Self Study (Fall 2007)
To ensure widespread faculty and staff involvement in the CSI from the start, effective practice groups were convened in Fall 2006 to conduct a self-study. This stage was centered on examining to what extent our campus fulfilled the 26 effective practices identified in the "Poppy Copy." Each of the 26 groups included a chair and two members, all of whom were provided small but heartfelt thank you gift certificates from Serramonte Mall.
Below you will find a list of the 26 groups and their final reports. Each chair was responsible for calling the two-to-three meetings and of compiling and sharing the final report the group generated. The chair also selected the two group members in his/her effective practice group, but those who were interested also could contact particular chairs to volunteer. Each group was entrusted with thoroughy and honestly answering the following four questions, as articulated in the "Poppy Copy": (1) As applicable, briefly describe how this process occurs/exists at your institution. (2) What evidence exists to support the efficacy of this project? (3) What barriers/limitations exist to implementing or enhancing this practice? (4) How might this practice be advanced or expanded upon in the future?
Drawing from the self study reports below, participants convened on December 3rd to discuss, select, and prioritize which proposed projects to fund and implement in the Spring 2008 and subsequent semesters. Click here for the resultant plans.
Fall 2007 Effective Practice Groups
(Chairs are listed first)
A. Organizational and Administrative Practices
Coordinator: Rachel Bell
|
Members |
Effective Practice |
Poppy Copy Page |
Self Study Report |
|
Vicki Morrow Pat Deamer Pablo Gonzalez |
A.1 Developmental education is a clearly stated institutional priority.
|
14 |
|
|
Regina Stanback-Stroud Manny Peix Murrell Green George Wright |
A.2 A clearly articulated mission based on a shared, overarching philosophy drives the developmental education program. Clearly specified goals and objectives are established for developmental courses and programs.
|
15 |
|
|
Connie Beringer Betty Lindgren-Young Carla Campillo |
A.3 The developmental education program is centralized or highly coordinated.
|
16 |
|
|
Rick Wallace Leigh-Anne Sippel Imelda Hermosillo |
A.4 Institutional policies facilitate student completion of necessary developmental coursework as early as possible in the educational sequence.
|
17 |
|
|
Lori Adrian Tim Dupre Leslie Shelton William Watson |
A.5 A comprehensive system of support services exists, and is characterized by a high degree of integration among academic and student support services.
|
19 |
|
|
Mike Williamson Pat Deamer Garry Nicol |
A.6 Faculty who are both knowledgeable and enthusiastic about developmental education are recruited and hired to teach in the program.
|
20 |
|
|
Mike Moynihan James Wong Jennifer Merrill |
A.7 Institutions manage faculty and student expectations regarding developmental education.
|
22 |
B. Program Components
Coordinator: Jacquie Escobar
|
Members |
Effective Practice |
Poppy Copy Page |
Self Study Report |
|
Jacquie Escobar Andy Davis Don Biederman Virginia Padron |
B.1 Orientation, assessment, and placement are mandatory for all new students. |
23 |
|
|
Cathy Hasson Don Biederman David Hasson |
B.2 Regular program evaluations are conducted, results are disseminated widely, and data are used to improve practice.
|
26 |
|
|
Melissa Komadina Tiffany Reardon Imelda Hermosillo |
B.3 Counseling support provided is substantial, accessible, and integrated with academic courses/programs.
|
28 |
|
|
Maria Escobar Regina Morrison Greg Fraunfelder |
B.4 Financial aid is disseminated to support developmental students. Mechanisms exist to ensure that developmental students are aware of such opportunities and are provided with assistance to apply for and acquire financial aid.
|
29 |
C. Staff Development
Coordinator: Rachel Bell
|
Members |
Effective Practice |
Poppy Copy Page |
Self Study Report |
|
Rachel Bell Joe Morello Dennis Wolbers |
C.1 Administrators support and encourage faculty development in basic skills, and the improvement of teaching and learning is connected to the institutional mission.
|
31 |
|
|
Donna Bestock Joyce Lee AJ Bates |
C.2 The faculty play a primary role in needs assessment, planning, and implementation of staff development programs and activities in support of basic skills programs.
|
31 |
|
|
Margie Meadows Christine Roumbanis Kate Browne Stanlee Garriott |
C.3 Staff development programs are structured and appropriately supported to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning.
|
33 |
|
|
Nancy Kaplan-Biegel Theresa Tentes Phyllis Taylor |
C.4 Staff development opportunities are flexible, varied, and responsive to developmental needs of individual faculty, diverse student populations, and coordinated programs/services.
|
34 |
|
|
Katharine Harer Linda Vogel Shelly Hausman |
C.5 Faculty development is clearly connected to intrinsic and extrinsic faculty reward structures.
|
36 |
D. Instructional Practices
Coordinator: Rick Hough
|
Members |
Effective Practice |
Poppy Copy Page |
Self Study Report |
|
Leslie Shelton John Chavez Betty Lindgren- Young |
D.1 Sound principles of learning theory are applied in the design and delivery of courses in the developmental program |
38 |
|
|
Rick Hough Leigh-Anne Sippel Karen Wong |
D.2 Curricula and practices that have proven to be effective within specific disciplines are employed.
|
41 |
|
|
Lucia Lachmayr John McDaniels Linda Van Sciver David Hasson |
D.3 The developmental education program addresses holistic development of all aspects of the student. Attention is paid to the social and emotional development of the students as well as to their cognitive growth.
|
50 |
|
|
Liza Erpelo Kathleen Feinblum Nohel Corral |
D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services.
|
52 |
|
|
Connie Beringer Jeff Westfall Kathy Fitzpatrick |
D.5 A high degree of structure is provided in developmental education courses.
|
53 |
|
|
Arthur Takayama Jennifer Yen Jeff Acidera
|
D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.
|
54 |
|
|
Leigh- Anne Sippel Jeff Westfall Amory Cariadus Chuck Leach |
D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements.
|
59 |
|
|
Jon Freedman Soodi Zamani Garry Nicol |
D.8 Developmental education faculty routinely share instructional strategies
|
60 |
|
|
Nate Nevado Fermin Irigoyen Vanson Nguyen Elaine Francisco |
D.9 Faculty and advisors closely monitor student performance.
|
61 |
|
|
Tiffany Reardon Felix Perez Stephen Fredericks |
D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors.
|
62 |
D10 |
