Learning Community Linked Courses /Counselor Involvement

2002 - 2005 Asset Development MATH 111, CRER 122, MATH 880

Counselor as Co-Instructor

2003 - 2005

Tools for Thought: Using Math and English to Explore Contemporary Issues

MATH 120, ENGL 100Counselor Assistance

2004 - 2005This is My United States of Whatever . .

PHIL 244 , ENGL 100 Counselor Assistance

2004 - 2005

Social Justice? Understanding Problems and Solutions in the New Millennium

SOCI 100, ENGL 100Counselor Assistance

2004 - 2005 Writing in the End Zone IPE 684, ENGL 828

Counselor Assistance

2005 Writing in the End Zone IIFITN 220, ENGL 838

Counselor Assistance

2004 - 2005Philosophy and Psychology in Contemporary films

PHIL100, PSYC 100, SOCI 101Open to all Students

2004The American Dream: Facts and Fictions

PHIL 244, SOCI 105Counselor Assistance

2001 - 2002English for Life: Learn it today - Use it tomorrow

ENG 841, SPCH 841

The Birth of a Learning Community

All it takes is:An educational need/longingA Retreat A motivating Speaker (Vince Tinto)A Mentor A Support GroupA PartnerAnd…

The Birth of a Learning Community

And lots of:Thinking, sharingTrying, rewriting, re-tryingFun, rewards, successesFrustration, temporary setbacksForging forward

MATH 111 PROGRESSION TO MATH 120/122 NON-LCOM ParticipantsFall 2002 – Spring 2005

Students who succeed and persisted in the next semester

1286 53.3%=686_ 1286

341 686

252 341

==

Initially Enrolling MATH 111

73.9%49.7%

Enrolling MATH 112

SuccessfullyCompleting MATH 111

SuccessfullyCompleting MATH 112

4566

66252

== 26.2%68.2%

Successfully CompletingMATH 120 Enrolling In MATH 120

4.7%

65.9%=6091

15 25

25252

==MATH 111 Students Successfully Completing MATH 120/122

9.9%60.0%

Successfully Completing MATH 122

Successfully Completing MATH 120/122

Enrolling In Math 122 60_ 1286

=

The Problem

ASSET Development

• Algebra

• Success

• Strategies

• Educational

• Team

• Development

• Who: Students who want to succeed in Math 111

• What: 35505 LCOM 115• When: FALL 2005, Daily 9:10-10:00 • Where: 12-0173• Why: 4 credits [3 credits for Math111 +

1 credit for CRER 122 + tutor support]

The Solution

Students aren’t the only learners in this community

Assessment Change

Feed-Back Loop Improvement

Key Idea

Assessment Tools

CATS

Post Test Self-Evaluations

Exit Interviews

LCOM Post Semester Assessment (web based)

CATS

One key idea I now understand is …..One thing that is still fuzzy is ….This activity helped me understand ___ by

……My self quiz tells me I understand ___ but

still need to review ___.To improve the group process I need to

work on ….

Post Test Self-Evaluations/Corrections:

Post test Self-Evaluation asks students to reflect back on their preparation for the test. Did it work? If not what can be done?

Test Corrections- Students correct test, identify section in text, find two additional problems to work, discuss corrections with a tutor

Group problem analysis with peer teachers, modeling out loud the thinking process.

Exit Interviews

Originally conducted by counselor while math instructor reviewed students for exam.

Now, conducted by other faculty during the exam period allotted for the study skills course. Math review for students waiting for interview.

Feedback on what works, what doesn’t, what should be added, etc.

LCOM Post Semester Assessment (web

based)

• Check it out at www.smccd.net/accounts/gregory

• Password and id are LCOM

Changes and Improvements: Based on Instructor to Instructor feedback and

student assessment

First Notebook vs Current Notebook: An organizational change based on student feedback

First Calendar vs Current Calendar: Original time usage vs. current time

Teaching benefits to all classes: Math Instructor and Counselor

Metamorphosis of a Notebook: Phase 1

Notebook: Each student will maintain a notebook that contains all Elementary Algebra materials. The notebook should be a three-ring loose-leaf binder. The notebook will contain the following, in order, with dividers between sections.

1. The grading rubric w/student name, Syllabus/Calendar of assignments2. The log of HBA hours – Math Lab or Office Hour Visits [this is your back up

incase of computer failure] 3. Notes – Title each page with date and textbook section. When you review

your notes daily, use a color-coding system to highlight definitions and rules in different colors. You may clarify your lecture notes by adding comments as you read your textbook. If you are absent, you must take book notes for the section you missed.

4. Class work/Homework section - Each paper should be headed with date, textbook section number, and problems assigned. Work must be shown.

5. Vocabulary – Maintain the vocabulary section daily. 6. Practice test/ review section – contains all practice tests and reviews for the

final exam7. Test/test correction section – contains all tests with corrections written in a

different color or on an attached sheet

Metamorphosis of a Notebook: Phase 5

Metamorphosis of a Plan: Phase 1

•Very detailed planning and coordination between study skills and math

•Text book with reading and writing assignments for study skills

•Detailed presentation of learning styles including Myers-Briggs test and follow-up.

Metamorphosis of a Plan: Phase 5

•Less detailed advanced planning – “Just-in time” counseling intervention and informal coordination between study skills and math

•No textbook for study skills. Students practice/discuss skills in context of current math assignments

•Informal discussion of learning styles when appropriate.

•Metacognition stressed

Metacognition: 3 Key Findings on Learning Research from NRC.

• Students preconceptions about how the world works.

• Students develop competence in an area when they:– have a deep foundation of factual knowledge, – understand facts and ideas in the context of a conceptual

framework – organize knowledge so that they can retrieve and apply it.

• Students who take control of their own learning, through a metacognitive approach, monitoring their own goals and progress in achieving them, are able to achieve deep and permanent learning.

Metacognition

• Students literally build their own minds.

• Reflection Notes

• Midterm and Final Paper focused on self-reflection

• Analyze a Math problem using a metacognitive approach

Student comment taken from mid-term CRER paper

One thing that I have learned about myself is that I may over

study before an exam. I also use metacognition techniques to

review my homework material before trying to complete the

assignment. I now read the GRFC, and then read the chapter.

This technique at times can give me an answer as I read the

chapter. I found myself reading the chapter and then looking over

the questions and having to re-read the chapter, just to answer

them.   Now the questions are on my mind as I read. There are

times when I have to go back and re-read to find answers.

Student comments taken from mid-term CRER paper

One of the most valuable lessons that I have learned about

mathematics at this point in the semester is the concept of

metacognition as it is applied to mathematical thinking. 

Metacognition is the conscious awareness of one’s

thinking process and a conscious attempt to influence

one’s thinking process.    Although I am novice at both

math and the application of metacognition to the disciplines

of math, I think that this approach may greatly facilitate my

current and future acquisition of mathematical knowledge. 

Students’ comments taken from their final CRER

papers.• The most beneficial thing I can do to ensure my learning is being

conscious of what I’m doing. Thinking about my thinking.• An activity that works well for me is writing down the process of

what I’m doing, really thinking about my learning and trying to figure out what I don’t know.

• A new word in my vocabulary is Metacognition. Thinking on my own about my thinking seemed a little strange at first, but it really does make sense to know the way I think and to understand how I learn and how I don’t learn.

• I learned a lot in this class from understanding what Algebra means to just trying to put into words how to solve a problem. This is really fun and I feel I really understand Algebra when I can talk through a problem.

Benefits to LCOM Students

The learning community is very helpful in ways that have improved my determination to stay in college. Now, more than ever before, I'm sure that this is the place for me to be.

Student, Fall 04

Student Self-Reports

I think that the learning community is a good program and I encourage students to join. It has really made a big difference to me. It built my confidence back up to let me know that I really can make it through math despite my bad experiences. They help you out, they encourage you to go to the labs and to get into study groups, teach you to be more efficient in your studies.

Student, Fall 04

Student Self-Reports

 Those who succeeded• are beginning to learn what being a college student means.• are beginning to accept the time demands for study.• are beginning to take responsibility for their own learning.• learned they can succeed in Math.• have better study skills and reading skills.• formed study groups.• learned to utilize the math tutors in the Math Resource Center.• learned to utilize office hours.• learned to ask questions and to identify what they need to ask.• learned to plan their time. • learned to take organized notes.• learned to identify the course work they need to meet their goals and

make a plan.

Asset Development Post Semester Assessment

MATH 111 PROGRESSION TO MATH 120/122 LCOM Participants

Fall 2002 – Spring 2005

106 55.7%= 59 106

37 59

30 37

==

Initially Enrolling MATH 111

81.1%62.7%

Enrolling MATH 112

SuccessfullyCompleting MATH 111

SuccessfullyCompleting MATH 112

34

4_30

== 13.3%75.0%

Successfully CompletingMATH 120 Enrolling In MATH 120

8.5%

90.0%= 9_10

6 6

630

==MATH 111 Students Successfully Completing MATH 120/122

20.0%100.0%

Successfully Completing MATH 122

Successfully Completing MATH 120/122

Enrolling In Math 122 9_ 106

=

Improved Success Rates

Benefits to all Math classes taught by LCOM

InstructorsMath Instructors:

• Study skill hints automatically worked into all class curricula

• Instructors notice learning style issues more often and can better assist students

• Instructors understand course selection/transfer issues fully

• Instructors know how to link students with support services

Teaching benefits to all classes taught by LCOM counselors

Counselors

• Counselors more aware of difficulties developmental students face in academic classes

• Students receive more realistic advising• Counseling support now available to all

Learning Communities

We build networks of like-minded colleagues—make friends outside of our discipline.

We participate in stimulating discussions about learning and subject matter connections.

We have fun—we feel more connected to our campus.

How We Benefit Professionally

Orientation to College Campus Educational plans CSM catalog and the Schedule of classes AA/AS degree worksheet CSU and IGETC transfer worksheets Overview of the CSM Student Services Student Handbook Common college terms Course scheduling Stress Reduction, test anxiety College study skills, homework strategies, study plans, How to prepare for exams How to have a productive and positive meeting with your

Professor When and how to use tutoring services

Counseling Services Menu

Available to All LCOM classes

Therefore, Learning Communities are alive, changing and growing , and improving the quality of the educational experience for participating faculty and students at CSM