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Closing the Completion Gap
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The Title V Activity has two interrelated foci: (1) Individualized, Technology-Powered Student Support and (2) Engaging Learning Strategies + Hybrid Option for the Transfer Curriculum.

A C T I V I T Y   O B J E C T I V E S

arrow PROJECT YEAR ONE (Oct. 1, 2015 to Sept. 30, 2016)

  • Develop SQL infrastructure; purchase server; build Colleague Web Portal infrastructure and beta test
  • Train IT staff for utilizing Microsoft Server, SQL, Visual Studio, Microsoft.NET
  • Develop space for Faculty Design Studio at the Aptos Campus
  • Develop College data dashboard capabilities; beta- test; develop web tutorials/guide for faculty training

 

ACTIVITY OBJECTIVES - Y1
Increased IT Infrastructure capabilities
1. Upgraded IT infrastructure supports new e-Services.
PERFORMANCE INDICATORS (PI)
1a. Beta-testing e-Services via the new Web Portal are successful.
1b. Beta-testing utilizing the Ellucian Student Planning module and Course Signals model are successful.

arrow PROJECT YEAR TWO (Oct. 1, 2016 to Sept. 30 2017)

  • Develop and Pilot e-Services for the First Year (FY) Experience Learning Communities cohort at Aptos campus and track e-Services access for the cohort
  • Develop materials and transfer faculty training schedule; award stipends; faculty design hybrid courses (math, business/accounting, sciences)
  • Faculty trained in data dashboard use and learning analytics integration (Course Signals)

 

ACTIVITY OBJECTIVES - Y2
Increased Access to Support Services
First Year (FY) Learning Communities, Aptos Campus Pilot

PERFORMANCE INDICATORS (PI)
1a. January 2017, FY Learning Communities students create an individual education plan using the Ellucian Student Planning module.
Increased Access to Hybrid Transfer Courses
2.  August 2017, increase access to transfer courses designed as engaged + hybrid from baseline F2014 of 37 to 41
2a. March 2017, trained instructors increase knowledge of new learning strategies + quality hybrid design.
2b. By April 2017, lead instructors complete at least 75% of the course redesign reflecting new strategies and quality hybrid design.
Increased Data Use by Faculty
3. By May 2017, transfer faculty increase competencies in using learner analytics to drive course success measured by pre- and post-testing.

3a. By December 2016, transfer faculty demonstrate competency in data dashboard use.
3b. By May 2017, transfer faculty integrate data use in teaching.

arrow PROJECT YEAR THREE (Oct. 1, 2017 to Sept. 30 2018)

  • Convert one classroom to accommodate active/collaborative and technology-enabled learning and create a technology-enabled group area in one learning support center
  • Develop and Pilot new e-Services with student peer coaches for First-Generation Hispanic cohort pilot at Aptos campus
  • Develop materials and transfer science/social science faculty training schedule; award stipends; faculty design hybrid courses
  • Pilot transfer math hybrid courses in Spring/ Summer 2018 after classroom redesigned Fall 2017. Train transfer science/social science faculty in data dashboard use and learning analytics

 

ACTIVITY OBJECTIVES - Y3
Increased Access to Support Services - First Gen/Hispanic Aptos Campus Pilot Outcomes
1. By Fall 2018, increase persistence for First Generation Hispanic cohort at Aptos campus in pilots of new e-Services
PERFORMANCE INDICATORS (PI)
1a. By January 2017, student cohort at Aptos campus create an individual education plan using Ellucian Student Planning module.
1b. By August 2018, evaluate pilot students who enrolled Fall 2017 return Fall 2018 or transfer.
Transfer Courses Pilot Outcomes
2. By August 2018, the Spring and Summer pilot transfer hybrid courses success rate increases from baseline average
2a.  By mid-term Spring 2018, pilot students are making satisfactory progress
2b. By mid-term Summer 2018, increased percentage of pilot students are making satisfactory progress.
Satisfactory progress defined as having a C or higher average and completing all assignments.

Increased Access to Hybrid Transfer Courses
3.  By August 2018, increase access to transfer courses designed as engaged + hybrid from baseline 2014 of 41 to 48 (math, business, transfer science and social science)

3a. By March 2018, trained instructors increase knowledge of new learning strategies + quality hybrid design
3b. By April 2018, lead instructors complete at least 75% of the course redesign reflecting new strategies and quality hybrid design (7).
Increased Data Use by Faculty
4. By May 2018, transfer faculty increase competencies in using learner analytics to drive course success measured by pre- and post-testing.
4a. By December 2017, faculty demonstrate competency in data dashboard use.
4b. By April 2018, faculty integrate data use in teaching

arrow PROJECT YEAR FOUR (Oct. 1, 2018 to Sept. 30 2019)

  • Convert one classroom to accommodate active/collaborative and technology-enabled learning and create a technology-enabled group area in two more learning support centers; purchase iClickers
  • Develop and Pilot new e-Services with student peer coaches for First Year Learning Communities cohort pilot at Watsonville Center
  • Develop materials and transfer humanities/business faculty training schedule; award stipends; faculty redesign courses
  • Pilot transfer science/social science hybrid courses in Spring/Summer 2019 after classroom redesigned in the Fall 2018 Train transfer humanities faculty in data dashboard and learner analytics (Course Signals)

 

ACTIVITY OBJECTIVES - Y4
Increased Access to Support Services - FY LC Watsonville Center Pilot Outcomes
1. By Fall 2019, the persistence rate for the
FY LC cohort at Watsonville campus participating in pilots of new e-Services is higher than the overall institutional baseline for F2013- F2014.
PERFORMANCE INDICATORS (PI)
1a. By Jan. 2019, FY LC pilot students at Watsonville campus create an individual education plan using Ellucian Student Planning module.
1b. By August 2019, first year pilot students who enrolled Fall 2018 return Fall 2019 or transfer.
Science/Social Science Transfer Courses Transfer Courses Pilot Outcomes
2. For 2018-2019, the Spring and Summer pilot transfer courses success rate increases
2a.  By mid-term Spring 2019, pilot students are making satisfactory progress
2b. By mid-term Summer 2019, pilot students are making satisfactory progress.
Increased Access to Hybrid Transfer Courses
3. By August 2019, increase access to transfer courses designed as engaged + hybrid from baseline 2014 of 48 to 63.

3a. By March 2019, at least 90% of trained instructors increase knowledge of new learning strategies + quality hybrid design
3b. By April 2019, lead instructors complete at least 75% of the course redesign reflecting new strategies and quality hybrid design (15).
Increased Data Use by Faculty
4. By May 2019, transfer faculty increase competencies in using learner analytics to drive course success measured by pre- and post-testing.
4a. By December 2018, at least 75% of faculty demonstrate competency in data dashboard use.
4b. By May 2019, at least 85% of faculty integrate data use in teaching.

arrow PROJECT YEAR FIVE (Oct. 1, 2019 to Sept. 30 2020)

  • Convert two more classroom to accommodate active/collaborative and technology-enabled learning and create a technology-enabled group area in two more learning support centers
  • Pilot new e-Services with student peer coaches for First Generation Hispanic cohort pilot at Watsonville Center AC attends EduCause conference
  • Pilot transfer humanities/business hybrid courses in Spring/Summer 2020 after classroom redesigned in the Fall 2019 Train business faculty in data dashboard integration

 

ACTIVITY OBJECTIVES - Y5
Increased Support Services - First Gen. Hispanic Watsonville Center Pilot Outcomes
1. By Fall 2020, persistence for First Generation Hispanic cohort at Watsonville campus participating in pilots of new e- Services is at least five percentage points higher than the overall institutional baseline for F2013-F2014 (65%).
PERFORMANCE INDICATORS (PI)
1a. By Jan. 2020, at least 90% of First Generation Hispanic students at Watsonville campus create an individual education plan using Ellucian Student Planning module.
1b. By August 2020, at least 75% of first year pilot students who enrolled Fall 2019 return Fall 2020 or transfer
Humanities/Business Transfer Courses Pilot Outcomes
2. For 2019-2020, the Spring and Summer pilot humanities/business hybrid courses success rate increases by five percentage points (Baseline 2013-2014 average rate of 67% All; 60% Hispanic).
2a.  By mid-term Spring 20120, at least 70% of pilot students are making satisfactory progress
2b. By mid-term Summer 2020, at least 70% of pilot
students are making satisfactory progress.
Satisfactory progress defined as having a C or higher average and completing all assignments.
Increased Data Use by Faculty
3. By May 2020, at least 95% of the business faculty increase competencies in using learner analytics to drive course success measured by pre- and post-testing.
3a. By December 2019, at least 85% of business faculty demonstrate competency in data dashboard use.
3b. By May 2020, at least 85% of social
science/history/business faculty integrate data use in teaching.

Frequently Asked Questions

  • What problems will this grant address?
    A major barrier to completing college in a timely manner is the trend of low success in general education courses, or what we call transfer-level courses. The four disciplines where there are pronounced achievement gaps for Hispanic students is math, business, history, and science.

Funding from this grant will drive change in student outcomes by emphasizing active/collaborative learning strategies, and bringing a technology-focused solution to extend learning outside the classroom in an online hybrid environment. Innovative, technology-powered teaching and learning is a strategy to close the success gap.

  • Will students have access to new technology?
    Developing a student web portal will begin the first year of the grant. Multiple small learning centers at Aptos and Watsonville will have an area converted to accomodate technology-enabled group activities.

Web-based support combined with student peer mentoring will be available at both the Aptos and Watsonville campuses.

  • How can faculty participate?
    Lead faculty from math, science/social sciences, humanities, and business, will have the technology tools and training (with stipends) to redesign courses for hybrid delivery, and teach in new learning spaces.

The courses targeted for engaged, hybrid design are for the Associate Degree for Transfer articulated with the CSU system.

  • Can students participate?
    Students will be trained as peer coaches and provide mentoring in the learning support centers.

Project Resources/Research

teaching and learning infographic

Awesome Infographics on Teaching and Learning

Web Sites Focused on Closing the Completion Gap

Title V Faculty training resources are listed on this site.

Strategies for Faculty/Student Engagement

 

Learning Spaces

 

Online Learning

 

Technology Tools

 

Title V Grant, Closing the Completion Gap Newsletter

Spring 2017

spring 2017 newsletter

Spring 2016

spring 2016 newsletter

Title V Steering Committee

Flex Week Workshops

CPC Presentation

 

 

 

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