February 22, 2007
Diego James Navarro, Director, Digital Bridge Academy, Cabrillo College
Email: [email protected] Web: www.cabrillo.edu/academics/wdba/Phone: 831 477-3255
The DBA Curriculum-Based Persistence Model: Preparing and Bridging At-Risk and Underprepared Students to Community College
National Evaluation and Technical Assistance Center
2
"Education is not the filling of a pail,
but the lighting of a fire!”
-- William Butler Yeats
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Digital Bridge Academy Mission� Give under-prepared students, many who do not see
themselves as college-bound, a new and unique opportunity to:
reclaim a positive experience of learning in an academic environment
succeed in higher-education
work effectively in knowledge-based careers
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Typical Academy Student 91%91% Latino and other minorities Ages: 17 – 55 years old 70% ESL backgrounds 63% from parents in migrant occupations (same) 65% 1st in family to attend college Basic Skills Level: 9th Grade to college-level
Do not typically see themselves going to college• Lack success in school; under prepared for college-
level study• Not exposed to the sciences in High School
Do not understand their capabilities – self-efficacy
Unsure of career possibilities and major
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DBA Curriculum-Based Persistence Model
TechnicianCareer &
Ed. PlanningFeederCourses
13 weeks
TEAM SELF-MANAGEMENT COURSES
Project-BasedCourse
(Theme-BasedScience Course)
FOUNDATION
COURSE
2 weeks
MovementFeederCourse
IT FeederCourse
LiteracyFeederCourse
TIME
6
DBA ModelUnder-Prepared
Students
Under-ServedStudents
Students fromPoverty
Students with Multiple Risk Factors
Digital Bridge
Academy
Transfer to 4 Year University
Prepare for Knowledge-Based
Career TracksFor example:•IT •Engineering•Business/Management
•Allied Health majors •Lab technician careers
•Criminal Justice•Teaching
Normal Community
College Courses
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Other Courses Towards their Major
at theirCommunity College
(10.5 – 14.5 units)
DBA Bridge to Community College Education
DBA Bridge
Semester(16.5 Units
college-level)
Optional DBA Seminars (1.5 Units)
Under-PreparedStudents
Under-ServedStudents
Students fromPoverty
Students with Multiple Risk Factors
FirstSemester
SecondSemester
ThirdSemester
FourthSemester
FifthSemester
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Success / Completion Rates – Years 1 Success / Completion Rates – Years 1 & 2& 2
A B C DDemographics: Fall 03 Spring 04 Fall 04 Spring 05
Year 1 Year 2
Students Latinos/Asian/Black/Pacific -Age Median -Age Minimun -Age MaximunFemale At-Risk students High-Risk students
17100%
191741
59%100% 100% 100% 94%
33% 63% 62% 71%
Completion Rate:
-Foundation Course “Light the Fire Within” Passed Course
100% 100% 100% 100%
-Bridge Semester “Accelerate to College-Level”
Retention
Complete at least 12 units
Complete 10 units or more
Complete 8 units or more
93% 100% 92% 76%
89%
89%
89%
92%
92%
92%
81%
88%
92%
65%
65%
71%
2793%191641
52%
1385%231952
62%
2692%191755
50%
(64% out of school; 45%
No HS Dipl.)
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Success / Completion Rates – Year 3Success / Completion Rates – Year 3
Completion Rate:
-Foundation Course “Light the Fire Within” Passed Course
-Bridge Semester “Accelerate to College-Level”
Complete 8 units or more
Complete 10 units or more
Complete at least 12 units
Retention
100%71%
100%
86%
67%
76%
81%
2492%191733
29%
100%83%
92%
71%
79%
88%
Students Latinos/Asian/Black/Pacific -Age Median -Age Minimun -Age MaximunFemale At-Risk students High-Risk students
100%
2181%231751
52%
E FFall 05 Spring 06
Year 3
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DBA TeachesProfessional / Knowledge Work Skill Set
� Self-Control and Self-Management
� Managing Action Project management Creating conditions for team self-management Facilitating and recording team meetings Participating in knowledge creation
• Product development process
• Scientific Method
Identifying and managing innovation Using tools of total quality management Participating in sales process – developing and selling one’s ideas Budgeting process – proposal creation Facilitating change
� IT Skills – MS Office Suite
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Core Program Strategies� “Light the Fire Within”
Build student’s self-efficacy & create learning community cohort Initiate in the Foundation Course and reinforce in the Bridge Semester
� Academic acceleration not remediation One semester to full-time, college-level performance
� Flexible environment of learning and growth in student’s complex lives Their progress is not linear; support shift from student’s current milieu
� Engineer for dissemination Easily adaptable to different ethnicities & careers
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DBA Persistence Model
INTAKEINTAKE
FOUNDATIONFOUNDATIONCOURSECOURSE
INTEGRATED BRIDGEINTEGRATED BRIDGESEMESTERSEMESTER
(1(1stst Semester) Semester)
DIGITALDIGITALMANAGEMENTMANAGEMENT
SERIESSERIES(Semester 1+)(Semester 1+)
INTERNSHIPSINTERNSHIPS(Semester(Semester 2+)2+)
BEHAVIORBEHAVIORSYSTEMSYSTEM
TIME
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Piloted Dissemination of Foundation Course� Trained 15 faculty from 6 community colleges – Summer 2006
� Evaluator’s findings: Other Faculty Can Successfully Teach the Foundation
Course Curriculum designed to serve a variety of students,
including age, skill, and gender diversity in the classroom Curriculum was effective with students of all ethnicities
(White, Latino, African-American, Asian) and in urban and suburban areas•“This went from good to great. You could not convince me that this would not work in other parts of the country.” (Faculty trainee).
