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X + Y = Success: Cross-Disciplinary Connections in Student Success Courses
Lynda Villanueva, Ph.D.Associate Dean of Instruction
Texas Community College Mathematics Chairs’Convening on Scaling Success
June 1, 2011
Purpose
• Why Learning Frameworks?
• Overview of Learning Frameworks
• Lessons Learned and Future Issues
Success is what counts. 3
What We Know Nationally
Of 2002 Achieving the Dream Cohort, % Needing Developmental Education
Source: Achieving the Dream Data Notes,1(6) July/Aug 2006.
The State of Developmental Education in Texas
• More than 50% of entering freshmen at Texas colleges and universities require developmental education (Texas Higher Education Coordinating Board, 2008)
The State of Developmental Education
• Approximately 57% entering degree-seeking students at Brazosport College participate in developmental education
Success is what counts. 6
MATH 0404
MATH 0406
MATH 0408
MATH 1314
5%
100%
With
in 5
Yea
rs
Context …
Many students are unprepared for college
An Overview of Learning Frameworks at Brazosport College
Student Success Courses come in all shapes and sizes!
• Credit vs. Non-Credit
• Housed within a specific discipline vs. multidisciplinary vs. non-specific
• Focus (study skills, learning styles, life skills, etc.)
• Required vs. optional
• Tied to specific populations
We are not here to endorse one particular model but to share the approach at Brazosport College for improving college readiness.
Attitudes
Skills
Behaviors
• Take responsibility for learning
• Find relevance and meaning in studies
• Cope with stress
Time ManagementWritingReadingTaking NotesResearch SkillsPreparing for ExamsMemoryProblem Solving
• Seek help
• Set goals & persist
• Transfer skills to other college course work
From Humble Beginnings……
Board of Regents requires ALL first-time-in-college
students to take PSYC 1300
Approximately 4,000 students have taken the course
13
This semester, dual/concurrent students made up 50% of the total population in Learning
Frameworks.
HAS LEARNING FRAMEWORKS MADE AN IMPACT
AT BRAZOSPORT COLLEGE?
71% 89-92%
3 Years of Fall-to-Spring Retention Rates
Source: 2007-2008 &2008-2009 AYs
MATH 0404, 0406 & 0408
Non-LF Students
LF Students66.00%
67.00%
68.00%
69.00%
70.00%
71.00%
N=1519 67.80%
N =553 70.80%
Success in Transitional Math: LF Students vs. Non-LF Students
Success in Transi-tional Math: LF Students vs. Non-LF Students
White Black Hispanic
N=959, 68.7%
N=146, 64.0%
N=380, 66.0%
N=282, 68.4%
N=78, 70.9%
N=177, 74.1%
Success in Transitional Math: LF Students vs. Non-LF Students
Non-Learning Frameworks StudentsLearning Frameworks Students
Source: 2007-2008 & 2008-2009 AYsENGL 0406 & 0409
Non-LF Students
LF Students0.00%
10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%
69.60%N=520
84.00%n=295
Success in Transitional English: LF Students vs. Non-LF Students
Success in Transi-tional English: LF Students vs. Non-LF Students
White Black Hispanic
N=239, 75.2% N=88, 75.2%
N=193, 78.8%N=129, 78.2%
N=56, 80.0%
N=110, 85.3%
Success in Transitional English: LF Students vs. Non-LF Students
Non-Learning Frameworks StudentsLearning Frameworks Students
STAR Award Winner
• Learning Frameworks at Brazosport College was recognized by the Texas Higher Education Coordinating Board as the winner of STAR award for demonstrating exceptional contributions toward Closing the Gaps by 2015
Lessons Learned and Future Issues
Focus, Focus, Focus on a Clear Student Success Agenda
Don’t do it alone
• Share your program with the entire college
• Appeal to common core values
• Collaborate, collaborate, collaborate
Culture of Evidence
Data Barriers Root Causes Solutions
X + Y = Success: Cross-Disciplinary Connections in Student Success Courses
Lynda Villanueva, Ph.D.Associate Dean of Instruction
Texas Community College Mathematics Chairs’Convening on Scaling Success
June 1, 2011