Program Activity Data Justification Goals Impact Measure: Quantitative/Qualitative Data ESOL, ENG, MTH 1. Improve instructor to student ratio (Team teaching using noncredit overlays, TAs or other strategies) for targeted gatekeeper classes with higher number of disproportionately impacted students: ENG204, ENG1A, ESOL223, ESOL52, MATH 250, MATH 253 Please see statewide and Bay Area classroom-cap norms at: Increased access to instructors; increased capacity for collaborative learning; increased quantity and speed of feedback to students; increased student work for assessment by instructors to differentiate instruction Course Success Rates by course/ethnicity; Surveys of Students MTH 2. Lower class size for Math 201. Set a class cap of 30 students per class (as opposed to 40). Please see statewide + Bay Area norms at: Increased capacity for student-centered collaborative learning; increased quantity and speed of feedback to students; unique intervention to this course. Course Success Rates by course/ethnicity; Surveys of Students; assess student majors for those enrolled in current math 201 to support desired impact. MTH 3. Embed tutoring in MATH 206, 13 with the lowest success rates and highest number of students, focusing on the students in these classes (e.g. African American, Latino, Multiracial students). Provide connected drop-in tutoring services at Learning resource Center Increase course success rates in basic skills math, unique intervention to these courses. Based on surveys collected locally at BCC, estimate variance in tutoring usage, and look at correlation with student engagement in learning, course completion and success, GPA, and educational goals. Compare with other campus best practices. ESOL 4. Embed tutors (ideally trained in TESOL methodology) in writing workshops, and other classes within and beyond ESOL program. Dovetail TESOL training with tutor hires Course Success Rates by course/ethnicity; Surveys of Students risk
ESOL, ENG, MTH Initiate and adopt a campus wide theme/Critical Question for Collaborative Interdisciplinary Learning. yearlong theme would involve social events, articles/books, supported reading list, student presentations, different disciplines, programs can plug in in various ways. Help students see linkages between disciplines, engage faculty staff in opportunities for collaboration, create culture of collective, critical dialogue where everyone can contribute and has a stake Context and Relevance, support engagement of students (see research literature); whole-person learning; breaking down intra-institutional silos/barriers improves school climate ESOL Align ESOL curriculum with CTE/transfer curriculum requirements to improve contextualized learning opportunities (e.g. English/Business); build English proficiency in the context of learning standards for gatekeeper and courses (e.g. listening/speaking/ grammar skills developed using assessments/materials that are aligned with other courses).
C.4 Community of practice/professional Development for All Faculty Activity Type(s) (Mark an X in all that apply. See for more information.): Outreach Student Equity Coordination/Planning x Instructional Support Activities Student Services or other Categorical Program Curriculum/Course Development or Adaptation x Direct Student Support Research and Evaluation x Professional Development Target Student Group(s) & # of Each Affected*: ID Target Group # of Students Affected * For example, Veterans – 250, Af. Americans – 8,889, Hispanics 10,000, etc. C.4 Basic skills Math students 2,000 Activity Implementation Plan Program Activity Data Justification Goals Impact Measure: Quantitative/Qualitative Data MTH Increase math instructors involved in acceleration. Create collaborative time and pay for 2 hours/week for faculty new to course. Create cohort instructor meetings with experienced faculty to review curriculum, pedagogy, and classroom issues. Acceleration has been piloted and shown to be effective in Course Success & Throughput to Stats Increased Math Basic Skills Course Success Rates, assuming Community of Practice Supports Instructional Effectiveness Basic Skills Math Student Course Success Rates & Throughput Rates in Transferable Math Courses MTH 11. Require tutor training workshops (Community of Practice) that focus on culturally responsive pedagogy in the context of basic skills classes. (Look at MC4MP Models Online as a group). Research has shown that culturally responsive pedagogy can increase the engagement of at-risk students of color Increase course success rates in basic skills math among students of color Increased course success rates among Latino, AA, Multiracial students in basic skills courses, and improved students' reports about experiences with tutors