Chaffey College

Student population of approximately 20,000

Located in San Bernardino County in Rancho Cucamonga California

Hispanic-serving Institution 98% of students assessed are

underprepared in either math, reading, or writing

71% are underprepared in all 3 categories

Percent of Transfer Students Who Completed at Least One Pre-Collegiate Skill Level Course

0

5

10

15

20

25

30

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-2009

1998-1999 1999-2000

2000-2001

2001-

2002

2002-

2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Transfer Rate

6.4% 10.0%

11.3%

12.6%

14.0%

15.2%

17.8%

20.7%

22.6%

23.4%

26.3%

Perc

ent

of

Tra

nsf

er

Stu

dents

Percent Gain in Success Rate for those who Accessed the Success Center by Academic Year

17%18%

20%

8%

10%

9%

13%

0%2%4%6%8%

10%12%14%16%18%20%

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-10

Success Rates in “Basic Skills” CoursesPre- and Post-Transformation

0

10

20

30

40

50

60

70

1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-2008

2008-2009

Succ

ess

Rate

s

Basic Skills Success Rates

49

51

53

55

57

59

61

63

65

1997-98 1998-99 1999-00

1997-1998 1998-1999 1999-2000

Success Rates 57.2% 56.2% 54.9%

Succ

ess

Rate

s

The Former Model

Difficulties of the former Basic Skills organization:

Separation from disciplines Self-assessment Confusing numbering systems Duplicated curriculum Classified staffing and leadership Limited budgets and poor facilities Divisive campus culture

The “foundation” student of today is the transfer student of tomorrow.

The Promise

Starting point 1999

“Basic Skills” Transformation

2000

Curriculum Development

for the Centers 2005

Dean of Instructional

Support created 2007

Faculty Success Center 2008

Math Success Center

Reorganized 2010

Integration of Counseling and SI

2011

Vision for the Success Centers

Instructional programs District-supported Central locations Faculty leadership Multiple levels of support Serve all students and faculty Student-centered learning community Connected to the classroom as a point of

access not practice

Limits of Classroom Instruction

Large groups minimize individualized attention

Tendency of students to send signals of understanding with few opportunities to demonstrate

Decreased effectiveness of traditional formats like reading for class preparation

Fear of instructional authority Pursuit of validation obstructs learning

Chaffey College’s Success CentersChaffey College’s Success CentersRancho Cucamonga Campus:Writing CenterMath CenterLanguage Success CenterMultidisciplinary/Reading Success CenterChino Campus:Reading/Writing CenterChino Multidisciplinary Success Center Fontana Campus:Fontana Multidisciplinary Success CenterChino Institute for Women:CIW Success CenterFaculty Success Center

Impact and Scale

“I love the Success Center and feel without it I would have been totally lost.”

_____________________________________________

46% access the Success Centers each term

41% of students accessed a Success Center at least twice a week

35% of the students who used a Success Center accessed two or more Success Centers

17%

36%

0%

10%

20%

30%

40%

Access without requirement Access after taking a class with a requirement

Success Center Usage Increase after Taking a Required Course

Elements for Transformational Change

Start and end with data Develop risk tolerance in the culture Courageous leadership and

conversation Resource management Educational and moral philosophy