Consider first year experience as a framework for successful collaboration between instruction and support services; learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services; Discuss literature relevant to integrating instruction and support services; and Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus

1. Building Our Practice:
Integrating Instruction and
Student Services
Fullerton College
October 24, 2013

2. 3CSN's Mission
Develop leaders in California community colleges who
have the capacity to facilitate networks of
faculty, staff, and students for curricular and institutional
redesigns in support of increased student
access, success, equity, and completion.

3. If 3CSN provides training on
networking and using action
research
methodologies, teachers will
transform their environments
and identity to create
communities of practice that will
lead to powerful classrooms
across campus, which in turn
will produce greater student
success.

5. Workshop Outcomes
• Participants will
• examine literature relevant to integrating
instruction and support services;
• learn about integration models currently in
place at two California Community Colleges;
• engage in guided inquiry to explore ways of
building professional practice around the
integration of instruction and support services.

6. Key Terms
• Support Services
• Academic (Instructional) Support Services
• Tutoring & Supplemental Instruction, Library
• Non Academic Support Services
• Financial Aid, Admissions and Records,
Counseling, Student Affairs
• Support for Non Cognitive/Affective Domain
• Attention to selfefficacy, resilience, persistence, organizational and
time management skills

7. Why Integrate Instruction and
Support Services?
Some answers from the Student Success
Task Force Recommendations:
2.4 Support resources for students lacking
college readiness
3.4 Begin addressing Basic Skills deficiencies
in first year
4.1 Base course offerings & schedules on
student needs

8. An Answer from E-Resource
“The work to support our students includes all
faculty and staff. Instruction and student services
silos are still the common campus model. yet the
barriers created by this model reduce student
success. These last challenges are ones that do
not require funding to solve. Instead, we need to
continue educating our college leadership on their
responsibility to embrace institutional change.”
Illowsky, Barbara. Basic Skills Completion e-Resource. 2013. Page 20

9. Reading Together
Read your assigned section from
Integrating Student Supports and
Academics:
#1 Overview, pages 1-3
#2 Strategies, pages 4-6
#3 Implementation, pages 8-10

10. Reading Together
Read your assigned section of text and
note:
• connections between ideas in text and
discussion of „why‟ integrate instruction and
support services
• connections to any existing efforts on your
campus to integrate instruction and support
services
• questions and concerns.

11. Reading Together
At your table,
• Share key ideas from your section.
• Determine one or two „big‟ ideas to
share with others who have not yet read
this section.
•which ideas are most significant for others
to consider?

12. Reading Together
In a group with people from other tables,
• Be sure your new group has a representative
for each of the three sections.
• Share „big‟ ideas with new group mates.
• Discuss any new „aha‟ moments or questions.
• Record one or two key ideas and/or questions
on a poster.

13. Challenges to Integration
Discussion
What are some of the challenges or obstacles
that can make integration and collaboration
between Instruction and Student Services
difficult?

14. Program Presentations
As you listen to the presentations, make note
of the following:
1) What particular collaborations have been required to
develop, grow, maintain and improve the programs?
2) What challenges have the programs faced, and how
have they overcome those challenges?
3) What questions do you have for the presenters?
(Questions will be addressed at the end of each presentation)

15. Overview
•Started in 2011
•Summer Jams Orientation
•Full course load (English, Math, Freshman
Seminar, GE/major)
•One Book, One College (The Pact, The
Immortal Life of Henrietta Lacks, Southland)
•Student Conference
•First Year Counselors & Coaches
•Student homework and tutoring lab

16. Program
Outcomes
XL Pathway Outcomes
• Actively engage with
instructors, classmates, counselors, coaches and tutors
• Use success strategies including critical
reading, information literacy and study skills
• Successfully complete at least 20 units of
coursework, including English and math, within the first
year at PCC
• Persist to fall of the second year of college

17. We Started
Jamming
•XL Pathway
•Info session
•Math Jam
Summer
Jams
•International Students Pathway
•Welcome Day
•Check-In Day
•iJam

18. TLC
•Coaching
Teaching
&
Learning
Center
•Identify and pursue personal and educational goals
•Identify obstacles to academic success and use
appropriate support services and resources to overcome
them
•Tutoring
•Study Space
•Develop and implement new strategies that address the
diverse issues that affect the success of our students
•Evaluate these strategies and scale up to those that are
shown to be effective

19. •Counseling
Counseling
•Involved in Math Jam
Coaches
•Designated Pathways
appointments
•Registration Workshops
•Work closely with coaching staff

20. Pilot
Imperfectly:
Live the Nightmare
•“FYE Seminar”
•300 students
•3 back-to-back classes
•Every Friday
•Professional Learning Workshops

21. Scale Up
Numbers:
•2011: 300 students
•2012: 800 + 150 International
•2013: 1200 + 300 International
Freshman Seminar Created (College 1)
•3 units, transferrable to UC/CSU
•Info Literacy, Critical Reading Skills, College Success Behaviors
•Interdisciplinary faculty
38 sections of College 1

22. We built it…
and they came
•32 instructors from all 12 divisions on campus
•One week professional learning institute
Student
•Extensive shared reading
Services &
Instruction
•One Book, One College as course text
•Additional non-fiction text (Mindset by Carol
Dweck/Switch by Chip and Dan Heath)
•Text sets (videos, college websites/magazines,
articles: newspaper and peer-reviewed)

23. The Spread
 New Faculty
 Departments
 Program Redesign
 Curious managers
 Committees
 Willing staff
 Clubs
 Disenfranchised Faculty
College 1

24. Summer
Jams
Counseling
Student
Services &
Instruction
College 1
Coaches
Teaching
&
Learning
Center

25. Questions?????
Presenters:
•Myriam Altounji, Counselor
•Lindsey Pilgreen, ESL Instructor
•Lily Tran, Coach

26. Fullerton College
Entering Scholars Program
Our Why
“Fostering student success in the freshman year is the most significant
intervention an institution can make it the name of student persistence. .
.The freshman‟s most critical transition period occurs during the first two to
six weeks (half the students who dropped out their first year, dropped out in
the first six weeks)” (Levitz and Noel).
“The academic literature is clear: the early weeks on campus truly matter for
students and affect their likelihood of progressing” (Tinto).
Stated most simply, new students need to feel a part of their new institution
and need to connect to each other, to faculty, and to the campus
community.

27. Fullerton College
Entering Scholars Program
Vision
To help first year students persist and succeed by embedding support
in the reading or English classroom with the goals of:
• Increasing student familiarity with and access to academic support services
on campus
• Improving student study skills
• Supporting students in making educational plans
• Helping students make meaningful connections with campus
faculty, staff, and peers
• Increasing student engagement in campus life

28. Fullerton College
Entering Scholars Program
Faculty Members
Student Tutors
Student Support Professionals
(SSPs)
Counselors
• Dedicated faculty members attend monthly ESP
meetings and training sessions
• Student tutors are assigned to each class in order
to provide support inside and outside of class
• Classified staff members attend class weekly, make
announcements, and provide non-academic
support
• Dedicated ESP counselors make classroom visits
and tailor information about educational planning
Campus Resources
• Faculty introduce ESP students to the various
support services available on campus
Success Strategies
• Study skills and information literacy activities are
infused into the existing curriculum

29. Fullerton College
Entering Scholars Program
Program Development Process
•Planning Committee/Basic Skills Committee
•FYE Conference Attendance
•Program materials
•Course pack
•Library activity
•Scavenger hunt
•Pilot
•Trainings/Check-in Meetings
•Handbook
•Assessment

30. Fullerton College
Entering Scholars Program
Challenges and Revisions: Planning
•Math
•Linked classes
•Counseling participation in planning
•“Counseling Connections” fold-in

31. Fullerton College
Entering Scholars Program
Faculty Role
•Curriculum Integration
•Study skills instruction
•Support services
•Personal/career exploration
•Library/information literacy activity
•Collaboration/Integration
•Tutors
•Counselors
•SSPs

32. Fullerton College
Entering Scholars Program
Challenges and Revisions: Faculty
•Difficult to incorporate all elements of program
•Menu approach
•Course pack as recommended resource not
requirement
•Library activity originally focused on research
•Customized by level

33. Fullerton College
Entering Scholars Program
Student Support Professional (SSP) Role
•A friendly Student Services representative establishes a personal
connection with students
•Weekly classroom visits
•Scavenger hunt stop
•Email communication
•Personal office visits
•That person serves as an important source of regular information
about support services and campus events/activities
•Weekly announcements
•General Student Services presentation
•Special area/office-related presentation

34. Fullerton College
Entering Scholars Program
Challenges and Revisions: SSP
•Recruitment
•Switch from hour to 20 minutes per week
•Clarity about role in the classroom
•Weekly announcements

35. Fullerton College
Entering Scholars Program
Tutor Role
•In class
•Interact during group activities
•Take class notes
•Participate in discussions
•Out of class
•One-on-one tutoring
•Group sessions
•Email support

36. Fullerton College
Entering Scholars Program
Challenges and Revisions: Tutor
•Limited class time
•Switched from 2 hours per week to 4 in class
•Motivating students to use out-of-class
tutoring
•Shared ideas and best practices during
check-in meetings

37. Fullerton College
Entering Scholars Program
Counselor Role
•Classroom Presentation
•General education information
•Information about counselor visits
•Ed planning
•Follow-up visit

38. Fullerton College
Entering Scholars Program
Challenges and Revisions: Counseling
•Lack of consistency in presentation content
•Work with Counseling chair to develop guidelines for presentations
•Eventually established dedicated program counselors
•Presentations not always level-appropriate
•Counselors collaborate with faculty to customize presentations for each
level and course
•Counseling unable to accommodate required follow-up
visits for all ESP students
•Follow-up visits recommended not required
•Faculty design alternate follow-up assignments

39. Fullerton College
Entering Scholars Program
Faculty
Member
Success
Strategies
Student
Tutor
Increased
Student
success, rete
ntion and
persistence
Campus
Resources
Counselor
Student
Support
Professional
(SSP)

40. Fullerton College
Entering Scholars Program
Scaling Up Participation
600
494
500
513
540
430
400
300
200
100
Number of
Students
166
157
0
Fall Spring Fall Spring Fall Spring
2010 2011 2011 2012 2012 2013

41. Fullerton College
Entering Scholars Program
ESP Success Rates
Success, ESP and Comparison Courses, Fall 2012
Not Successful
N
%
Comparison
ESP
462
103
29%
19%
Successful
N
%
1139
433
71%
81%
Total
N
%
1601
536
100%
100%
Success for First-Time Students, ESP and Comparison
Courses, Fall 2012
Not Successful
N
%
Comparison
ESP
124
70
29%
16%
Successful
N
%
304
355
71%
84%
Total
N
%
428
425
100%
100%

42. Fullerton College
Entering Scholars Program
ESP Retention Rates
Retention, ESP and Comparison Courses, Fall 2012
Not Retained
N
%
Comparison
ESP
200
41
12%
8%
Retained
N
%
1401
495
88%
92%
Total
N
%
1601
536
100%
100%
Retention for First-Time Students, ESP and Comparison
Courses, Fall 2012
Not Retained
N
%
Comparison
ESP
44
24
10%
6%
Retained
N
%
384
401
90%
94%
Total
N
%
428
425
100%
100%

43. Fullerton College
Entering Scholars Program
Questions????
Presenters:
•
•
•
•
•
•
•
•
•
--Jeanne Costello, English Instructor
--Toni DuBois, VP of Student Services
--Bridget Kominek, English Instructor
--Annie Liu, English Instructor
--Amy Mills, former ESP Tutor
--Elle Mooney, current ESP Tutor
--Laurie Triefenbach, SSP
--Dan Willoughby, Dean of Humanities
--Dani Wilson, Basic Skills Director

44. Review Principles
Discussion
Based on what we‟ve learned from the
reading activity, presentations, and your
own experience, what seem to be the
principles for effectively integrating
instruction and student services?

45. Appreciative Inquiry

46. Application Activity
Relationships:
Who are people in instruction and student services who
are already or might be effective collaborators in efforts
to support students?
Possibilities:
What is one collaborative effort you have begun or might
imagine beginning with those people on your team?
Plan:
What is something you would have to do to strengthen
an existing effort or begin making such a collaborative
effort possible?

47. Share Out
What is your most useful takeaway from
this event?

48. Resources and Credits
Basic Skills Completion
Chancellor's Office Basic Skills E-Resource
The Game Changers Series, WestEd
Integrating Student Supports and Academics

49. Evaluations
We value your feedback and use it to
guide our planning of future events.
You may leave completed evaluations on
your table.

50. Thank You
So glad you could join us!
Please stay for the social hour and
continue the conversation!