B. Program Components

 

Research has identified four key program areas that are crucial to the success of basic skills education. For this reason, the state has asked us to evaluate our own work in these areas. For each of the four areas identified by the questions below, please give us your feedback and ideas about any and/or all of the following:

•    What institutions and practices already exist and what evidence do we have for their effectiveness?

•    What barriers or obstacles limit our implementing or enhancing these strategies?

•    How can we expand or advance new or existing institutions and practices in the future?

1. Orientation, Assessment, and Placement

A mandatory study skills class would greatly benefit Auto Tech certificate students and would boost retention.  (Arnoldo Williams)

 

 I believe we must find a way to assess and place students in terms of their reading level. This will help everyone--students and faculty alike. ~ Denise Stephenson

 

 

I think that wherever possible we should try to assess students before they are placed in science classes. Especially in second semester classes and higher where math skills and writing skills can become very important for students' success. Pierre Goueth

 

The ideas that Denise mentions in #4 below are very relevant here.  I think we need to make more intentional and comprehensive efforts to orient and continue to support students through cohorts, Freshman Experience kinds of plans--that sort of thing.  (Susan Herrmann)

 

I tend to agree with an mandatory orientation for all college students.  Many of the CTE students fall through the cracks and can spend a year or more at MCC and never be exposed to the resources available.   Sue Simpson

 

I think mandatory assessment, orientation and mandatory placement in developmental classes could certainly ensure that the basic skills student would get the skills before embarking on courses beyond their skills.  There may be issues with this, as Christine alludes to her her comment above; otherwise, why wouldn't community colleges institute this?  All counselors across campus always encourage students to attend orientations.

Regarding Pierre's note above, if listing a prerequisite course is not a consideration, perhaps departments could consider indicating an "advisory" course for some of the classes (i.e. Completion of ENGL 100 highly recommended for CHEM 110). (Margie)

 

I have always been disappointed that we don't require mandatory orientations for our new students. Whether students have participated in orientation or not, perhaps that service could be offered during the first week or two of the semester in basic skills classes. Instructors would then be familiar with the orientation content and could reinforce the information when appropriate throughout the semester. (Robbie Rosen)

 

I wanted to let you know that I have been reading the comments.  I think

the challenge for me in my Health classes are those students who do not

go through any type of screening process (i.e. testing, matriculation)

self select classes and then do not have the language, reading, writing

skills to support required class activities.  Therefore, I end up doing

a lot of referral to tutoring and the writing center.

 

 

2.  Basic Skills Reviews

Insert your responses below here:

 We don't currently do this at all. I think it would help if institutional stats were more readily available for this kind of eval as well as generally at MCC.

 

The math dept has begun analyzing data to try to infer correlations between success at a given level and the next level. We are starting to discuss the findings. ~John T.

3. Counseling Support

Our counselors in every department and our tutoring center offer support but highly integrated with academic courses outside of the tutoring center, Puente and a few other special programs is not common.  We could look to these programs and services to help guide us to future models. ~Christine Sylvia   

 

In letters, the partnership for success pilot is attempting to address this by linking English 802 and ESL 802 sections with career and counseling services in terms of course content and through making personal contacts.  I do think these supports could be enhanced by working on # 1 on this wiki.  Beginning those relationships, and setting student's expectations before the semester begins could enhance the possibilities being explored in this pilot. (John Fisher)

 

I would agree with Christine that counselors in the various depts on campus offer support, it is generally special programs such as Puente which provide a very comprehensive model.  It is important to note that institutional support as well as special funding and specific re-assignment is needed for such a model.  (Margie)

 

 

Also, regarding counseling courses, currently MCC offers COUN 110, Student Success Skills, and CRLP/COUN 100, Career and LIfe Planning. At Cuyamaca and Grossmont Colleges, a combined course entitled College and Career Success (PDC 124) is offered that transfers to CSU/UC and meets area E for CSU GE requirement. The course addresses the important skills required for student success, as well as provides an important career assessment, exploration, and decision-making component which, as we've discussed, contributes to increased student motivation, satisfaction, and, ultimately, retention and persistence. This course addition, or replacement of our two current courses, might be worth the discussion with the two departments. (Robbie Rosen)

 

When students are about to drop their classes because they really do not have the skills to succeed in them, what programs do we have to "capture" those students? We should institute late-late start options for those students, and expand our college success skills classes. We should consider offering college success skills to seniors at night or on Saturdays. (Louisa Moon)

4. Financial Aid and Scholarship Support

How does MiraCosta insure that financial aid is disseminated to support basic skills students and that students are aware of these opportunities and provided with assistance to apply for and acquire financial aid? How could we expand or improve these efforts?

Students do hear about financial aid and scholarships during orientation sessions.  They also offer separate workshops themselves, send out letters to students, and participate during student high school tours.  Students in our EOPS and other specialized programs and supported and learn more about financial aid possibilities as well.  Admissions staff also inform students about the possibility of financial aid and scholarships. However, there is more we can do as we do.  It would be helpful to know what student think their biggest obstacles to completion are and would be helpful to them toward this goal of successful completion.  ~Christine Sylvia

 

My comment here is similar to # 3.  I think we should connect students with financial aid during the orientation process.  On another topic, incentives for persistence seem like an interesting possibility.  Does anyone have ideas for what would this would look like? (John Fisher)

 

I would like to see an orientation that wasn't just talking heads. I think we need to find interesting, integrative ways for students to begin and then continue their lives on this campus. Faculty could be part of the picture rather than just student services staff. I think the academic boot camp and actual linked classes or first-year experiences are even better tools for helping students with the adjustments to college life that all first-generation college students can benefit from.  ~ Denise Stephenson