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Overcoming the Remediation Challenge: Building a Culture of Student Success
Dr. Katrina Hermoso, Associate Director, Educational Opportunity ProgramMayra Soriano, Associate Director, Encounter to Excellence Program
Dr. Paz Maya Oliverez, Associate Vice President, Student SuccessCalifornia State University, Dominguez Hills
Who is in the room?
Overview
Setting the Context Bridge Program Proactive & Developmental
Advising Best Practices for Supporting
Remedial Students Building a Culture of Student
Success Assessment Lessons Learned Discussion/Q & A
Located in Carson, CA Part of the CSU System of 23 campuses Flanked by and competing with some large and well-known
CSU campuses CSU Long Beach CSU Fullerton CSU Los Angeles
Serves a low-income, ethnically diverse, and educationally underprepared section of Los Angeles County
Context Matters
CSUDH has a service area that represents a portion of the county in the southern central region of the Los Angeles metro area known today as the “South Bay” Carson Compton Long Beach Lynwood Torrance Harbor City Other municipalities
Context Matters
The vast majority of students are of Latino/Latina
backgrounds
Students from historically under-represented groups
total more than 74%
58%16%
11%
11%
3%1%
Latino AfricanAmerican AsianWhite Two or more Other
Ethnic Backgrounds
Gender Breakdown
64%
36%
Female Male
The Cohorts
Student Remediation Needs2010-2014
Placement testing shows Bridge students to be consistently less prepared than their peers upon entry to our institution.
Reflection Questions:
#1: What portion of your student population requires remediation?
#2: What interventions does your campus have in place to address remediation?
Bridge Program
Target Group
• First-time Freshmen• Students in need of English and/or math remediation
Program
• Free 6-week remedial math/English courses in summer• College Knowledge Workshops every Friday• Advisors, peer mentors, supplemental instructors• Supports begin in the summer and continue through freshman year
and beyond
Funding
• Early Start (CA Lottery Funds)• Baseline Funds
2010-2011-Title V-Gilbert
2011-2012 -Title V-Gilbert
2012-2013-Title V-Gilbert II-CSUDH
2013-2014-Title V-CSUDH
2014-2015-Title V-CSUDH
Scaling Up
2015-2016-CSUDH
Advising Framework
Proactive (Intrusive) Advising-Glennen, Earl, Miller & Murray
• Programs utilizing this model build structures that incorporate intervention strategies that mandate advising contacts for students who might otherwise not seek advising.
• Model is action-oriented and aims to motivate students to seek advising when needed.
• Approach is shown to improve effectiveness of advising, enhance student academic skills, and increase retention.
Advising Framework
Developmental Advising-Creamer, Raushi, Winston, and Crookston
• Recognizes the importance of the interaction between the student and the campus environment, it focuses on the whole person, and it works with the student at their own life stage of development.
• Concerned with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, problem-solving, decision-making, and evaluation skills.
Best Practices
College Knowledge
Early Start (remediation)
Supplemental Instruction
Peer Mentoring
Transition from HS to
College
Academic Advising
Summer Bridge
Best Practices
1:100 Advisor to
Student Ratio
Assigned Advisor &
Peer Mentor
Pre-selected GE courses
Cohort Model
Best Practices
Holistic Advising Weekly
CommunicationTargeted
Interventions
Proactive/Intrusive Advising
• General Education course selection
• Major & career exploration
• Personal/social challenges
• Develop college success strategies• Goal setting• Time
management• Campus referrals
• Consistent communication
• Celebrating student success
• Important Reminders
• Foster program identity
• Promote campus events/programs
• Early Warning• Appeals Support• University policy• Course progress• Referrals• Leadership
development• Scholarly
opportunities
Best Practices
Early Warning System
Model Appropriate
Behaviors
Course Content
Supplemental Instruction
Best Practices
Role Model Student Advisor
Information & Resource Sharing
Tips for Academic SuccessBuilding
Community
Professional Development
Leadership Development
Communication skills
Broader Campus Network
Peer Mentoring
Best Practices
Student Club &
Organization Involvement
Campus Engagement
& Leadership
Development
CampusNetwork &
Student Success
Student Leadership Development & Campus Engagement
Best Practices
Third Year & Beyond
Second Year
Freshman year
Developmental Advising
Best Practices
Building a Sense of Community Freshman Community Meetings Weekly email newsletters Program identity Welcoming office space
Social activities (mixers, barbeque) Specialized workshops for program
participants Graduation celebrations
Reflection Question:
#3: What are some best practices that your campus has implemented that have
proven to be successful in supporting students in need of remediation?
Revisiting the Cohorts
Revisiting the Cohorts
Non-Bridge students who begin with two semesters of math and/or English remediation required have a much lower chance of progression toward a degree.
But students in the Bridge program who begin with two semesters of math and/or English remediation required have a much stronger chance of persistence. Over the last 3-4 years, they are generally 10-20
percentage points higher in retention. Bridge students are persisting at consistently higher
rates than the control group.
Culture of Student Success
The Game Changers
#DHFYE (Dominguez Hills
First-Year Experience)
Freshman Convocation
FYSFreshman-
Year Seminar
EAB-SSC(Education
Advisory Board- Student Success
Collaborative)
Culture of Student Success
The Game Changers #DHFYE
• Institutionalized due to the success of Bridge cohort
• Comprised of both remedial and non-remedial students
• Provides uniform support services to all freshmen
Convocation
• Occurs during fall & spring semester
• Goal is to have freshmen visualize and be more informed of graduation
• Fall semester is coordinated by Student Affairs; Spring semester is coordinated by Academic Affairs
Freshman Year Seminar
• Integrates UNV 101 course framework
• Encourages faculty to develop innovative & engaging ways to teach
• Fosters mentorship between faculty & students
EAB-SSC
• Implemented to establish transparency among all advising entities
• Used to send communications, schedule appointments, & record appointment notes
• Historical/baseline data allow advisors to examine student performance & predict potential outcomes
Reflection Questions:
#4: What is the current culture around supporting students in need of remediation on your campus?
#5: What on-campus partnerships are in place to support the success of students in
need of remediation?
Assessment
IRAP (Institutional
Research, Assessment, & Planning)
Campus Labs
Primary Data Sources
Assessment
Primary Data Sources
Used to gather performance indicators (e.g., retention, graduation)
Requested after fall & spring census
Used to gather qualitative data (e.g., program satisfaction, student needs)
Collected during Summer Bridge & academic year
Administered during workshops and/or via email
IRAP
Campus Labs
Reflection Question:
#6: What measures are used on your campus to assess your efforts to support
students in need of remediation?
Lessons Learned
Scaling-up can be challenging if the resources and infrastructure do not exist to support growth.
Adequate staffing and space to deliver programs and services continue to be a challenge.
Academic departments were not prepared to offer more course sections to accommodate larger number of retained students.
Some may be threatened by program’s success.
Lessons Learned
Partnership between Student Affairs & Academic Affairs has been critical to
institutionalizing program & helped to mediate competing agendas.
Discussionand
Q & A