March 29, 1996
The policy specifies that by the year 2001, standards, assessment, and early intervention programs to improve students' academic performance will be in place. It also establishes a goal that no more than 10 percent of entering freshmen will require remedial education by the year 2007.
At Northridge, the number of students who require developmental mathematics and writing is, as has been reported in the media, among the highest in the system and has been increasing since 1991. We have acknowledged that many otherwise qualified and talented students arrive on campus without requisite skill levels in these two areas to succeed at Cal State Northridge. Our elementary and secondary schools, and our future students, are struggling with a variety of challenges that are reflected in these statistics. Our posture has been to understand that the statistics are less important than the lives and human potential they represent. We also know, as I have stated many times, that students who require remedial courses are not remedial students. We remain confident that, in partnership with the schools, we can play a continuing role in preparing the next generations to participate fully, and competently, in our society.
At Northridge, we began to institute several strategies to improve student preparedness in the Fall of 1994. We firmly believe that we can improve our students' chances for success through changes in pedagogy and in our internal systems. At the same time, we have entered into a partnership with K-12 schools and community colleges in the greater Los Angeles area to achieve Chancellor Barry Munitz's goal "to eliminate the need for remedial education for the next generation." Some of our recently initiated efforts include:
Mathematics - A collaborative group approach and the recent introduction of Academic Systems software, an interactive computerized algebra program, have proven to be effective pedagogies to improve student performance in developmental mathematics. Recent data indicates that the performance in General Education mathematics courses by students who have completed remedial coursework on our campus compares favorably to students who enter the University ready for college-level coursework in mathematics. Additionally, the students who have successfully completed the developmental mathematics coursework have an 84% retention rate after the completion of three semesters, as opposed to a 61% retention rate for those who have not.
Technology Now - Since its inception in Fall 1995, the program has provided incoming freshmen in all levels of writing classes with the tools to use electronic mail systems and word processing, while developing basic skills in grammar and composition. Early qualitative data indicate that students enrolled in the program are improving their writing skills.
Changes in Testing
The previous CSU policy required first-time freshmen to take ELM and EPT by the completion of their first semester. In the past, many students completed the placement tests after they enrolled and as a result registered in classes in which they could not be successful. In 1994, we began an enrollment and advisement program that required students to take placement tests prior to enrolling in classes. At the same time, we increased the number of demand tests for students and provided local scoring of these tests. Last month we provided ELM and EPT testing in local high schools for the first time. As a result of these changes, advisors have test results early enough to ensure that students are placed in appropriate classes.
Changes in Advisement
We have instituted three important changes in our advisement program. First, students requiring developmental courses must enroll in them. This policy has resulted in an increase in freshman enrollment in mathematics courses from 39.1% in Fall 1993, to 61.9% in Fall 1995; in writing courses, freshman enrollment increased from 58.4% in Fall 1993, to 85% in Fall 1995. We are working to improve advisement so that these percentages move closer to 100% by 2001.
Second, all entering freshmen are required to meet with their advisors to plan their programs. The objective, in addition to assigning students to remedial or developmental courses they might need, is to place students in regular classes for which they are fully prepared and able to be successful. Delivering advisement information electronically provides real-time test results to advisors, allowing them to better assist students with course selections.
We have met with the Presidents of the area Community Colleges in the Tri-Valley Alliance, and are planning a meeting with local superintendents and community colleges to develop a more formal, long term collaboration that can lead to sustained improvements in student preparation and define required changes in the community colleges and Cal State Northridge.
AUTEC - The All University Teacher Education Council (AUTEC) has been working to improve collaboration among the education faculty, the departments that provide undergraduate preparation for teachers, and the K-12 community. Recently AUTEC encouraged a renewal of the Liberal Studies major to provide California's teachers with the strongest possible undergraduate foundation. The Liberal Studies Program is a major commitment by the University to the preparation of California's elementary school teachers. This renewal effort is aimed at providing a stronger connection between the undergraduate experience and the professional requirements of teachers, support for innovative curriculum and pedagogy, and attracting and recruiting the very best undergraduate students to teaching careers.
Cal State Northridge will continue to work closely with our K-12 partners to improve the readiness of incoming freshmen. Our initial efforts are demonstrating strong potential, and I am confident that we will make progress toward achieving the goals set by the CSU Trustees. I encourage all faculty and staff to find ways to contribute to these efforts.
While these efforts focus on student readiness when they enter the University, we are also cognizant of the need to continually reassess and improve our curriculum, practices and policies to serve students well during their progress toward a degree. The Strategic Planning Process has been extremely helpful in supporting the reform of General Education, creating a more formal assessment process and allocating resources so that needed classes are provided in the curriculum. These, and other good ideas that will emerge from area level Strategic Planning in the fall, will help to assure our students that we will assist them to achieve high standards of accomplishment as rapidly as they desire.
| Date: April 19, 1996 Time: 10:40 a.m. Buildings to be evacuated: Art&Design Center Physical Education UPA 14 UPA 15 North LIbrary Annex |
Date: April 23, 1996 Time: 10:40 a.m. Buildings to be evacuated: Music Speech Drama Magaram Center Sierra South Faculty Office Building Bookstore University Club |
Date: April 30, 1996 Time: 10:40 a.m. Buildings to be evacuated: Science 1-4 Student Health Center Chisholm Hall Student Union |
Floor and Building Wardens will be available to advise participants, assist with the evacuations and announce the "all clear" when the drill has concluded. Building occupants should take a few minutes prior to the drills and review the campus Emergency Procedures. These reference guides are posted in all classrooms and offices and contain specific instructions that should be followed during a campus emergency.
I appreciate the cooperation of all faculty, staff and students in helping us stay prepared for emergencies. For additional information on California Earthquake Preparedness month, or any other emergency preparedness issues, please feel free to contact Ron Norton in the Environmental; Health and Safety Office at extension 2401.
The purpose of this program is threefold: 1) to impress upon potential new students and their families that Cal State Northridge is a quality institution committed to academic excellence, student centeredness, and the holistic development of students through diversity; 2) to impress upon eligible students who are in the process of selecting a college that Northridge is the right place for them; and 3) to increase the enrollment yield of newly admitted undergraduate students for fall 1996 through personal contact .
This year's Open House provided parents and students with a greater understanding of the upcoming transition activities such as the importance of taking the English Placement Test and Entry Level Mathematics examinations, the need for early academic advisement, the timely completion of the financial aid and housing processes and details about the Orientation program.
The University Open House is an example of the positive outcomes created by campus wide collaboration and a spirit of cooperation. We thank all of those individuals who proudly conveyed the message to our prospective undergraduate students that Cal State Northridge is "Where You Belong."
The selection of a development firm does not mean that there has been a decision by the Board on a firm plan of development. The task of the firm will be to work with the North Campus Board, University officials and interested community groups to design a development plan that will serve the interests of the University and the community. Final determinations regarding the football stadium will be considered among the many possible uses for the 65 acre parcel in the development of a master plan for the property.
We wish to thank all of the member of the campus community who participated in the presentations and discussions regarding this decision. Your questions and concerns were important in the difficult deliberation process. We will continue to keep you advised of the master planning for the development and will make sure that future planning continues our practice of encouraging public comment and consultation.
I look forward to seeing you on April 10th.
Blenda J. Wilson
President