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BSI Curriculum |
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Description |
BSI
Coordinator Tasks:
Manage BSI publicity/information distribution, create/institutionalize BSI
budget
BSI Team Tasks:
Improve/expand basic skills curriculum and articulation between courses, create
First Year Experience/ BSI learning community
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Related BSI Proposals & FYE
Recommendations |
BSI REC's:
17, 18, 19, 20, 21, 28, 30: Summary of BSI
Faculty/Staff Development Proposals
FYE REC's: II.B
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Members |
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Lead
Confirmed:
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Team
Confirmed: |
Mike
Moynihan: |
Consultants: Pat Deamer |
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Meetings |
Meetings:
Thurs, Feb 21st 3-5pm in 1319
Thurs, March 27th 3-5pm in room 1319
Mon, April 21st 1:30-3:30pm in room 5131
Tues, May 20th 3-5pm in room 5131
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Activities |
Meeting
Notes: from Thurs, Feb 21st 3-5pm in 1319
Create
First Experience course, submit to curriculum committee, and design 18-week
all-inclusive curriculum for First Year Experience (Originally decided to
follow this course of action, but changed plan after consulting with
counseling. See next meeting notes for
revision of plan):
Chapter template for 18-week course
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Week
1: Overview
of course and introduction to and history of campus. |
Week
7: Study Skills: note-taking, assessing
learning styles |
Week
13: Research and Citation |
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Week
2: Orientation |
Week
8: Study Skills: test taking, oral
presentations, showing mastery of content |
Week
14: Math: study skills |
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Week
3: Orientation |
Week
9: Reading Strategies |
Week
15: Math: problem solving, cooperative learning |
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Week
4: Orientation |
Week
10: Writing Strategies |
Week
16: Interpersonal Communication: self-advocacy,
inter-cultural communication, diversity |
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Week
5: Being a Student: classroom etiquette,
self-management, instructor expectations, student preparedness, active
learning |
Week
11: Writing Across the Disciplines |
Week
17: |
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Week
6: Study Skills: time management, goal
setting, classroom expectations |
Week
12: Student Wellness: maintaining well-being,
relieving stress, nutrition, balancing time demands |
Week
18: Final Exams |
Other suggestions for BSI Curriculum to work on:
1) Teach study skills
such as note taking, active reading, and managing time, but contextualize them
in GE courses (such as Math, Business, History, Sociology, ECE). We could
develop materials for instructors to employ in their GE courses, as was done by
Cal State LA about eight years ago through a FIPSE grant. They worked from the
assumption that all of their students are "language minority"
students, and as such, teachers across the disciplines were asked to devise
teaching strategies to accommodate these students without lowering standards.
For more information, see http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED418598&ERICExtSearch_SearchType_0=no&accno=ED418598. I also have print materials from when
their grant coordinator gave a Title III workshop years ago.
2) Explore strategies for students to develop their metacognitive
strategies, the means to reflect on and evaluate the quality of their learning,
including whether or not they actually *are* learning.
3) Employ and
integrate more formative means of assessment. Many of us "scaffold"
our assignments, helping our students to complete major assignments by breaking
them down into manageable steps, ideally with feedback for each of these steps.
This feedback enables students to revise their plan if they're off-base, and it
helps us teachers to know whether we need to revisit a concept or skill if many
of our students don't seem to understand. Some formative means of assessment
are CATS (classroom assessment techniques a la Angelo and Cross), and "clicker"
technology. I'm sure there are more out there, which our group could
brainstorm. Formative means of assessment not only will improve our
instruction, but also we can engage meaningfully in the student learning
outcomes assessment cycle.
Nohel
Corral provided the group with information on the FYE
program at Cerritos
The article from the Chronicle of Higher
Education on outreach was also distributed to the group
A link from Connie Beringer on DeAnza's College Student Success and Retention Center
Decided
to form 3 smaller groups to do the foundational work for the following tasks:
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Group A: Karen Wong,
Liza Erpelo, Vanson
Nguyen, Lucia Lachmayr, Christine Roumbanis.
Consultant: Jacquie Escobar |
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Group B:
Jacquie Escobar, Kate Browne, Leigh Anne Sippel · On
campus: target select classes of students (high #s of HS students,
returning students, etc.) · Incoming HS
students: get stats on how successful students are after taking COUN
100 · ESOL students
(start at ESOL 400): highlight the reading and writing practice COUN
100 offers as a good prep before ENGL 100 · Pluses for
COUN 100: it’s transferable, it meets area E1 for CSU and area A5 for
the AA/AS degree Step 2: Gather data · How much more
successful were HS students who took COUN 100 than those who didn’t? · Look at
success, retention, etc. · If data available
on returning (older, re-entry) students, look at success rates there as well Step 3: Discuss making COUN 100 a requirement for
the AA/AS degree and AA/AS certificate · Ss would be
strongly encouraged to take it in their first year · ESOL sections and
possible learning communities could be investigated April 21st meeting:
Reported on the above 3 steps to the group |
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Group C: Rick Hough,
Rachel Bell, Rosie Bell, Nohel Corral, Mike
Moynihan, Joe Morello |