Center for Academic Success
The Center for Academic Success (CAS) teaches skills and strategies to help students become independent and active learners and achieve academic success.
Program Description: First and foremost, CAS provides students with a supportive environment in which to effectively study and access resources needed to develop strategies that support their academic success. Supervision of this space and the development of a community of learners is a top priority for the CAS team. This environment is being developed on a smaller scale at the newly-established Center for Academic Success at the Chico Center. Specific student support services are listed below. • Critical Skills Workshops • Critical Skills Study Hour courses (EDUC 10, 110, 210) • Subject-Specific Tutoring • Reading and Writing Center • Tutor-Supported Computer Labs (LRC 224 & 143, CHC 231) • Language Lab support (LRC 121) • Student Athlete Success Program • Test Proctoring • Supplemental Instruction (Currently grant-funded) • Online TIP Sheets • Learning resource support for faculty and students • Individualized study guide sessions • Law Enforcement Academy Critical Skills Prep • Fire Academy Critical Skills Prep • Student Athlete Academy • Schedulable study space / group study rooms It is important to note that student use of all CAS services continues to increase each year. Based on student use data, CAS was granted a third-full-time Learning Resource Specialist in 2006/2007. However, the funding for this position was removed from the CAS budget at the end of that academic year when the instructor who was hired in the position was terminated, leaving CAS once again with funding for only two full-time faculty. This level of funding for faculty represents the original budget from 2003/2004 when CAS was in a space in the library approximately one-fifth the size of our current facility. Since 2006/2007, when the third full-time faculty position was granted, our needs have increased even more. Overall student use has increased by 27%, workshop attendance by 94%, and enrollment in the Critical Skills Study Hour courses by 105%. And yet, CAS now has only one permanent, full-time faculty member and the equivalent of three half-time Learning Resource Specialists. All of the associate faculty are currently backfilling for grant work or are on grant funding. This makes future development planning, SLO data analysis, and program review processes challenging if not impossible. This year, CAS opened a satellite location at the Chico Center with no additional staff. Current Learning Resource Specialists are challenged to provide support for the ever-increasing number of students who seek it, given the limited hours available. The ability to continue to model effective practices in learning assistance for the state with such precarious support of staffing needs is a testament to the work ethic and genuine “students first” attitude of the entire CAS team. However, without additional support for faculty, this level of effort cannot be sustained.
Future Development Strategy
As mentioned in the Program Description, the main campus CAS needs three, full-time Learning Resources Specialists to effectively meet student need. Through the reassignment of the second existing full-time LRS, we have developed a highly effective team of associate faculty, a number of whom would make excellent full-time colleagues and leaders for the future of our center. Without funding to continue to employ four part-time LRSs, the future of CAS is uncertain.
Supporting Rationale Alignment
Supplemental Instruction (SI), an internationally-proven student success model, was developed at Butte College by a CAS Learning Resource Specialists to meet the outcomes of a Title III grant. Data specific to the Butte College SI program shows consistent increased success among student participants. SI is currently an effective practice recognized by the Student Success Task Force, Academic Senate for California Community Colleges, and the Basic Skills Initiative, among others. Faculty and student demand of this program have never been fully met given funding limitations. To maximize the potential support of this program a full-time, SI-specific Learning Resource Specialist is required, in addition to student assistant funding for SI Leaders.
Supporting Rationale Alignment
As mentioned in the Program Description, the CAS team developed and successfully implemented a satellite center at the CHC in Fall 2012. Staffing this center is a challenge, considering that $10,000 for off-site student tutoring was cut from our budget in 2011, and that current faculty hours support the level of student use identified in 2003/04. To successfully meet the needs of Chico Center students, CAS needs funding for an additional full-time LRS or two part-time LRSs. Student use of the current, very limited services our team has been able to implement supports the need for increased hours and services at the Chico Center. Meeting the needs of students at satellite locations is a priority identified in the District’s last accreditation recommendations as well as the California Community Colleges Chancellor’s Office in recommendations specifically aimed at supporting the needs of basic skills students. [Incomplete: Will add CHC CAS use hours when available.]
Supporting Rationale Alignment
1. Part-time LRS funds for Main Campus CAS support. ($63,000)
2. One (1) full-time LRS position to support Supplemental Instruction. ($94,700)
3. Student assistant funds to support SI Leaders ($69,000)
4. Two (2) part-time LRS positions for Chico Center CAS support ($94,700)
5. Equipment (one-time funds): computer for LRS and printer for CAS office. ($1,800)
6. Supplies to support SI sessions. ($1,000)
Current Revenue Stream
1. Two part-time LRS positions may be covered by CAS funds if Miya Squires is fully reassigned in 2013-2014. Current plans support 50% of her salary via Title III and BSI funds, and 25% via Accreditation. The final 25% is still to be negotiated for these positions to be fully covered. The amount requested as an augmentation is based on using 100% of Miya's CAS-budgeted salary (including benefits) for PT LRSs.
2. One part-time LRS can be partially covered via funds that were supporting the Test Proctoring Technician ($31,874).
3. The remainder of funds needed for two part-time LRSs could be funded via BSI if approved by administration.
4. With the institutionalization of SI, the augmentation request for the FT SI Coordinator position was removed from the Augmentation Request worksheet. The request remains for SI Leaders, but other required SI expenses (furntiture and supplies) can be covered using Title III/BSI funds if approved by administration. The savings to the District in 13/14 from using grant funds to support initial SI institutionalization expenses is $6,000.
|Original Priority||Funded||Program, Unit, Area||Resource Type||Description||Account Number||Object Code||One-Time Augment||Ongoing Augment||Supporting Rationale|
|1||Yes||CAS Main Campus||Personnel||Associate Faculty -- LRSs||11.000.750.1.611000||51390 & 53||$0.00||$62,800.00||Resolving safety/security issues in CAS. Maintaining core services in CAS. Increasing student success and/or capacity. Proposed augmentation is dependent on Squires reassignment at 100% in 13/14.|
|2||Yes||CAS||Personnel||Supplemental Instruction Leaders||11.000.750.1.611000||52468||$0.00||$69,000.00||Required to institutionalize successful SI program. Allows student use hours to be claimed for apportionment under EDUC 310.|
|3||Yes||CAS CHC & GCC||Personnel||Associate Faculty for Off-Site Support||11.000.750.1.611000||51390 & 53||$0.00||$94,700.00||Supports accreditation recommendations and equity for off-site students. Resolving safety/security issues for CAS staff at CHC/GCC. Increasing student success and/or capacity. Maintaining appropriate mix between main campus &amp;amp;amp; outlying centers.|