SAGE 2YC

This post was edited by Luca Preziati on Jun, 2020
Your success rates in first-quarter classes is already quite impressive. Your strategy to focus on hispanic/latino and female population make perfect sense. I am sure that your success rates will get even better.

P.S.: the presentation was great!

Michelle - just an FYI, the fact that you have more Native American students than your college as a whole is quite unusual from my experience. Karen, I really appreciate that you acknowledged how your perception of the participation of women was not reflective of the reality. Teri, what success rate do you think would be good in a 141,142,151? (I struggle with this question personally and would really like to know your thoughts.) Michelle, you mentioned concern about 3d images and topo maps in the surface processes course. Carol Ormand of SERC (who the program manager of this project) is a nationally recognized expert in this area.

Great to see the details of the courses from the three disciplines! And great to hear your insights about the results. Cool to work with the ESL/ABE programs. We have a webpage on supportign English Language Learners and that might also be a helpful resource (on the SAGE 2YC website) . I am intrigued by the STEM Academy.

Thanks!

This was a great overall presentation! I like how you divided up the information between the different subjects and I find it interesting that a lot of your conclusions are similar to ours (for women in STEM). I also liked the ESL/ABE idea to help your students understand the course material.

Is the advising done by counselors or faculty only? We have counselors, but students are not required to meet them every semester, so we added peer mentors/tutors to most courses.

My peer mentors for Biology are amazing and have helped students immensely over the years, especially when they don't want to ask me their "stupid" questions. They feel much more comfortable disclosing these questions to peers (who share the information with me to address in class).

Wow! You have a significant amount of data to support your findings of your the success of your students within your individual classes.
In addition to improving your student success using metacognition strategies, have you considered using scientist spotlights or something similar to increase the sense of belonging for your students?

This is a positive affirmation and sort of a question all in one! I really enjoyed seeing and hearing about the success rates in your chemistry and math sequence courses! My classes are all single courses as opposed to sequences, so it is interesting to think about how to interpret student success data in the context of these sequences. It seems like classes like MAT 142, CHEM 162 and CHEM 163 could be great laboratories for exploring the effectiveness of different teaching techniques because you've removed a huge variable; namely, that you know all your students have passed the previous course in the sequence already! I'm wondering if you have ideas for how to bring the success rate up in a course like 163?

A "STEM academy cohort" sounds great, hopefully I am wrong, but in my head it is something very difficult to achieve for a community college where student often transfer, or skip a semester because of their job/family issues. Do you have a plan to face those challenges?

I love the idea of a mentorship program! I'm struggling to think of a question or suggestion because this is so well thought out and you've covered everything I can think of.

Your point about language issues being important to Hispanic student success seems like it might be a key insight, so I like that you have included reaching out to ESL instructors as part of your strategy. At Leeward we sometimes have students serve as tutors and peer mentors; would it be possible to recruit some of your successful Hispanic students to serve in this role?

I also really liked the design of your slides. Very visually appealing.