Center for Teaching and Learning
General Information - Major Grants &
Projects
Title III
Project Period: October 1, 2008 – September
30, 2013
Title: Improving Basic Skills Across the
Curriculum to Increase Student Success, Persistence, and Institutional
Effectiveness
Goals: The Title III Activity is guided by
the following college-wide goals from the Strategic Plan (SP) and consists of
three major components that involve faculty/counselors from across the campus.
Goal 1: Increase retention and persistence of developmental students. (SP
Goal 19)
Goal 2: Increase the retention and persistence of students using learning
support services.
Goal 3: Develop student learning outcomes and appropriate assessments at
the course, program and college level. (SP Goal 14)
Goal 4: Ensure that planning is data-driven, broad-based, offers
opportunities for input by appropriate constituencies, allocates necessary
resources, and leads to improvement of institutional effectiveness. (SP Goal 27)
Expected Outcomes:
- Increased course success;
- Increased next-level course success;
- Increased fall-to-fall persistence;
- Increased student engagement in learning; and
- Increase the development and assessment of student learning outcomes.
Title III Activity Components:
Five (5) Faculty Inquiry Groups (FIGs) will be formed, each consisting of 7
full-time faculty/counselors and 3 senior adjunct faculty, and each led by 5
Faculty Leads. Each FIG participant will develop, implement and assess
curriculum/program modifications and learning improvements (i.e. a FIG project).
FIG participants will be supported by:
Component 1: Focused Faculty Training for the Development and Replication
of Successful Strategies - Each Faculty Inquiry Group will participate in a
faculty development program that combines training and implementation of
learning theory and design, curriculum theory and design, and effective
strategies that support basic skills education across the curriculum. Training
will support the development, implementation, assessment, and replication of new
and proven developmental education strategies. Each group will participate in
12-hours of training about successful developmental education strategies. Each
participant will then design a curriculum or program modification, new
instructional method or intervention; formulate an assessment based on student
learning outcomes; implement the modification, method or intervention; and then
assess its effectiveness. FIGs will meet twice per month to discuss the
challenges, progress, and results of their projects.
Component 2: Creating an Infrastructure for the Replication and
Dissemination of Successful Strategies for Developmental Students – Progress and
results from faculty development activities will be shared at the Center for
Teaching and Learning (CTL) Symposia twice per year. These results (e.g.,
curricular models, resources, and materials) will form the basis for the
establishment of the CTL. After the grant expires, the new practices will be
sustained, in part, with income from a $500,000 endowment fund being matched 1:1
by the college.
Component 3: Development and Expansion of Academic Learning Support and
Early Intervention - Faculty development strategies will inevitably lead to the
increased demand for learning support services as many strategies are tied to
faculty-driven academic learning support that is integrated with the curriculum.
These efforts include: Peer Led Team Learning/Supplemental Instruction; in-class
Learning Assistants; study groups, one-on-one and small group tutorials; and
summer bridge short-term review courses in math (Math Jam).
Resources and Staffing:
Grant Documents
Executive Summary
Title III
Narrative
Title III Focused Inquiry Group Application
Focused Inquiry Group Documentation Form
Focused
Inquiry Group Reporting Requirements
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