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XTREME ACADEMIC MAKEOVER- RENOVATION & REDESIGN OF
GATEWAY COURSES
NORTH CENTRAL TEXAS COLLEGE
WWW.NCTC.EDU
North&Central&Texas&College&
PROJECT XTREME: FOUNDATION
To&transform&students’&academic&behaviors&and&create&a&contextual&
learning&environment&to&&&&&&&&&&&&&&ensure&college&readiness&and&&&&&&&&&&&&&&&&
improve&success&in&core&&&&&&&&&&&curriculum/gateway&courses.&
PROJECT XTREME: RENOVATION
• Focuses&on&college&readiness&&&• Aligns&with&the&college’s&Strategic&Plan&under&Framework:&Student&Readiness,&Learning&&&Success&– Facilitate&the&achievement&of&teaching&excellence&and&inLdepth&learning&through&innovaMve&faculty&and&student&programs&and&acMviMes&
– Implement&a&holisMc&model&of&student&advising&
– Improve&student&success&in&college&prep&and&gateway&courses&
PROJECT XTREME: DESIGN SCHEME
• Students(– ParMcipated&in&surveys&and&focus&groups&to&idenMfy&topic&– Served&on&QEP&Development&CommiRee&
– ParMcipated&in&QEP&logo&contest&&&designed&logo&
• Research(– QEP&CommiRee&members&aRended&college&readiness&&&student&
success&conferences&
– Conducted&literature&review&and&researched&best&pracMces&– DraSed&QEP&Mission&statement,&IdenMfied&student&learning&outcomes&
and&overall&assessment&design&
• Development(– Developed&QEP&NarraMve&– Input&and&feedback&from&History,&Math&and&English&faculty,&students,&
support&service&personnel,&InstrucMonal&Council,&President’s&Cabinet&and&Board&of&Regents&
&
PROJECT XTREME: DEVELOPMENT & IMPLEMENTATION
• Discovery&Phase:&&April&2008&L&June&2009&– Topic&selecMon&commiRee&formed&
– UMlized&quanMtaMve&&&qualitaMve&analysis&of&insMtuMonal&strengths,&weaknesses,&survey,&performance&data,&comparaMve&analysis&of&other&college&and&insMtuMonal&research.&
• Topic&SelecMon&Phase:&&Spring&2008&L&Fall&2009&– Reviewed&insMtuMonal&&&&state&data,&idenMfied&10&potenMal&topics&– Broad&based&communicaMon&across&all&campuses&
– Faculty,&staff&&&students&voted&to&select&top&three&topics&– Concept&papers&on&top&3&topics&
• Development&Phase:&&October&2009&L&August&2011&– Quality&Enhancement&Plan&commiRee&was&formed&to&fully&develop&a&
five&year&QEP&
– Secured&first&and&second&year&funding&through&Comprehensive&Student&Success&ProgramL&THECB&
PROJECT XTREME: DEVELOPMENT & IMPLEMENTATION
• Implementa5on(Phase((Fall(2011)(– Received&CSSP&grant&from&Texas&Higher&EducaMon&CoordinaMng&Board&(THECB)&of&$250,000&
– Student&involvement,&i.e.,&Welcome&Back&ParMes&
– 9&secMons&of&Xtreme&courses&&
– QEP&and&SACS&approval&in&October&2011&– CollegeLwide&professional&development&
– Structured&Support&enhanced&
TITLE III INITIATIVES: TRANSFORMATION
• OrientaMon&RenovaMon&– InLperson&orientaMon&had&been&replaced&with&online&version&ONLY&(required&of&all&FTIC&students)&&
– Most&services&had&moved&online&(registraMon,&catalog,&etc.),&causing&disconnecMon&
• Career&ExploraMon&(www.careercruising.com)&&
• Workshops/Seminars&– Goal&Sekng,&Time&Management,&Learning&Styles,&TestLTaking/Test&Anxiety,&etc.&
TITLE III INITIATIVES: TRANSFORMATION
• Tutoring&– No&tutoring&at&any&campus&(other&than&faculty&volunteering&their&Mme)&
• Advising&&– Advising&was&split&amongst&faculty,&counselors,&and&advisors,&and&approaches&differed&
– Very&liRle&interacMon&between&InstrucMon&and&Student&Services&(other&than&with&College&Prep.&faculty)&
• Early&Alert&– No&formal&system&in&place&
SUPPORT SERVICES: STRUCTURE
• Academic&Advising&(Phase&1)&– This&phase&introduced&the&concepts&of&college&readiness,&course&
sequencing,&and&educaMonal&planning&as&early&as&possible.&&&
– All&firstLMme&college&students&are&required&to&meet&with&an&advisor&and&parMcipate&in&New&Student&OrientaMon&beginning&Fall&2011&(a&policy&which&has&been&revised&and&reinforced&as&a&direct&result&of&Project&Xtreme).&&
• Academic&Advising&(Phase&2)&– Students&in&Xtreme&secMons&are&required&to&complete&an&academic&
advising&assignment/educaMonal&pornolio&as&a&course&requirement.&
– This&assignment&is&distributed&to&Xtreme&students&during&the&first&weeks&of&the&semester,&and&all&secMons&of&Xtreme&courses&receive&an&inLclass&visit&from&their&assigned&advisors&during&the&second&week&of&the&semester&and&a&campus&tour&of&support&services&and&library&resources.&&
SUPPORT SERVICES: STRUCTURE
• Tutoring&and&Supplemental&InstrucMon&– Increasing&awareness,&perceived&value,&and&uMlizaMon&of&
support&services&is&another&iniMaMve&and&measurable&outcome&of&Project&Xtreme.&Tutoring&hours&for&the&onLcampus&Math&and&WriMng&Labs&were&established&by&the&beginning&of&the&Fall&2011&semester,&and&Supplemental&InstrucMon&(SI)&Leaders&for&the&Xtreme&secMons&of&HIST&1301&were&also&idenMfied&and&trained.&&
– AddiMonal&online&tutoring&hours&are&purchased&each&semester&through&our¤t&provider,&GradeResults,&in&order&to&meet&the&increased&demand&for&this&service&as&students&in&Xtreme&secMons&have&a&5Lhour&tutoring&requirement&built&into&their&courses.&&
– Mandatory&training&for&all&tutors&and&SI&Leaders&is&required.&&
SUPPORT SERVICES: TUTORING SERVICES
• CRLA&cerMfied&&
• Extended&hours&
&
• History&supplemental&instrucMon&
&
• Increased&the&number&of&tutors&
!
!
!
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{ � � �� � � � � �
TUTORING AND SI
FLIP THAT COURSE! RENOVATION AND REDESIGN
&
Facets-of-Redefining-College-
Readiness-by&David&T.&Conley&
LEARNING OUTCOMES FROM LEARNING FRAMEWORKS
– Strengthen&academic&performance&by&idenMfying&key&components&of&the&successful&student.&
– Enhance&study&skills,&criMcal&thinking&skills,&and&communicaMon&skills.&&
– Develop&self&awareness&and&career&goals&within&an&academic&atmosphere.&
– IdenMfy&college&resources.&&
– Describe&the&research&and&theory&in&the&psychology&of&learning,&cogniMon,&and&moMvaMon.&&
– IdenMfy&learning&styles&and&analyze&various&factors&that&impact&learning.&&
– Describe&different&perspecMves&of&learning&and&adapt&to&different&learning&environments.&
– Compose&wriMng&assignment(s)&using&Standard&American&English&and&basic&computer&skills.&
FLIP THAT COURSE! RENOVATION AND REDESIGN
ObjecMve:&Students&in&Xtreme&courses&will&assess&their¤t&skill&level&and&apply&new&strategies&to&improve&performance&in&core&curriculum&courses.&
– Xtreme&HIST&1301:&Students&will&be&able&to&demonstrate&the&effecMve&use&of&the&Cornell¬eLtaking&system.&
– Xtreme&ENGL&1301:&Students&will&be&able&to&define&and&apply&effecMve&learning&and&study&strategies&assessed&by&the&Learning&and&Study&Strategies&InventoryL&LASSI.&
– Xtreme&MATH&1314:&Students&courses&will&be&able&to&idenMfy&and&apply&testLtaking&strategies&assessed&by&a&specific&instrument&created&by&the&faculty.&
– Tutoring:&&Students&are&required&to&have&5&hours&of&tutoring&(online,&SI,&Math&or&WriMng&lab)&during&the&semester.&
– Time&Management:&Students&complete&a&Mme&management&assignment&with&Advisor.&
– Advising:&&Students&must&meet&with&an&Advisor&and&complete&an&EducaMonal&Pornolio/Academic&Plan.&
BLUEPRINTS FOR SUCCESS MATH(1314&(College(Algebra):(Faculty&will&incorporate&learned&student&success&strategies,&including&theories&and&pracMces,&focusing&on&testLtaking&strategies:&
• Pre/Post&Assessment&on&TestLTaking&Skills&• Xtreme&Algebra&Assessments&and&Content&Timeline&• TestLtaking&Survey&• TestLtaking&Tip&Sheet&Assignment&
&
ENGL(1301((Composi5on(I)(:&Faculty&will&incorporate&learned&student&success&strategies,&including&theories&and&pracMces,&focusing&on&learningLstyle&strategies:&&
• Pre&and&Post&LASSI&survey&• Emphasis&Structured&Support&OpportuniMes&(i.e.,&WriMng&Center,&GradeResults,&Group&Conferencing)&
• Learning&Style&and&Study&Strategy&Discussions&• MoMvaMon&Discussions&
&
HIST(1301((US(History(to(1865):(Faculty&will&incorporate&learned&student&success&strategies,&including&theories&and&pracMces,&focusing&on¬eLtaking&strategies:&
• NoteLtaking&Tips&and&SuggesMons&• NoteLtaking&Skills&Assignment/NarraMve&• NoteLtaking&Rubric&• Cornell&Note&Review&Assignment&
REVISED SYLLABUS Xtreme courses incorporate new State Core Objectives*
CT, COM, TW, PR Topic( General(Descrip5on(of(Subject(MaSer(
Rhetorical(PaSerns& Focus(on(analysis,(synthesis,(and(evalua5on:(cri5cal(thinking(responses(in(wriSen(format((research).&
Wri5ng(Process& Focus(on(specifying(audience(and(purpose(and(to(select(appropriate(communica5on(choices.((Focus(on(inven5on,(audience,(purpose,(organiza5on,(draZing,(revision,(edi5ng,(and(presenta5on.&
Presenta5on(Skills& Focus(on(oral(communica5on(with(emphasis(on(research,(cri5cal/reflec5ve(thinking&
Academic(Skills& Ac5ve(reading,((5me(management,(study(skills,(team(work,(learning(styles,(mo5va5on,(responsibility,(goal(se]ng.&
MLA(Format& Focus(in(applying(MLA(to(wriSen(work&
Source(Evalua5on(&(Library(Skills& Focus(on(evalua5ng(sources(for(appropriate(academic(use&
TEST-TAKING RUBRIC
NOTE-TAKING NARRATIVE Students&in&the&Xtreme&History&courses&are&uMlizing&the&Cornell&NoteLtaking&strategies&to&enhance&their&abiliMes.&The&following&quesMons&will&be&used&to&assess&their¬eLtaking&skills.&&Xtreme&students&have&been&given&a&NCTC&planner&and¬eLtaking&booklet.&
NOTE-TAKING RUBRIC
LEARNING STYLES LASSI Pre Test & Post Test: Results give faculty & students information on various categories that are indicators of college success.
QuesMons&asked&of&students&
LEARNING STYLES LASSI Pre Test & Post Test: Results give faculty & students information on various categories that are indicators of college success.
Student&Scores&
LEARNING STYLES LASSI Pre Test & Post Test: Results give faculty & students information on various categories that are indicators of college success.
ExplanaMon&of&Areas&Evaluated&
LEARNING STYLES & STRATEGIES • Reflect&on&your&level&of&awareness&of&your&Learning&Style(s),&both&prior&to&
and&during&this&semester,&and&how&your&study&skills&are&influenced&by&how&you&learn&best.&Please&write&a¶graph&responding&to&the&following&statements.&
&
• In&what&ways&do&you&learn&best?&
• Summarize&and&explain&the&study&strategies&you&employed&based&on&idenMficaMon&of&your&Learning&Style(s).&
&
• What&are&the&posi5ve&effects&of&using&these&study&strategies?&(Provide&specific&examples.)&&What&are&the&nega5ve&effects&of&using&these&study&strategies?&(Provide&specific&examples.)&
&
• Would&you&use&these&study&strategies&again?&And,&how&will&your&understanding&of&your&Learning&Style(s)&inform&your&study&strategies&in&your&other&courses?&
LEARNING STYLES/STUDY STRATEGIES RUBRIC
DATA COLLECTION
• QuanMtaMve&informaMon&has&been&collected&via&quesMonnaires&(Likert&scales).&Data&analysis&is&conducted&aSer&each&semester&to&determine&the&impact&of&the&intervenMon&services&offered.&
• Estudias&Enterprise/ZogoTech&systems,&ACCUTRAC,&and&CheckLIN&student&tracking&systems&are&used&to&determine&services&uMlized,&enrollment&and&withdrawal&informaMon,&and&course&performance.&
• All&QEP&IntervenMon&aspects,&in&each&content&area,&are&calculated&as&5%&of&the&students&overall&course&grade.&
Admission(Basis
LASSI(Student(Key
Time(Mgt.(Assignment(completed?
Advising (Assignment(completed?
Content(Rubric(Score
#(of(tutoring (hours(
completed
Grade(received(in(ENGL(1301I(Spring (2014
(Semester(GPA (from(Spring (2014
Grade(received(in(ENGL(1302
Semester(GPA (
from(next(term
Enrolled(in(ENGL(1302(next(semester?((((((((((((((((((((((((((((((((((((Yes(((((((((((No(
DATA COLLECTION • Early(Alert(Informa5on:(Xtreme&faculty&complete&an&online&“Early&Alert&Form”&to&refer&atLrisk&students.&&
Goal:&&Students&will&meet&with&Counseling&and&TesMng&staff&to&engage&in&proacMve&support&intervenMon&when&referred&through&the&Early&Alert&system.&FiSy&percent&of&referred&students&will&parMcipate&in&at&least&one&success&service&available&for&a&minimum&of&two&sessions.&&
• Professional(Development:((Faculty&and&staff&aRend&and&parMcipate&in&professional&development&events&related&to&student&success&and&academic&intervenMon.&
Goal:&&Faculty&and&staff,&who&complete&trainings,&will&arMculate&the&vision&of&the&training,&and&apply&the&theories&and&pracMces&learned&to&help&students&succeed.&&
&&&
• Classroom(Observa5on:(Xtreme&Faculty&will&conduct&classroom&
observaMons&to&provide&assistance&for&enhancing&student&learning&in&classrooms.&&
Goal:&The&overall&average&score&will&be&80%.&
PROJECT DATA: Since&implementaMon&of&the&project&in&Fall&2011:&
• 3,451&students&have&been&served.&• Success&rate&increaseL&students&earning&a&C&or&higher&in&ENGL&1301,&HIST&1301&and&MATH&1314,&has&improved&7%.&
• Students&who&uMlize&support&services&(tutoring&and&academic&advising)&have&a&1.8%&higher&GPA.&
• Tutoring&usage&and&SI&offerings&have&increased.&• 62%&of&Xtreme&students&met&with&an&advisor&and&have&an&Academic&Pornolio&on&file&with&the&Counseling&&&TesMng&Office.&
• 88%&of&Xtreme&students&completed&the&Time&Management&Assignment&(including&Structured&Support&PresentaMon&and&Library&Resource&tour).&
• 252&Faculty,&staff,&and&administrators&have&aRended&on&ore&more&QEP&Professional&Development&events.&
• 45%&increase&in&the&number&of&associate°rees&awarded,&and&20%&increase&in&the&number&of&cerMficates&awarded.&
STUDENT FEEDBACK • When&asked&about¬eLtaking&strategies:&
– “It&made&reviewing&for&the&test&a&lot&easier&and&more&organized.&I&like&it&and&will&use&it&in&future&classes.”&
– “My&first&Mme&to&take&a&history&class&that&I&actually&enjoyed.”&
– “I&am&a&physical&learner.&Listening&to&the&teacher&lecture&just&goes&in&one&ear&and&out&the&other.&Having&to&put&the¬es&into&sentences&and&rewriMng&them&helped&me&out&a&lot&because&it&went&through&me&head&and&I&remembered&it&actually&learned&it.”&
• When&asked&about&testLtaking&strategies:&– “I&uMlized&the&memory&drills&to&help&with&my&anxiety&before&a&test.&They&
helped&by&allowing&me&to¬&only&memorize,&but&know&my&formulas&for&the&test.&I&will&use&these&study&Mps&in&my&other&classes.”&
• When&asked&about&learning&style&&&strategies:&– “ASer&compleMng&the&assignment,&I&felt&that&it&allowed&me&to&grow&and&
aRain&a&higher&level&of&skill&in&wriMng.”&
STUDENT FEEDBACK • “I&have&to&say,&the&wriMng¢er&has&been&a&big&help;&I&really&liked&being&
oneLonLone&with&the&tutors&and&having&their&input&on&any&improvements&needed&on&my&assignments.&Having&the&wriMng¢er&available&to&me&was&very&helpful&when&revising&my&papers.”&
• “Requiring&us&to&go&to&the&wriMng¢er&has&helped&me&learn&that&it&is&okay&to&reach&out&for&help,&and&that&no&one&is&a&perfect&writer.&I&feel&that&the&individual&conferences&and&requiring&students&to&go&to&the&wriMng¢er&is&truly&beneficial.”&
• “Structured&Support&was&a&great&help&during&my&learning&process;&I&could&clarify&doubts&and&fix&mistakes&in&grammar&and&style,&and&I&improved&my&scores.&In&parMcular,&GradeResults&was&a&very&useful&tool;&its&tutors&are&always&available&and&willing&to&help.&I&used&GradeResults&so&much&that&I&had&to&ask&for&extra&Mme&college&in&order&to&conMnue&obtaining&GradeResults’&help.&As&a&result,&I&obtained&AL&on&my&first&two&assignments.&Thus,&this&semester&I&learned&and&applied&the&ways&in&which&discourses&are&shaped.”&
PROFESSIONAL DEVELOPMENT Project&Xtreme&PD&Events:&
– Student&Success&and&Assessment&of&Student&Learning&&
– Empowering&Students&to&Get&“On&Course”L&InteracMve&Learning&&
– Learning&OutcomesL&EvaluaMon&and&Assessment&Strategies&for&Success&
– TransformaMve&Teaching&and&Integrated&Course&Design&
– Flipping&the&Classroom&
– The&Brain&CompaMble&Classroom&
&
– 252&Faculty,&staff,&and&administrators&have&aRended&on&ore&more&QEP&Professional&Development&events&
– Several&PD&events&have&been&recorded&and&are&available&for&future&professional&development&use.&
– PD&strategies&are&being&implemented&into&other&courses&as&well,&and&progress&is&being&tracked.&
PROFESSIONAL DEVELOPMENT
PROJECT INSPECTION: CHALLENGES
• Complexity&of&plan&
• Human&and&Financial&resources&
&
• Cohort&tracking&and&assessment&
• Students’&free&will&
PROGRAM HIGHLIGHTS • Almost&$1m&in&grant&funding&for&the&first&three&years&of&the&
project,&allowing&for:&
– Program&expansion:&&82&secMons&in&Year&Three&(130&total)&
– Hired&three&addiMonal&full&Mme&advisors&
– Increased&number&of&Tutors,&Supplemental&Instructors&and&
GradeResults&– Increased&in&PD&offerings&
• Academic&course&intervenMon&and&expanded&structured&support&now&offered&on&all&5&campuses&
• Student&incenMves:&– 380&students&uMlized&the&HIST&textbook&lending&program.&
– 90&students&received&a&free&HIST&access&code&for&MyHistoryLab.&– 40&students&uMlized&the&calculator&lending&program&for&MATH&1314.&
• PosiMve&college&wide&changes&in&the&areas&of&student&success,&faculty&engagement,&and&student&services.&&
QUESTIONS?? • Tracey&Fleniken,&Director&of&Counseling&&&TesMng&&
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• Rochelle&Gregory,&Ph.D.,&Honors&Coordinator&/&English&Faculty&[email protected]&
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• Amy&Klohn,&QEP/CSSP&Coordinator&&
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• Mary&MarMnson,&Director&of&Student&Success&
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• G.&Brent&Wallace,&Ph.D.,&Vice&President&of&InstrucMon&