Creating Pathways to Student Success: Accelerating Developmental Education in the Community College

transcript

Creating Pathways to Student Success:Accelerating Developmental Education

in theCommunity College

Holly Ayers, Division ChairAnthony Burkhammer, Mathematics Instructor

Brandy Gore, Developmental Instructor

OZARKA COLLEGE ...providing life-changing experiences through education

Motivators Open Enrollment Admissions Shrinking Resources Enrollment Growth Retention and Completion

Emphasis Arkansas Developmental

Education Initiative PACE (Pathways to Accelerated

Completion Initiative) Grant

Why Redesign?Developmental Education Redesign

Barriers to Student Success Traditional Developmental

Education Cost Incurred During DE Time Spent During DE Student Demographics

SOS/Income/Debt Weak Academic Skills Expectations Self-Management Time-Management Goal Setting

How Do We Get Started?

“Simply ask: how would we do things differently if we put learning first? Then do it.”-Barr & Tagg

Foundations of Literacy:

Integrated Reading and Writing

English Composition I with Supplemental

Instruction Lab

Foundations of Mathematics:

NCAT Emporium Model with College Algebra

Co-Enroll

Foundations of Mathematics:

Integrated Math for Allied Health and

Business Technology

Ozarka College

Redesign Components

Goals• Acceleration to Completion• Decreased Cost to Student and Institution• Best Practice Scaling• Research/Inquiry• Policy Development

Program CharacteristicsDevelopmental Education Redesign

Comprehensive Assessment and Rigorous Research

Integration: Remedial and College LevelAccelerated RemediationContextualized Basic Skills in Remediation

Bailey, T. (2008). Challenge and opportunity: Rethinking the role and function of developmental education in community college (CCRC Research Brief No. 40).New York, NY: Community College Research Center, Teachers College, Columbia University.

Bailey, T., Jeong, D., & Cho, S.W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges. New York, NY: Community College Research Center, Teachers College, Columbia University.

Elements of a SuccessfulDevelopmental Education Redesign

• Acceleration of Developmental Math• NCAT Emporium Model Utilization• Modularization• Mastery-Based• Computer Lab Utilization• Standardized Curriculum• Qualified Math Instructor Utilization• Curriculum Alignment

Program CharacteristicsDevelopmental Mathematics

Project OverviewDevelopmental Mathematics

Fall 2011

• Foundations of Math• 3 credit hours with 1 hour lab• 3 modules equivalent to 3

traditional levels• Pacing guides provided• 2 books aligned with

traditional courses• 1 instructional site• Enrollment:3 sections, 51

students, • Instruction: 2 full-time

Spring 2012

• Foundations of Math• 3 credit hours with 1 hour lab• 3 modules equivalent to 3

traditional levels• 2 books aligned with

traditional courses• 4 instructional sites• Enrollment: 11 sections, 138

students• Instruction: 5 full-time, 2 part-

Fall 2012

• Foundations of Math• 4 credit hours• 2 modules (splitting the 2nd

original module)• 1 book (Developmental

Mathematics)• Student guide• Attendance

requirements/weight• 4 instructional sites• Enrollment: 13 sections• Instruction: 5 full-time, 2 part-

So What Does The Data Tell Us?FALL 2011

Level 1 Dev Ed Cohort115 Enrolled

Retention: 69.71%

Spring 2012Re-Enrolled: 50

Retention: 43.47%

College Math: 0.9%

Fall 2012Re-Enrolled:20

Retention:17.39%

College Math:.0.9%

Completed Degree: 0

FALL 2011

Redesign Cohort51 Enrolled

Retention: 50.98%

Spring 2012

Re-Enrolled:31

Retention: 60.78%

College Math: 19.6%

Fall 2012

Re-Enrolled: 1

Retention: 62.74%

College or Tech Math: 29.41%

Completed Degree: 1

Next StepsDevelopmental Mathematics

Changes for Spring 2013 Three Courses, One Room Schoolhouse Approach

Foundations of Math Math for Allied Health Math for Business Technology

Transcripting 3 credit hours Integrated diagnostics for module requirements (technical and

developmental) Co-enroll option to all sites Decreased module layout

Program CharacteristicsFoundations of Literacy

Four credit hours Integrated reading and writing Mastery based Computer facilitated Full length, non-fiction readings Thematic units Full-time/Adjunct Pairing Placement:

Initial: Compass 0-50 on either reading or writing sections

Post: Determined by capstone

Standardized pre and post assessments Foundations of Literacy Rubric. Capstone Grading

Evaluation Procedures: Capstone Essay – 30% Weekly Reading and Writing

Assignments-20%, Major Essays – 30% Pre-writing and Rough Drafts –

20% Attendance policy

Course Outcomes GuideFoundations of Literacy

Course Outcomes

Apply reading and critical thinking skills through evaluation of various written works

Apply editing and revision skills in order to improve written communication

Assessment TasksProduce a well-written essay in multiple styles

Demonstrate proficiency in editing and revising written

submissions

Demonstrate reading and critical thinking skills through various

methods

Process SkillsApply reading and critical thinking skills

Demonstrate proper writing mechanics

Apply oral, written and communication skills

Organize thoughts into a basic writing template

Program CharacteristicsFoundations of Literacy

Thematic Units My Compass, My Life: Charting the Course Shake Those Haters: Inequality and Locus of Control School Teachers, Sumo Wrestlers, and Soda – Food for Thought

You Mad?

Prewriting

Rough Draft

Pre-reading

Reading

Post-reading

Grammar and

Structure

Reading Response

Reading Quiz

Instructional Cycle

Next StepsFoundations of Literacy

Changes for Spring 2013 Rubric revisions Thematic unit assessment Article and full-length readings assessment Placement and advising Instruction with Ipads

Program CharacteristicsSupplemental Instruction for English Composition I

One credit hour Linked with English Composition I Both courses facilitated by the

English Composition instructor Computer facilitated Full-time/Adjunct pairing Placement:

Initial: Compass 51-79 on both reading and writing sections

Post: Determined by capstone Proceed to English Comp II with C

or higher

Supplemental Instruction Enrollment Maximum 50% of enrollment

Assessment Weighted portfolio

Evaluation Procedures: Capstone Essay – 30% Weekly Reading and Writing

Assignments-20% Major Essays – 30% Pre-writing and Rough Drafts –

20% Attendance policy

Course Outcomes GuideSupplemental Instruction for English Composition I

Use writing to influence diverse audiences in various rhetorical situations for various purposes

Develop flexible strategies (including collaborative writing) for generating, revising, editing, and proof-reading

Write effective essays that exhibit appropriate unity, coherence, support, vocabulary, and the conventions of standard written English

Demonstrate the correlation between critical reading skills and effective writing

Correctly cite a source to support a point

Next StepsSupplemental Instruction

Changes for Spring 2013 Evaluate the cut score for the COMPASS pre-test Examine the effectiveness of activities implemented in the SI

portion Extra grades for SI students? Changes to the core Comp. I course? Number of sections? Times for SI? Advising procedures Evaluate student performance in Comp. II

Level Course Name Course Length Placement

1-Developmental Fundamentals of Arithmetic 16 week/1 semester Placement Exam

2-Developmental Fundamentals of Algebra 16 week/1 semester Placement Exam OR Completion of Level 1

3-Developmental Intermediate Algebra 16 week/1 semester Placement Exam OR Completion of Level 2

1-College College-level Mathematics 16 week/1 semester Placement Exam OR Completion of Level 3

Mathematics RedesignPlacement: Before and After

Level Course Name Course Length Placement

1-Developmental Foundations of Mathematics 16 week/1 semester Placement Exam or Diagnostic Exam

1-College College-level Mathematics 16 week/1 semester Placement Exam, Co-Enroll with Developmental OR Completion of Level 3 (traditional)

Reading/Writing RedesignPlacement: Before and After

Level Course Name Course Length PlacementReading

1-Developmental Reading Improvement 16 week/1 semester Placement Exam1-College College-level Writing 16 week/1 semester Placement Exam OR Completion of

Level 1 Reading AND Level 2 WritingWriting

1-Developmental Beginning Writing 16 week/1 semester Placement Exam 2-Developmental Practical Writing 16 week/1 semester Placement Exam OR Completion of

Level 11-College College-level Writing 16 week/1 semester Placement Exam OR Completion of

Level 1 Reading AND Level 2 Writing

Level Course Name Course Length Placement1-Developmental Foundations of Writing 16 week/1 semester Placement Exam or Diagnostic

Exam1-College College-level Writing with or without

Supplemental Instruction16 week/1 semester Placement Exam, Diagnostic

Exam OR Completion of Level 1 Integrated Writing/Reading

Transcripting

Transcripting: Developmental and Technical Math Modules

Student Mid-term Mid-Term Progress Final Final Progress

Student Name

Complete DE Module 1Complete DE Module 2Co-Enroll QualifiedComplete BT MathComplete AH Math

Transcripting: Writing Redesign

Student Name

Notes:

Re-Enroll PCEN0033Enroll in PCEN0001Enroll in ENGL1013Notes:

Student Name

Notes:

Re-Enroll in PCEN0001Re-Enroll in ENGL1013Enroll in ENGL1023Notes:

Outcomes AssessmentCourse Level Outcomes

Student Identifier

Outcomes AssessmentAttendance, Demographics and Early Alerts

Student Identifier

Future Implications and Conclusions Ozarka College Student Success Plan

Diagnostic testingAcademic advisingNew Student

OrientationAcademic support

Innovative instructionAssessment of student

learningFaculty professional

developmentAnnual student

success plan evaluation

Q & A?Holly Ayers

hayers@ozarka.edu

Anthony Burkhammer

aburkhammer@ozarka.edu

Brandy Gore

bgore@ozarka.edu

OZARKA COLLEGE ...providing life-changing experiences through education

OZARKA COLLEGE

218 College Drive

Melbourne, AR 72556

1-800-821-4335

www.ozarka.edu