2016-2021 AMP Implementation Updates (January 2019)
- Charge to the Committee—Addressing Student Success via Embedded Support
- Montgomery College Library Embedded Support Services FY19 Update
- Writing, Reading and Learning Center Embedded Support Services Update (FY19)
- Academic Support Centers Embedded Support Services Update (FY19)
- Learning Assistant Program Embedded Support Services Update (FY19)
CHARGE TO THE COMMITTEE—ADDRESSING STUDENT SUCCESS VIA EMBEDDED SUPPORT
Montgomery College’s 2016-2021 Academic Master Plan identifies embedded classroom support as one of the initiatives to be implemented within the next five years, using the strategies noted:
Strategy 1: Pilot embedded academic support strategies in selected gateway courses.
[Benchmark: Decrease by 10% the number of students receiving DFW grades in selected
gateway courses by 2021.]
Strategy 2: Pilot embedded academic support in at least one course per program or discipline.
[Benchmark: Decrease by 10% the number of students receiving DFW grades in selected
program or discipline courses by 2021.]
Based on success of pilots and reduction in DFW rates, academic programs would institutionalize
and scale up embedded support as possible in the second five-year period. (Academic
Master Plan 2016-2021, p.23).
OVERVIEW
Montgomery College students lead busy lives. Almost all of our students work. Many work full-time or hold more than one part-time job. Many also have substantial family obligations including caring for children, parents, and extended family members. Some face housing and food challenges and depend on public transportation to get to our campuses and to work and back home. And while Montgomery College has an extensive array of academic support centers and programs, too many of our students are too busy to take full advantage of these support services. Their schedules preclude them from accessing the support provided by these programs and centers. One way to provide academic support, especially just when students need it the most, is to embed these services in the classroom.
COMMITTEE MEMBERSHIP
Chairs:
Brad Stewart
Sharon Fechter
Jessame Ferguson
Beatrice Lauman
Brian Ault
Members:
Gloria Barron
Clary Brown
Tom Cantu
Charles Harried
Jenny Hatleberg
Ja’Bette Lozupone
Miriam Laufer
Tonya Mason
Eurae Muhn
Rodney Redmond
Carolyn Schick
Tracy Smith Bryant
Jim Sniezek
Chris Verdak
Tanner Wray
NEW FEATURES OF IMPLEMENTATION PLAN FOR NEW AND EXPANDED EMBEDDED CLASSROOM SUPPORT
Current efforts to expand and scale embedded support programs have coalesced around the following areas:
- Expansion and increased support for, and collaboration with, the ATPA Embedded Coaches Program
- Expansion of Library Embedded Support initiatives
- Construction of infrastructure support for the Learning Assistants Program
- Building stronger connections with the PACE Program in the English and Reading disciplines
- Expansion of embedded support workshops and other initiatives from the Writing, Reading, and Learning Centers
- Establishment of assigned coordinators for embedded support in each of the college Academic Support Centers
EMBEDDED SUPPORT IMPLEMENTATION EFFORTS BY PROGRAM
Achieving the Promise Embedded Coaches Program
In accordance with Initiative 1 of the College’s Academic Master Plan, the Achieving the Promise Academy created and is currently implementing an embedded support program, which was piloted in the fall of 2017. During the pilot, students in 63 sections of courses within highly-enrolled disciplines with high DFW rates received additional academic support from embedded support coaches. The embedded support coaches, selected from part-time faculty members who also teach at the College, visited classes to connect with students and offered study sessions weekly outside of class. Embedded coaches tutored students in course specific skills and provided support in study skills, self-advocacy skills, and time management, among others. Further, coaches referred students to critical resources on campus, including financial aid resources, counseling resources, food pantries, academic workshops, and others. Between Fall 2017 and Fall 2018, the ATPA embedded support program served 280 class sections. Data from the first academic year of implementation demonstrates lower DFW rates and growth in GPAs in most of the disciplines that worked with embedded coaches.
ATPA Embedded Coaching: targeted academic coaching in relevant coursework for the semester. Courses offering ATPA embedded support are identified in the course schedule.
- Highly enrolled courses with high DFW rates
- 50 part-time faculty coaches
- Weekly study sessions, class visits every other week
- Academic and non-academic support – Sections Served: 63 (Fall ‘17), 124 (Spring ‘18), 95 (Fall ‘18)
- Data from both semesters of the 2017-2018 academic year also demonstrate that students who engaged with their coaches in and outside of class earned higher final grades than their counterparts, and that, on average, students who were in embedded support classes saw an increase in their GPA at the end of the semester in comparison to their start-of-semester GPA.
- 7 out of the 11 disciplines that received ATPA embedded support had lower DFW rates than the non-ATPA courses in the same disciplines (Spring ’18).
Montgomery College Library Embedded Support Services FY19 Update
FEATURES
AY 17-18: The Academic Master Plan workgroup identified several courses in need of embedded support, based on DFW rates. Of those courses, the MC Library identified candidates based on course outcomes and content alignment
- PSYC 102: General Education assessment addresses information literacy
- BIOL 150: Lab report/signature assignment requires information literacy skills
The Library collaborated with faculty to develop support that best fit courses and student needs. Building on earlier collaboration with ENGL 102, the Library developed the concept of library-created, collegewide course-specific Research Toolkits to support course information literacy outcomes and signature assignments. Toolkits include tutorials, access to library databases and research tools, and possible links to select non-library embedded support tools.
NEW INITIATIVES
- Expand embedded library support to CCJS 110 in AY18-19
- Expand Blackboard integration and program assessment
- Identify additional high DFW gateway courses to expand to in AY19-20
EMBEDDED SUPPORT IMPLEMENTATION TIMELINE
Spring 2018
- PSYC 102: Jan 2018 Trained faculty and all partner units; Research Toolkit made available collegewide and embedded in Blackboard; Preliminary assessment approaches deployed
- BIOL 150: Developed and marketed Research Toolkit to faculty and students; Engaged dean and course coordinators to plan for embedded library services deployment
Summer 2018
- Library-hosted training session for PSYC 102 and BIOL 150 faculty and Achieving the Promise Academy coaches, with presentations from partners in the Embedded Support Initiative (ATPA, Learning Centers, Library, and STEM Learning Assistants)
Fall 2018
- PSYC 102: Continue support for all sections, Collegewide
- BIOL 150: Expand support to all sections, Collegewide
- Begin Blackboard integration pilot with BIOL 150, ENGL 102/103, and PSYC 102 faculty; Test integration of Research Toolkits and online information literacy tutorials. Continue with Library Course Reserves module integration
AY 2018-2019 Goals and Activities
- Expand embedded library support, including CCJS 110
- Plan AY19-20 expansion to scale and implement faculty outreach and communication plan
ASSESSMENT OF EMBEDDED SUPPORT INITIATIVES
AY17-18 Data
- PSYC 102: Usage of Resource Toolkit increased from 670 views in Fall 2017 (pilot semester) to 7,575 views in Spring 2018. Provided in-person and online library instruction to 18 sections and 339 students (AY17-18)
- BIOL 150: Usage of Resource Toolkit increased from 617 views in Fall 2017 (pilot semester) to 1,054 views in Spring 2018. Provided eight drop-in sessions to 98 students (AY17-18)
IMPACT ON STUDENT SUCCESS (FUTURE)
- Review longitudinal Spring DFW information for PSYC 102 to understand how embedded support generally correlates with DFW rates; expand to additional courses as library embedded support develops
- Explore possibility of longitudinal review of signature assignment grades
- Review General Education assessment data on information literacy competency from prior and current assessment cycles
- Assess student learning when engaged with Research Toolkits, information literacy tutorials, instructional support and other library support, through qualitative and direct assessment methods
Writing, Reading and Learning Center Embedded Support Services Update (FY19)
- Continue embedded librarian and WRL center support for BIOL150 (referring to lab report workshops, which we’ve been doing the past two years, and, previously, without librarians)
- Continue embedded librarian and WRL support for PSYC102 (continue use of referral sheet used during the past year
- Develop outcomes for embedded learning center workshops including measures of student learning and student and faculty engagement
Academic Support Centers Embedded Support Services Update (FY19)
Creation of Assigned Coordinators for each college learning center. These coordinators would link a specific number of students in an embedded class with a learning center employee (staff or student) to provide unique embedded services to students in these course sections. The table below identifies possible areas for embedded support efforts by academic support centers.
The Embedded Support Model incorporates an array of educational services that are offered to all students in addition to specialized services only available to embedded support students.
Learning Assistant Program Embedded Support Services Update (FY19)
FEATURES OF THE IMPLEMENTATION PLAN FOR EMBEDDED CLASSROOM SUPPORT
The STEM Learning Assistant program, begun at Montgomery College in Fall 2013, already has embedded support structure in many STEM gateway courses, notably BIOL 150, CHEM 131, CHEM 132, MATH 165, MATH 181, and MATH 182. The STEM Learning Assistant program uses highly trained students who have recently been successful in their appointed course to support students currently enrolled in these courses. Learning Assistants (LAs) are paired one-on-one to work with a faculty mentor assisting in a STEM classroom for six hours/ week. The LAs serve as peer-models and work to increase student success and engagement in these classes. The LAs attend every class and have an active, integrated role as they work with students to enhance collaborative learning in the classroom throughout each class session. The LAs guide students to a deeper understanding of the course material, assist them when they need extra content support, and motivate and encourage the students along the way. As they “try on teaching,” LAs also lead weekly study and review sessions for the students outside of class. The LAs themselves are supported by pedagogical training and cohort building while being part of the LA program. They meet weekly with their faculty mentors for both content preparation and mentoring. As student employees of the college, LAs receive a stipend for their 90 hours of work each semester. Typically, each LA is hired for a one semester appointment, which allows for a new group of interested students to benefit as LAs the following semester. Evaluation data (DFW rates combined with student attitudes to learning surveys) show that students enrolled in STEM courses with Learning Assistants are successful, have appreciation for the course material, feel supported, and highly value the learning guidance provided by their Learning Assistants.
LA PROGRAM - EMBEDDED SUPPORT IMPLEMENTATION TIMELINE
AY2018
80 LAs supported approximately 1,800 STEM students in classrooms and laboratories for AY2017-2018 (40 LAs each semester). Lower DFW rates (26.2% vs 29.2% for Fall 2017 and 30.2% vs 36.2% for Spring 2018) were observed for students in LA-supported sections vs. students in comparable course sections without LA support.
Comprehensive program evaluations were done each semester, focusing on the three participant roles in the LA program (the students, the LAs, and the LA faculty mentors).
- The students in LA-supported classes reported positive attitudes toward LA support and toward learning as a result of having an LA embedded in their STEM class. The students reported the areas where LAs helped them (learning content, preparing for an exam, developing study skills, etc.) and the students stated that the LAs helped them succeed in the class.
- The LAs reported that they gained deeper content knowledge in both the class where they served and in their other STEM classes. They also reported marked growth in confidence, increased skills in interacting with others, increased personal study skills, and a greater interest in a career that involves some type of teaching in their STEM field.
- The LA faculty mentors recommended the LA program to their STEM colleagues and requested more LAs in their classes, with pronounced agreement that the voluntary time and effort required to mentor and incorporate an LA in their classroom was worthwhile.
Multiple conference presentations on the Montgomery College STEM Learning Assistant program resulted in increased national awareness of the positive impact for transforming the traditional four-year national Learning Assistant model to the two-year college setting. One Learning Assistant was chosen to attend a national conference, presenting her experience as an LA for both CHEM 131 and BIOL 150 in both oral and poster presentation formats. The LA presented her poster at other regional conferences during the academic year as well.
A 28-page book chapter, “Trying on Teaching: Transforming STEM Classrooms with a Learning Assistant Program” has been published in the American Chemical Society symposium series, Strategies Promoting Success of Two-Year College Students.
Both advocacy and the submission of a grant proposal seeking institutional and external funding for the LA program continued throughout the year.
AY2019 Goals and Activities
Fall 2018
- Hire 20 LAs to assist in STEM gateway courses. Embed these LAs in BIOL 101, BIOL 150, CHEM 131, MATH 165, MATH 181 and MATH 182 on all three campuses
- Offer pedagogical training and weekly mentorship for LAs
- Collect comprehensive program evaluations from students, LAs, and LA faculty mentors to study and document impacts that the STEM LA program has on learning, student success, and interest in teaching
- Analyze the performance of students as a result of being in an LA-supported STEM class
- Enroll one veteran LA in SCIR 297HM (Scientific Research) to investigate and research various components of the LA program. Have the LA present research outcomes at national and regional conferences (oral and poster presentations)
- Present the Montgomery College STEM Learning Assistant Program at national and regional conferences
- Continue advocacy, partnership, and grant writing/submission with the Montgomery College Foundation and/or other sources to secure both institutional and external corporate support for the LA program for the future
Spring 2019
- Hire at least 30 LAs (funding dependent) to assist in STEM courses on all three campuses • Offer pedagogical training and weekly mentorship for LAs
- Collect comprehensive program evaluations from students, LAs, and LA faculty mentors to study and document impacts that the STEM LA program has on learning, student success and interest in teaching
- Analyze the performance of students as a result of being in an LA-supported STEM class
- Enroll one veteran LA in SCIR 297HM (Scientific Research) to investigate and research various components of the LA program. Have the LA present research outcomes at national and regional conferences (oral and poster presentations)
- Present the Montgomery College STEM Learning Assistant Program at national and regional conferences
- Continue advocacy, partnership, and grant writing/submission with the Montgomery College Foundation to secure both institutional and external corporate support for the LA program for the future
OVERALL ASSESSMENT OF EMBEDDED SUPPORT INITIATIVES
In addition to program specific assessment strategies, each embedded support initiative will be evaluated in terms of DFW reduction rates; faculty, staff, and student engagement levels; and student and faculty perceptions of program effectiveness. A common survey instrument will be employed to gather this data.