Preparing Underprepared Students Preparing Underprepared Students for Success:for Success:

A Collaborative Response to a A Collaborative Response to a Legislative ChallengeLegislative Challenge

James Gentile Ken Klucznik

Manchester Community College, Manchester CT

From This:

University of ConnecticutFour State UniversitiesTwelve Community CollegesCharter Oak College (online)

Each with its own administration, budget, support staff, faculty, and curriculumEach with unique service areas (rather than curricular or vocational focuses)CSUs and CCs with Chancellors and for CCs, President and Dean Councils

Public Higher Education In Connecticut

To This:

ConnSCU12 community colleges

4 state universities(not University of Connecticut)

online state university under a common Board of Regents

[N]o public institution of higher education shall offer any remedial support, including remedial courses, that is not embedded with the corresponding entry level course. . . .

. . . except such institution may offer a student a maximum of one semester of remedial support that is not embedded.

[I]f a public institution of higher education determines . . . that a student is below the skill level required for success in college level work, the public institution of higher education shall offer such student the opportunity to participate in an intensive college readiness program before the start of the next semester.

PA 12-40: An Act Concerning College Readiness and Completion

Tiered System of Instruction

In response to Public Act 12-40, the Connecticut State Colleges and Universities (ConnSCU) faculty is re-designing developmental education using a tiered system of instruction with three levels as described below.

College LevelCollege-level instruction; a course numbered 100 or higher

Embedded LevelCollege-level instruction with embedded developmental support designed for students with 12th

grade skills (or close to that) who are approaching college readiness but require some remediation; college-level components must be numbered 100 or higher.

Intensive LevelA single semester of developmental education or an intensive readiness experience for students

below the 12th grade level; if structured as a course, must be numbered below 100.

In addition, institutions have joined together in four regional groups to devise strategies to address students who demonstrate significant gaps in skills levels or are unsuccessful in an initial attempt in an intensive-level offering.

Transitional StrategiesStrategies for students with eighth grade skill levels or below developed by groups from colleges and

universities in each geographical region of the state.

http://www.ct.edu/initiatives/dev-education

Interpretation of Law

Student Needs

Pre PA 12-49 (MCC)

003 (3 hours)066 (6 hours) 093 (3 hours) 101 (college-level 3 credits)

Post PA 12-40 (MCC)

One developmental course with outcomes leading to

101 (college-level 3 credits)

Outcomes

Created outcomes for a 6 credit developmental courseCreated (identical) outcomes for Composition and Composition with embedded supportProposed multiple measures for placementExchanged ideas on embedded models through meetings and a conference

2012-2013 College Access Challenge Grant

ConnSCU Remediation Redesign Support

General Consensus

CCs reached consensus on outcomes and placement

Several CCs wanted to maintain autonomy on delivery methods due to low-performing student populations different philosophies (reading and writing split) their institutions academic cultural norms and

scheduling needs

Faculty

Ambivalence

Approved of consensus on outcomesConcerns over scalability

Financial impact Enrollment impact Faculty work-load Dependence on part-time faculty

Administration

Change in Mission Distinct College Demographics and Student Needs Distinct College Departmental Philosophies,

Structures, and Resources Elimination of developmental sequence Less

time to remediate significant deficiencies Impact on prerequisites across the college—degree

of student preparedness for college coursework Scalability (Scheduling, Costs, Full-time Faculty

Workload, Part-time Faculty Dependence)

Shared Concerns

Positive Outcomes

Reflects cross-campus consensus on significant placement, curriculum, and assessment issues

Develops possibility for seamless transfer of developmental work across campuses

Emphasizes reading-writing connection Accelerates student movement into college-level

work Provides individualized instruction / Provides

reinforcement gauged to student needs Creates an atmosphere of support and engenders

confidence