Building Our Practice:Integrating Instruction and

Student Services

Fullerton CollegeOctober 24, 2013

3CSN's Mission Develop leaders in California community

colleges who have the capacity to facilitate networks of faculty, staff, and students for curricular and institutional redesigns in support of increased student access, success, equity, and completion.

If 3CSN provides training on networking and using action research methodologies, teachers will transform their environments and identity to create communities of practice that will lead to powerful classrooms across campus, which in turn will produce greater student success.

Workshop Outcomes• Participants will

• examine literature relevant to integrating instruction and support services;

• learn about integration models currently in place at two California Community Colleges;

• engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services.

Key Terms

• Support Services• Academic (Instructional) Support Services

•Tutoring & Supplemental Instruction, Library

• Non Academic Support Services•Financial Aid, Admissions and Records,

Counseling, Student Affairs

• Support for Non Cognitive/Affective Domain•Attention to self-efficacy, resilience, persistence, organizational and time management skills

• Venezia, Andrea. E-Mail Conversation. October 15, 2013.

Why Integrate Instruction and Support Services?

Some answers from the Student Success Task Force Recommendations: 2.4 Support resources for students lacking college readiness3.4 Begin addressing Basic Skills deficiencies in first year4.1 Base course offerings & schedules on student needs

An Answer from E-Resource

“The work to support our students includes all faculty and staff. Instruction and student services silos are still the common campus model. yet the barriers created by this model reduce student success. These last challenges are ones that do not require funding to solve. Instead, we need to continue educating our college leadership on their

responsibility to embrace institutional change.”Illowsky, Barbara. Basic Skills Completion e-Resource. 2013. Page 20

Reading Together

Read your assigned section from Integrating Student Supports and Academics:

#1 Overview, pages 1-3

#2 Strategies, pages 4-6

#3 Implementation, pages 8-10

Reading Together

Read your assigned section of text and note:

• connections between ideas in text and discussion of ‘why’ integrate instruction and support services

• connections to any existing efforts on your campus to integrate instruction and support services

• questions and concerns.

Reading Together

At your table, •Share key ideas from your section.•Determine one or two ‘big’ ideas to share with others who have not yet read this section.

•which ideas are most significant for others to consider?

Reading Together

In a group with people from other tables, • Be sure your new group has a representative for each of the three sections.

• Share ‘big’ ideas with new group mates.• Discuss any new ‘aha’ moments or questions.• Record one or two key ideas and/or questions on a poster.

Challenges to Integration

Discussion

What are some of the challenges or obstacles that can make integration and collaboration between Instruction and Student Services difficult?

Program Presentations

As you listen to the presentations, make note of the following:1) What particular collaborations have been required to

develop, grow, maintain and improve the programs?

2) What challenges have the programs faced, and how have they overcome those challenges?

3) What questions do you have for the presenters?(Questions will be addressed at the end of each presentation)

Overview

•Started in 2011•Summer Jams Orientation•Full course load (English, Math, Freshman Seminar, GE/major)•One Book, One College (The Pact, The Immortal Life of Henrietta Lacks, Southland)•Student Conference•First Year Counselors & Coaches•Student homework and tutoring lab

Program Outcomes

XL Pathway Outcomes

• Actively engage with instructors, classmates, counselors, coaches and tutors

• Use success strategies including critical reading, information literacy and study skills

• Successfully complete at least 20 units of coursework, including English and math, within the first year at PCC

• Persist to fall of the second year of college

We Started Jamming

•XL Pathway•Info session•Math Jam

•International Students Pathway•Welcome Day•Check-In Day•iJam

Summer Jams

TLC

•Coaching •Identify and pursue personal and educational goals

•Identify obstacles to academic success and use appropriate support services and resources to overcome them

•Tutoring•Study Space

•Develop and implement new strategies that address the diverse issues that affect the success of our students

•Evaluate these strategies and scale up to those that are shown to be effective

Teaching &

Learning Center

•Counseling •Involved in Math Jam •Designated Pathways appointments•Registration Workshops•Work closely with coaching staff

Counseling Coaches

Pilot Imperfectly:

Live the Nightmare•“FYE Seminar”

•300 students•3 back-to-back classes •Every Friday

•Professional Learning Workshops

Scale Up

Numbers:•2011:  300 students

•2012: 800 + 150 International

•2013: 1200 + 300 International

Freshman Seminar Created (College 1)•3 units, transferrable to UC/CSU

•Info Literacy, Critical Reading Skills, College Success Behaviors

•Interdisciplinary faculty

38 sections of College 1

We built it…and they came

•32 instructors from all 12 divisions on campus•One week professional learning institute•Extensive shared reading

•One Book, One College as course text•Additional non-fiction text (Mindset by Carol Dweck/Switch by Chip and Dan Heath)•Text sets (videos, college websites/magazines,

articles: newspaper and peer-reviewed)

Student Services & Instruction

The Spread

New Faculty

Program Redesign

Committees

Clubs

Disenfranchised Faculty

Departments

Curious managers

Willing staff

College 1

Summer Jams

Teaching &

Learning Center

Counseling Coaches

College 1

Student Services & Instruction

Questions?????

Presenters:•Myriam Altounji, Counselor•Lindsey Pilgreen, ESL Instructor•Lily Tran, Coach

Fullerton College Entering Scholars Program

Our Why“Fostering student success in the freshman year is the most significant

intervention an institution can make it the name of student persistence. . .The freshman’s most critical transition period occurs during the first two to six weeks (half the students who dropped out their first year, dropped out in the first six weeks)” (Levitz and Noel).

“The academic literature is clear: the early weeks on campus truly matter for students and affect their likelihood of progressing” (Tinto).

Stated most simply, new students need to feel a part of their new institution and need to connect to each other, to faculty, and to the campus community.

Fullerton CollegeEntering Scholars Program

VisionTo help first year students persist and succeed by embedding support

in the reading or English classroom with the goals of:• Increasing student familiarity with and access to academic support services

on campus

• Improving student study skills

• Supporting students in making educational plans

• Helping students make meaningful connections with campus faculty, staff, and peers

• Increasing student engagement in campus life

Fullerton College Entering Scholars Program

• Dedicated faculty members attend monthly ESP meetings and training sessionsFaculty Members

• Student tutors are assigned to each class in order to provide support inside and outside of class

Student Tutors

• Classified staff members attend class weekly, make announcements, and provide non-academic support

Student Support Professionals (SSPs)

• Dedicated ESP counselors make classroom visits and tailor information about educational planning

Counselors

• Faculty introduce ESP students to the various support services available on campus Campus Resources

• Study skills and information literacy activities are infused into the existing curriculumSuccess Strategies

Fullerton College Entering Scholars Program

Program Development Process•Planning Committee/Basic Skills Committee

•FYE Conference Attendance

•Program materials•Course pack

•Library activity

•Scavenger hunt

•Pilot

•Trainings/Check-in Meetings

•Handbook

•Assessment

Fullerton College Entering Scholars Program

Challenges and Revisions: Planning•Math•Linked classes•Counseling participation in planning

•“Counseling Connections” fold-in

Fullerton College Entering Scholars Program

Faculty Role•Curriculum Integration

•Study skills instruction

•Support services

•Personal/career exploration

•Library/information literacy activity

•Collaboration/Integration•Tutors

•Counselors

•SSPs

Fullerton College Entering Scholars Program

Challenges and Revisions: Faculty•Difficult to incorporate all elements of program

•Menu approach•Course pack as recommended resource not

requirement

•Library activity originally focused on research•Customized by level

Fullerton College Entering Scholars Program

Student Support Professional (SSP) Role•A friendly Student Services representative establishes a personal connection with students

•Weekly classroom visits

•Scavenger hunt stop

•Email communication

•Personal office visits

•That person serves as an important source of regular information about support services and campus events/activities

•Weekly announcements

•General Student Services presentation

•Special area/office-related presentation

Fullerton College Entering Scholars Program

Challenges and Revisions: SSP•Recruitment

•Switch from hour to 20 minutes per week

•Clarity about role in the classroom•Weekly announcements

Fullerton College Entering Scholars Program

Tutor Role•In class

•Interact during group activities•Take class notes•Participate in discussions

•Out of class•One-on-one tutoring•Group sessions•Email support

Fullerton College Entering Scholars Program

Challenges and Revisions: Tutor•Limited class time

•Switched from 2 hours per week to 4 in class

•Motivating students to use out-of-class tutoring

•Shared ideas and best practices during check-in meetings

Fullerton College Entering Scholars Program

Counselor Role•Classroom Presentation

•General education information

•Information about counselor visits

•Ed planning

•Follow-up visit

Fullerton College Entering Scholars Program

Challenges and Revisions: Counseling•Lack of consistency in presentation content

•Work with Counseling chair to develop guidelines for presentations

•Eventually established dedicated program counselors

•Presentations not always level-appropriate•Counselors collaborate with faculty to customize presentations for each

level and course

•Counseling unable to accommodate required follow-up visits for all ESP students

•Follow-up visits recommended not required

•Faculty design alternate follow-up assignments

Fullerton CollegeEntering Scholars Program

Increased Student success, retention

and persistence

Faculty Member

Student Tutor

Student Support

Professional (SSP)

Counselor

Campus Resource

s

Success Strategie

s

Fullerton College Entering Scholars Program

Fall 2

010

Spring

201

1

Fall 2

011

Spring

201

2

Fall 2

012

Spring

201

30

100

200

300

400

500

600

166

157

430494 513 540

Scaling Up Participation

Number of Students

Fullerton College Entering Scholars Program

ESP Success RatesSuccess, ESP and Comparison Courses, Fall 2012

  Not Successful Successful Total  N % N % N %

Comparison 462 29% 1139 71% 1601 100%ESP 103 19% 433 81% 536 100%

Success for First-Time Students, ESP and Comparison Courses, Fall 2012

  Not Successful Successful Total  N % N % N %

Comparison 124 29% 304 71% 428 100%ESP 70 16% 355 84% 425 100%

Fullerton College Entering Scholars Program

ESP Retention RatesRetention, ESP and Comparison Courses, Fall 2012

  Not Retained Retained Total  N % N % N %

Comparison 200 12% 1401 88% 1601 100%ESP 41 8% 495 92% 536 100%

Retention for First-Time Students, ESP and Comparison Courses, Fall 2012

  Not Retained Retained Total  N % N % N %

Comparison 44 10% 384 90% 428 100%ESP 24 6% 401 94% 425 100%

Fullerton CollegeEntering Scholars Program

Questions????Presenters:• --Jeanne Costello, English Instructor• --Toni DuBois, VP of Student Services• --Bridget Kominek, English Instructor• --Annie Liu, English Instructor• --Amy Mills, former ESP Tutor • --Elle Mooney, current ESP Tutor• --Laurie Triefenbach, SSP• --Dan Willoughby, Dean of Humanities• --Dani Wilson, Basic Skills Director

Review Principles

DiscussionBased on what we’ve learned from the reading activity, presentations, and your own experience, what seem to be the principles for effectively integrating instruction and student services?

Appreciative Inquiry

Application Activity

Relationships:

Who are people in instruction and student services who are already or might be effective collaborators in efforts to support students?

Possibilities:

What is one collaborative effort you have begun or might imagine beginning with those people on your team?

Plan:

What is something you would have to do to strengthen an existing effort or begin making such a collaborative effort possible?

Share Out

What is your most useful takeaway from this event?

Resources and Credits

Basic Skills Completion

Chancellor's Office Basic Skills E-Resource

The Game Changers Series, WestEd

Integrating Student Supports and Academics

Evaluations

We value your feedback and use it to guide our planning of future events.

You may leave completed evaluations on your table.

Thank You

So glad you could join us!

Please stay for the social hour and continue the conversation!