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