Annual Collaborative Activity Outcomes

By September 30, 2011

1. Student Access and Success Research Centers tracking 750 participating students

 

As reported last year, rather than tracking 750 students we developed two tools last year and another tool this year to look at persistence and retention of ESL and English students.  These are found under the “Research” tab.  This allows us to look at any cohort and extract data and this will strengthen the institution’s ability to make continuous changes to the curriculum.   

5. Ten (10) ESL and English faculty will participate in 2 best practices workshops with 90% reporting integrating one or more new methodologies into their courses

On August 21, Fifteen ESL faculty from Hartnell and Gavilan gathered together to  work with Marsha Chan about pronunciation, speaking/listening and on new available technology for speaking/listening ESL classes. Carol King was the lead on developing this workshop.  It was a strong collaboration with Gavilan.   Evaluation attachedWorkshop materials attached.

 

6. Expanded academic support services will be in-place with hiring and training of 4 supplemental instruction facilitators and 6 new tutors.

With the closure of the Learning Center we only have SI and Tutors that are supported by the grant,  therefore only 4 SI were trained, all of them for ESL and only two Tutors received additional training (for the DLA’s).  With luck the Learning Center will be back up and running by next year and this will not continue.  The Tutorial Center report is attached. 

 

7. Persistence in ESL and English Sequences will rise

· ESL by 15%

Working on this data as there has been significant curriculum changes that cause difficulty in tracking the sequence.

 

· English sequence by 5%

Looking at the persistence of English 253 data from Fall 2006, 58% of the students persisted to English 1A (college level in two years) and of that group 42% succeeded in English 1A. 

 

Looking at the persistence of English 253 data from Fall 2007, we still only had 58% of the students persisted to English 1A (college level in two years) but of that group 44% succeeded in English 1A. 

 

Looking at the persistence of English 253 data from Fall 2008, we only had 56% of the students persisted to English 1A (college level in two years) and of that group 40% succeeded in English 1A. 

 

Looking at the persistence of English 253 data from Fall 2009, we only had 55% of the students persisted to English 1A (college level in two years) and of that group 39% succeeded in English 1A (This is a good sign as there is one less semester in this data set and this data set should reflect the introduction of the DLA’s) 

 

 

8. Thirty (30)  faculty will have completed two technology integration workshops with 75% reporting integrating one or more new methodologies into their courses.

On the Faculty In-service day all faculty (80) were introduced to the new online research tools.  Then later in the day they met one-on-one with the research group to go over their classes and find out what kind of questions the research tools answered specifically to the particular classes or discipline and how they might be used to answer classroom or curricular changes.  The research group has continued to meet with the faculty to help them use the research tools to answer questions addressing program review and SLO’s. 

Research Links

HartnelL College shall provide its diverse communities and student population with equal opportunities for educational access and success.

Hartnell ColLege  Collaborative Title V

 

One of the outcomes from the research work is an award from the Academic Senate of California Community College.  Their e-mail starts “Congratulations!  Hartnell has won  the Promising Outcomes Work and Exemplary Research (P.O.W.E.R) Award for Outstanding Faculty Researcher Collaboration.”   You can view the rest of the letter at the following link.

 

 

2. Evaluation data indicates participating student retention at 70%

We have decided that the retention rate is no longer the issue because of changes in curriculum, scheduling.  Over the last three years we have met the objective retention rates ( For all English 253 students using CLASS data Fall 2007 74%, Fall 2008 78%,  and Fall 2009 76%).   But further evaluation of student behaviors has caused us to realize that we needed to look at the number of students that were succeeding not just those that stayed (retained) in the class.   At the start of this project the success rate (students with a C or better) for students in English 253 (two levels below transfer) was 58%.  In the following fall semesters for all Eng 253 students the success rate was: 2007 58%, 2008 61%,  and 2009 59%.  In those classes using the DLA’s the success rate was: 2008 68% and 2009 64%.  Both years were significantly above those classes that did not use the DLA”s ( Fall 2008 58.5% and 2009 56%).  We will continue look at how DLA’s affects student success.  We are beginning to compile the data for the ESL program which is also using the DLA’s. 

 

3. Student learning outcomes for 25% of all courses will be completed

90% of all student learning outcomes have been completed.  We continue verifying the measures and developing the continuous improvement model.

 

4. Curriculum for the  new courses (information competency and computer literacy course with an emphasis in multimedia) will be reviewed and updated to keep pace with changes in technology and practice.

Both of the information competency and computer literacy courses have be developed and are in the schedule at this time.  The courses were review by the current faculty.  Updating is occurring as a normal process.