Referral Tutoring: supplemental instruction, online tutoring, directed learning activities • Workshops: writing topics, readiness for using online tools, information competency
• Online support: virtual reference librarian, online chat reference, online learning tools in video
clips, online library resources
Freshman seminars will incorporate academic support through both classroom tutoring and referrals to campus tutoring centers. Tutors‐in‐the‐classroom and peer advisors will enable students to maximize their learning and will provide direct assistance to faculty members [CPP 1]. Overview: In an effort to increase the retention rate among first‐year students, the newly hired Writing Center Tutorial Specialist, funded through Title V (8/2014), has begun collaborating and composing intervention strategies and techniques that help bridge and better support faculty and students. One program that has seen marked student success rates is the Tutors in the Classroom (TC) program. In collaboration with faculty from English and other disciplines, the Writing Center offers the presence of a Tutor in the Classroom, or TC for short. This embedded tutoring program is a form of supplemental instruction designed specifically for writing courses. Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 18
May 29, 2015 ACTIVITY COVER SHEET
The TC serves as a bridge between the student’s in‐class material and the out‐of‐class learning process. Historically, the program has targeted English 67 courses; however, through Title V, the Center now provides support to students in degree applicable courses like English 68, 1A and History 1 and Psychology 1A. The TC program will also be used in support of the development of transfer level learning communities with an emphasis on acceleration. Students with TCs in their classrooms can receive help before, during, and after class, in both one‐on‐one and group study sessions. In Center tutoring information: http://www.mtsac.edu/writingcenter/tutoring.html Stakeholders: Dr. David Charbonneau, Director of Writing Center; Amy Azul, Title V Tutorial Services Specialist; Nicole Blean, Supervisor, Writing Center; Tutors/Tutors in Classroom; participating subject matter faculty and department chairpersons; Dean of Humanities; Title V Director’s component manual #3. Funding: Year 1 budgeted for Tutors in the Writing Center: $15,200 “ “ for Tutors in the Classroom: $12,000 Total allotment: $27,200 Year 1 actual (total expenditures): $12,986 Other funded: $2,135 (conference/travel/professional development) Computers for student use in the center (in original equipment budget/additional to tutoring budget): $5,148 Year 2 budgeted: $34,400 Documentation: Meeting minutes on file in Title V office; Fall 2014 newsletter (all campus distribution); Emails between Writing Center director and staff, and Dean of Humanities. Assessment: 

Early data returns strongly suggest the efficacy of these programs. TC success data in 2013 indicates
that students with a tutor in the classroom had a success rate of 75%, a 13% increase from 62%, the average for English 68 students. Spring 2014 data showed Title V TC course success rates for English 1A at 78%. Qualitative: Title V funded TC’s were well integrated into the classroom by the English faculty.
Students overwhelmingly acknowledged the value of the in‐class assistance and professionalism of the TC’s: “helpful, both inside, and outside of the classroom; listened; insightful; approachable; well‐
prepared; works with you until you understand; genuine interest in student success.” Prepared by Lisa Rodriguez - Director Title V Grant
Appendix 19