21250 Stevens Creek Blvd.
Cupertino, CA 95014 • 408.864.5678
Cupertino, CA 95014 • 408.864.5678
|
Frequently Asked Questions
Where can I read more about the BSI? What if I want something on hard copy or if I want to talk to someone at De Anza? What are the effective practices described in the document? What are the effective Organizational and Administrative Practices? What are the effective Program Components? What are the effective Staff Development Components? What are the effective instructional Practices?
What will the BSI accomplish?
What does the research say?
Current research clearly indicates that issues of equity, particularly as they relate to students of color and students from lower socio-economic levels, must be addressed in order to ensure that all community college students can achieve their academic goals. Where can I read more about the BSI? Along with updates on this Web site, our De Anza project team will distribute a quarterly newsletter for faculty and staff. Read more about the statewide initiative at www.cccbsi.org What if I want something on hard copy or if I want to talk to someone here at De Anza? Contact one of the BSI campus coordinators who can give you an executive summary or the entire study, often referred to as the “Poppy Copy,” which includes resources to guide each institution’s efforts to increase the achievement rates of developmental students enrolled on their campus. What are the effective practices described in the document?
A.2 A clearly articulated mission based on a shared, overarching philosophy drives the developmental education program. A.3 The developmental education program is centralized or highly coordinated. A.4 Institutional policies facilitate student completion of necessary developmental coursework as early as possible in the educational sequence. A.5 A comprehensive system of support services exists, and is characterized by a high degree of integration among academic and student support services. A.6 Faculty who are both knowledgeable and enthusiastic about developmental education are recruited and hired to teach in the program. A.7 Institutions manage faculty and student expectations regarding developmental education. What are the effective Program Components? B.1 Orientation, assessment, and placement are mandatory for all new students. B.2 Regular program evaluations are conducted, results are disseminated widely, and data are used to improve practice. B.3 Counseling support provided is substantial, accessible, and integrated with academic courses/programs. B.4 Financial aid is disseminated to support developmental students. Mechanisms exist to ensure that developmental students are aware of such opportunities and are provided with assistance to apply for and acquire financial aid. What are the effective Staff Development Components? C.1 Administrators support and encourage faculty development in basic skills, and the improvement of teaching and learning is connected to the institutional mission. C.2 The faculty play a primary role in needs assessment, planning, and implementation of staff development programs and activities in support of basic skills programs. C.3 Staff development programs are structured and appropriately supported to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning. C.4 Staff development opportunities are flexible, varied, and responsive to developmental needs of individual faculty, diverse student populations, and coordinated programs/services. C.5 Faculty development is clearly connected to intrinsic and extrinsic faculty reward structures. What are the effective Instructional Practices? D.1 Sound principles of learning theory are applied in the design and delivery of courses in the developmental program. D.2 Curricula and practices that have proven to be effective within specific disciplines are employed. D.3 The developmental education program addresses holistic development of all aspects of the student. Attention is paid to the social and emotional development of the students as well as to their cognitive growth. D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services. D.5 A high degree of structure is provided in developmental education courses. D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity. D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements. D.8 Developmental education faculty routinely share instructional strategies. D.9 Faculty and advisors closely monitor student performance. D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors. |
|
|
About De Anza
