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Pasadena City College’s First Year Pathway: Boutique to Behemoth.
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Transcript of Pasadena City College’s First Year Pathway: Boutique to Behemoth.
![Page 1: Pasadena City College’s First Year Pathway: Boutique to Behemoth.](https://reader036.fdocuments.net/reader036/viewer/2022062301/5697bf741a28abf838c7f79d/html5/thumbnails/1.jpg)
Pasadena City College’s First Year Pathway: Boutique to Behemoth
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Math Jam 2011
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Math Jam 2012
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Math Jam 2013
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FYP 2011 FYP 2012 FYP 2013 FYP 2014
320
772
1342
1882
FYP Growth
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How do we scale up and not lose Danny?
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What’s what?
• Enrollment management• Curriculum redesign• Professional learning• Career exploration• High school outreach• Dual enrollment • Second Year Pathway• Completion Center• Partnerships with four-year schools
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A Brief HistoryBoutiques, Silos, and Guerilla Warfare
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• Getting into the room• Debunking the myths• Identifying our noble purpose• Coordinating efforts• Reallocating resources
A Brief History
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KWest 1 Retreat
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5,537Number of first time students who
enrolled at PCC in 2004
Why?
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The 5,537 6 years later
Developmental EducationN = 3,408
• 12% earned an AA/AS• 5% earned a certificate• 25% transferred• 69% had no discoverable
milestone
Non-Dev EducationN = 2,129
• 10% earned an AA/AS• 4% earned a certificate• 41% transferred• 55% had no
discoverable milestone
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PCC’s FIRST YEAR PATHWAYS
• XL• Athletes• International• Career• Ujima
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Who
FYP Staff• Associate Dean of
Pathways• Center Coordinator • English, ESL, Math, and
Counseling leads• Outreach and
Recruitment Coordinator lead• Counselors, Coaches
and Tutors
First Year Pathways Council• Program coordinators• Academic & Counseling
VPs and Deans• Enrollment
Management staff• Outreach, A&R,
Assessment, Research staff
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What -- FYP Essential Components
• Outreach and recruitment• Pre-assessment workshops• Priority registration• Summer Orientation• Student Success Team• Required first-year schedules• College 1, One Book, One College, Student
Conference• Study/resource centers
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A Room of Their Own
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The First Year Pathways Process
Fall High school outreach/recruitment
April PCC application, pre-assessment prep, on-site placement assessment, FYP application
June/July Info sessions at PCC -- guaranteed full schedule, priority
registration
August Summer bridges (Math Jam, iJam, and Design Jam)
Fall Full-time student status Contract and passport “One Book, One College” and FYP Student Conference
Spring Full-time student status
Contract and passportCareer exploration
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Year 1Fall
• English• Math• College 1• Speech 1 or GE
Year 1Spring
• English• Math• GE or Speech 1• GE
Year 2
• Required hybrid course with support
• Coaching, counseling, & ePortfolio support
• Leadership• Peer tutoring• Peer mentoring• Service learning
XL: First and Second Year Pathways
Career Quest
Declared majorTwo-year ed plan
ePortfolio
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EMP
Student Success, Equity, and Access
Professional Development
Pathways
Student Support Services
Enrollment Management
Student Success, Equity, and Access
SSTFR
Increase College and Career Readiness
Revitalize and Re-Envision Professional Development
Incentivize Successful Student Behaviors
Strengthen Support for Entering Students
Align Course Offerings to Meet Student Needs
Improve the Education of Basic Skills Students
FYP
Outreach, Career Ladders, Summer Jams, College 1
College 1 Professional Learning Institute
XLAthletesInternational StudentsCareer TechUjimaCoaching, Tutoring, Summer Jams
Guaranteed Math/English, GE
STACC (English Composition), SLAM (Non-STEM Math)
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How -- High-Impact Practices
•Quality• Scale• Intensity
“Until colleges make high-impact practices inescapable for all students who need them, these practices will be only minimally effective in promoting the major gains sought in student success and completion.” A Matter of Degrees, CCSSE, 2013
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How -- High Impact Practices
1. First Year Seminars and Experiences
2. Common Intellectual Experiences
3. Learning Communities
4. Writing-Intensive Courses
5. Collaborative Assignments and Projects
6. Undergraduate Research
7. Diversity/Global Learning
8. Service Learning, Community-Based Learning
9. Internships
10. Capstone Courses and Projects
Association of American Colleges and Universities, 2014
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SUMMER JAM
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Short-term Outcomes
• Connectedness to campus• Awareness of support services and resources• Creation of a network of support• Improved attitude toward math, counseling, and
tutoring
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Long-term Outcomes
• Change in behavior • increased confidence • productive engagement in class • regular use of college resources
• Increased retention and success in developmental education math
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Notable Math JamCharacteristics
1. Stress-free environment in which to study math2. Interactive, problem-based learning curriculum3. Creation of tutor/tutee relationship4. Tutor learning, empowerment, and community building5. Engagement between student tutors and instructors6. Professional development for instructors
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Student Math Jam Reflections
• MathJam: http://pamelacampos.weebly.com/college-1.html
• http://ellenchan.weebly.com/college-courses.html
• iJam:
http://hazelnut-cao.weebly.com/jam-reflection.html
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Integrating Academic Affairs and Student Services
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• A 3 unit CSU and UC transferable First Year Seminar
• Critical Reading, Metacognition, Info Literacy • Embedded Reading Apprenticeship
• One Book, One College Speaker Series plus Student Conference
College 1
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College 1 Institute• Intensive Professional Learning: 3 day
summer institute with monthly follow ups• 50 instructors from all 12 divisions on
campus plus staff and managers• Mentor pods
College 1 Professional Learning
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http://demystifytheeportfolio.weebly.com
ePortfolio
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• Use research-based best practices
• Read together• Tolerate vulnerability• Invite• Assess• Revise
• Remember why
Foundational Principles
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FYP 2012 Cohort Office of Institutional Effectiveness, 2014FYP n=764, non-FYP n=4,396
0
5
10
15
20
25
30
35
32.4
20.1
Credits Earned after 1 year
FYP Students NonFYP Students
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
80.8%
58.7%
Persisted to Fall 2013
FYP Students NonFYP Students
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FYP 2012 Cohort Office of Institutional Effectiveness, 2014FYP n=764, non-FYP n=4,396
0
5
10
15
20
25
30
28.6
17.3
22.7
15.4
Credits Earned after 1 year
FYP Hispanic/LatinoNonFYP Hispanic/LatinoFYP African-AmericanNonFYP African-American
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
77%
58%
73%
42%
PERSISTED TO FALL 2013
FYP Hispanic/LatinoNonFYP Hispanic/LatinoFYP African-AmericanNonFYP African-American
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Propensity Score Matching
• Builds a comparison group that is as similar as possible to the cohort of interest (FYP)
• Approximates random assignment (the “Gold” standard in experimental research)
• Provides the ability to make stronger inferences of cause and effect
• Allows us to determine if it is the treatment (FYP) or other characteristics of the FYP students that “cause” the outcomes of interest
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FYP 2012 Cohort Office of Institutional Effectiveness, 2014FYP n=764, non-FYP n=4,396
Year 1 Fall Year 1 Spring Year 2 Fall Year 2 Spring0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PSM Analysis:Persistence Rates
NonCohort
Cohort
Academic Period
Per
sist
ence
Rat
e
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FYP 2012 Cohort Office of Institutional Effectiveness, 2014FYP n=764, non-FYP n=4,396
Year 1 Fall Year 1 Spring Year 2 Fall Year 2 Spring0%
5%
10%
15%
20%
25%
30%
35%
40%
PSM Analysis: Transfer-Level Math
NonCohort
Cohort
Academic Period
Atta
inm
ent R
ate
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FYP 2012 Cohort Office of Institutional Effectiveness, 2014FYP n=764, non-FYP n=4,396
Year 1 Fall Year 1 Spring Year 2 Fall Year 2 Spring0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PSM Analysis: Transfer-Level English
NonCohort
Cohort
Academic Period
Atta
inm
ent R
ate
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FYP 2012 Cohort Office of Institutional Effectiveness, 2014FYP n=764, non-FYP n=4,396
Start Year 1 Fall (End) Year 1 Spring (End) Year 2 Fall (End)0
5
10
15
20
25
30
35
12.8
20.4
25.3
17.9
27.0
32.7
PSM Analysis:Units Earned
NonCohort
Cohort
Academic Period
Uni
ts E
arne
d
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Focus Group Findings
• Pathways Focus Groups, 2013-14• # of groups: 27, # of students: 131
Pathways Awareness hs outreach, PCC orientation
Priority Registration #1 motivation
Meeting People Best part of Jam
College 1 Most helpful component -- time management
Time Management & academic planning
What students want and need most
Math placement Unprepared for test, placed low
Resource centers Awesome!
Pathways staff Welcoming, accessible, helpful, esp. coaches
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Shared Core Beliefs
1. Only a campus-wide effort will eliminate the equity/achievement gap.
2. We must address non-cognitive as well as academic issues.
3. We must be evidence-informed.4. Failure is not an option.
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Strengths
1. A Firm Foundation -- Ten years of experience with first year experience programs
2. The Dream Team – A unique combination of skill sets and personalities
3. Our North Star – The Educational Master Plan4. The L Word – Solid leadership and support
from administration
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Challenges
1. Allocating scarce resources2. One initiative or many?3. Priority registration and other incentives4. Why do I need College 1?5. How big can we get?6. Communicate, communicate, communicate
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Breakthroughs/Game-changers
• Alignment with the EMP & Bd. Goals• Change in policy for priority registration• College 1 -- 3-units & UC/CSU transfer status• Units from HR for professional development
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