2016-2021 AMP Implementation Updates (February 2018)
- Charge to the Committee—Addressing Student Success via Embedded Support
- Overview
- Committee Membership
- Contributors
- Features of the Implementation Plan for Embedded Classroom Support
- New Embedded Support Initiatives
- Embedded Support Implementation Timeline
- Challenges to the Implementation of Embedded Support Initiatives
- Resource Requirements and Impact
- Assessment of Embedded Support Initiatives
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.
FEATURES OF THE IMPLEMENTATION PLAN FOR EMBEDDED CLASSROOM SUPPORT
Embedded support infrastructure already existed in two gateway courses at MC: English 101A and Biology 150. The PACE program provides students with writing tutoring by full-and part-time English faculty. The STEM Learning Assistant Program uses highly trained students to provide tutoring and other forms of academic support in a number of courses including Biology 150. Evaluation data from both programs show that students enrolled in courses where embedded support is provided are more successful than those in other sections of the course where such support is not available. Plans are in place to provide additional resources to expand and sustain both of these programs for Fall 2017.
In addition, work is underway in MC Libraries to provide embedded support in a number of gateway courses including BIOL 150, CHEM 099, ENGL 101A, and MATH 165. Efforts are also underway to develop ways to provide additional embedded support for students in CCJS 110 and PSYC 102 via the embedded librarian program.
NEW EMBEDDED SUPPORT INITIATIVES
The Embedded Support Implementation Team has begun coordinating efforts with the Achieving the Promise Academy’s new embedded coaches program. Gateway courses with ATPA coaches include ENGL 102, BIOL 150, PSYC 102, CCJS 110, CHEM 099, and several others. For Fall 2017, the ATPA provided embedded coaches in 64 sections that enrolled 1,456 students. For Spring 2018, 2,807 students were enrolled in 123 embedded coaches sections.
EMBEDDED SUPPORT IMPLEMENTATION TIMELINE
- Conduct literature review of embedded support programs
- Pilot embedded classroom support in ENGL101A and BIO 150 via existing PACE and LA Programs
- Develop and measure student and course outcomes for ENGL101A and BIOL150 and courses supported by LA Program
- Develop and implement embedded librarian support for PSYC 102 and CCJS 110.
1) Conduct literature review of embedded support
2) Plan for implementation of pilot embedded classroom support in ENGL101A and BIOl150
(limited number of sections per course)
3) Implement pilot embedded classroom support in ENGL101A and BIOl150 (limited number
of sections per course)
4) Develop outcome measures for ENGL101A and BIOL150
5) Measure outcomes for ENGL101A and BIOL150
6) Begin long-term planning for embedded classroom support for courses for Fall 2019
and beyond
- Develop logic model and outcome measures
- Draft outcome measures (e.g. surveys etc.)
- Plan training of embedded classroom support personnel.
1) Conduct literature review of embedded support
2) Plan for implementation of pilot embedded classroom support in ENGL101A and BIOl150 (limited
number of sections per course)
3) Develop outcome measures for ENGL101A and BIOL150
4) Begin long-term planning for embedded classroom support for courses for Fall 2019
and beyond
- Develop logic model and outcome measures
- Draft outcome measures (e.g. surveys etc.)
- Plan training of embedded classroom support personnel
1) Implement pilot embedded classroom support in ENGL101A and BIOl150 (?) (limited number
of sections per course)
2) Measure outcomes for ENGL101A and BIOL150 (?)
3) Continue long-term planning for embedded classroom support for courses for Fall 2019
and beyond
- Develop logic model and outcome measures
- Draft outcome measures (e.g. surveys etc.)
- Plan training of embedded classroom support personnel.
- Continue with implementation activities listed for AY 2017-18
- Expand embedded support in ENGL 101A by increasing the number of sections in PACE Program
- Sustain funding for and expand STEM Learning Assistant Program to provide embedded support in BIOL 150, CHEM 099, MATH 165, and other gateway STEM courses.
- Work with Vice Presidents and Provosts, Deans and Department Chairs to identify opportunities for further expansion of embedded support activities.
CHALLENGES TO THE IMPLEMENTATION OF EMBEDDED SUPPORT INITIATIVES
Embedding academic support in Montgomery College courses raised several implementation considerations. First, we needed to think carefully about the role of the faculty and staff members providing support in the classroom setting. Especially important was the relationship between the faculty members teaching the courses and the faculty and staff providing embedded support services. The committee determined a list of possible concerns and issues:
- Those providing support are not “instead of” but “in addition to” the instructor. Support activities should not take time away from instructor’s instructional time and need to cover the material.
- Embedded support activities should not distract other students.
- Embedded support might include not only course content, but also time management/ study skill coaching and creating in students an attitude of being active participants in an academic community.
- Those providing support will need to manage group dynamics during small group work so that all students have an opportunity to contribute.
Second, we needed to develop mechanisms for providing support when students need it. Study skills and time management coaching too early in the semester might be ignored. Teaching students when to ask for support would be important as well as helping faculty members understand when it would be most effective to refer students to those providing support. Some possibilities might be:
- During “difficult” topics?
- During group project times?
- During times when individualized instruction helpful e.g. choosing research paper topics?
Third, we considered how to effectively provide support based on individual student needs. For example, once students fall behind, they can become exponentially more discouraged and it becomes more difficult for them to “catch up”.
Fourth, we considered the advantages of virtual embedded support including accessibility, specificity, and customization. The Academic Support Center at TP/SS already offers virtual tutoring in a number of disciplines. Could these offerings be expanded?
RESOURCE REQUIREMENTS AND IMPACT
The efforts described are predicted to provide embedded support services to approximately 3000 students annually once all initiatives are fully implemented.
- PACE model tutoring in 24 sections of Gateway courses (BIOL, CHEM, MATH, ENGL, PSYC) can be accomplished via ATPA embedded coaches.
- Sustainability of STEM Learning Assistant Program requires an additional $60,000 annually for student salaries for 80 student learning assistants. Salary for program coordinator (23.5 ESH for academic year plus 10 ESH during the summer).
- Embedded Librarian Program--30 hours a week temporary librarian for each campus for the 32 weeks that classes are in session during the academic year (2,880 hours total across the libraries, across the year). This need is based on an assumption that we embed in 2 sessions per course per campus for the pilot (60 sessions), and build out a program. Temporary Librarian IIs without benefits through the College HRSTM, the hourly rate (in FY17) is $30.97, or $89,200 x 3 (one for each campus) = $267,000. Libraries also have a competitively bid temporary services contract with LAC that will still be in place in FY18. The hourly rate for a Librarian via that contract is $54.81 in FY18, or $157,900 x 3 = $473,700. Efforts to reallocate positions within MC Libraries is currently underway to support embedded librarians.
ASSESSMENT OF EMBEDDED SUPPORT INITIATIVES
Multiple indicators of student academic success (including DFW rates) will be used to measure the impact of embedded support initiatives. Efforts will also be made to measure students’ mastery of knowledge and skills resulting from embedded support activities. Surveys will be used to measure both students’ and faculty members’ perceptions of the effectiveness of embedded support activities. Data from these sources will be used to improve delivery of embedded current and future support initiatives.