Impact Measure: Quantitative/Qualitative Program Activity Data Justification Goals Data ESOL, 1. Improve instructor to Please see statewide and Bay Area Increased access to Course Success Rates by ENG, student ratio (Team classroom-cap norms at: instructors; increased course/ethnicity; Surveys of MTH teaching using noncredit capacity for Students overlays, TAs or other collaborative strategies) for targeted learning; increased gatekeeper classes with quantity and speed of higher number of feedback to students; disproportionately increased student work impacted students: for assessment by ENG204, ENG1A, instructors to differentiate ESOL223, ESOL52, instruction MATH 250, MATH 253 MTH 2. Lower class size for Please see statewide + Bay Area Increased capacity for Course Success Rates by Math 201. Set a class cap norms at: student-centered course/ethnicity; Surveys of of 30 students per class (as collaborative learning; Students; assess student majors opposed to 40). increased quantity and for those enrolled in current speed of feedback to math 201 to support desired students; unique impact. intervention to this course. MTH 3. Embed tutoring in Increase course success Based on surveys collected MATH 206, 13 with the rates in basic skills math, locally at BCC, estimate lowest success rates and unique intervention to variance in tutoring usage, and highest number of students, these courses. look at correlation with student focusing on the engagement in learning, course risk students in these completion and success, GPA, classes (e.g. African and educational goals. Compare American, Latino, with other campus best Multiracial students). practices. Provide connected drop-in tutoring services at Learning resource Center ESOL 4. Embed tutors (ideally Course Success Rates by trained in TESOL course/ethnicity; Surveys of methodology) in writing Students workshops, and other classes within and beyond ESOL program. Dovetail TESOL training with tutor hires
Program Activity Data Justification Goals Impact Measure: Quantitative/Qualitative Data ESOL, ENG, MTH 1. Improve instructor to student ratio (Team teaching using noncredit overlays, TAs or other strategies) for targeted gatekeeper classes with higher number of disproportionately impacted students: ENG204, ENG1A, ESOL223, ESOL52, MATH 250, MATH 253 Please see statewide and Bay Area classroom-cap norms at: Increased access to instructors; increased capacity for collaborative learning; increased quantity and speed of feedback to students; increased student work for assessment by instructors to differentiate instruction Course Success Rates by course/ethnicity; Surveys of Students MTH 2. Lower class size for Math 201. Set a class cap of 30 students per class (as opposed to 40). Please see statewide + Bay Area norms at: Increased capacity for student-centered collaborative learning; increased quantity and speed of feedback to students; unique intervention to this course. Course Success Rates by course/ethnicity; Surveys of Students; assess student majors for those enrolled in current math 201 to support desired impact. MTH 3. Embed tutoring in MATH 206, 13 with the lowest success rates and highest number of students, focusing on the students in these classes (e.g. African American, Latino, Multiracial students). Provide connected drop-in tutoring services at Learning resource Center Increase course success rates in basic skills math, unique intervention to these courses. Based on surveys collected locally at BCC, estimate variance in tutoring usage, and look at correlation with student engagement in learning, course completion and success, GPA, and educational goals. Compare with other campus best practices. ESOL 4. Embed tutors (ideally trained in TESOL methodology) in writing workshops, and other classes within and beyond ESOL program. Dovetail TESOL training with tutor hires Course Success Rates by course/ethnicity; Surveys of Students risk
ESL-basic-skills.mcdocx.docx