Bridging the Gap: Engagement Strategies to Ensure the Success of Incoming Community College Students Stacey L. Callaway, Rowan College at Gloucester County Vincent S. Du Beau, Delsea Regional School District/Rowan University Jenny E. Bobea, Hudson County Community College Claudia Delgado, Hudson County Community College
By identifying the gaps between entering students expectations and their level of engagement in the first year of college, institutions can target their efforts to create educationally effective programs for new students. George D. Kuh, What Student Engagement Data Tells Us About College Readiness (2007)
HCCC Summer Bridge Program Jenny E. Bobea, Transitional Program Coordinator Claudia Delgado, Assistant Professor, Academic Foundations Math
What Matters to Student Success? Research shows that Student Engagement is a key factor in persistence and retention The HCCC Bridge Program is often the first point of academic engagement that many incoming freshman have with the college Successfully engaging students at this point has proven to show higher rates of retention not only among those who pass the program but also those still need remediation in the Fall
HCCC Bridge Program Structure Taught by full-time or adjunct instructors At least 2 embedded tutors New students whose placement test scores indicate a need for at least one developmental course (Basic ENG, Basic Math, Basic Algebra) 60 hours spread over 3 weeks (5 hours per day, Mon. Thurs.) Students re-tested upon successful completion of the program Program Materials (Math): In-house created workbook based on Academic Foundations Math Dept. student materials used during the semester. EdReady Software
HCCC Summer Bridge Program Students Enrollment & Retention Rate 120 76.50% 76.06% 76.00% 100 96 94 75.53% 75.50% 75.00% 80 71 70 71 74.50% 60 65 73.85% 48 54 74.00% 73.50% 40 72.92% 73.00% 72.50% 20 72.00% 71.50% 0 2012 2013 2014 2015 Total Participants Retention (All participants) Retention Rate Percentage (All participants) 71.00%
The Math Bridge Shuffle Students ready for next topic Students who need help Students ready for next topic Academic Coach works on specific areas of difficulty in a different classroom All students reassessed and regrouped the following day
Intellectual Engagement: Strategies Stacey L. Callaway, Instructor, Business Studies Vincent S. Du Beau, Director of Bands/Music History
The Monitoring Cycle
Why Engagement? Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing. Elizabeth F. Barkley, Student Engagement Techniques: A Handbook for Faculty (2009)
Two Approaches Teacher-Led Discussion Student-Centered Discussion Discussion Interaction Teacher to student Student to Student Role of Teacher Control Discussion Flow Serves as Expert Assess Student Discussion Mentor Students [Facilitator] Content Understanding Externally Driven by Teacher Internally Driven by Students Teacher Role Content Expert Student Development Mentor Student Role Listening Note Taking Discussing Developing Copyright 2008. Interactivity Foundation.
How Do We Get There? Traditional Method (Low-Tech or No-Tech) Lecture Post lecture slides in LMS Assess (quiz, exam, paper) Group work (deciphering packets, book learning) Engagement (Technology Infusion) Facilitate class discussions Promote digital learning Make use of available technologies Cell phones Laptops/tablets Watches Collaborative learning Self-directed learning groups
How Do We Get There? (Webb) Traditional Method (Low-Tech or No-Tech) Lecture Post lecture slides in LMS Assess (quiz, exam, paper) Group work (deciphering packets, book learning) Largely Levels 1 & 2 Limited Level 3 of DoK Engagement (Technology Infusion) Facilitate class discussions Promote digital learning Make use of available technologies Cell phones Laptops/tablets Watches Collaborative learning Self-directed learning groups Opportunities for All Levels of DoK
Discussion