ACCELERATED LEARNING PROGRAM

Community College of Baltimore CountyCheryl Scott and Robert Miller

What’s the Problem?

More and more students in Developmental Programs.

Dissatisfaction with current success rates. Students are not completing developmental

English courses Those who do complete developmental

English courses, do not complete English 101 (Freshman Composition)

3

44%

took 052fa02/sp 03

951

S in 05268172%

neverpassed 052

27028%

A, B, or Cin 101

41143%

D, F, or Win 101

11512%

took 10152755%

Students who took ENG 052 for the first time in fall 2002 or spring 2003

took nomore writing

courses15516%

Why do so many not complete the English Program?

In an attempt to learn more about the reasons students stop coming to ENG 052 classes before the end of the semester, a survey was distributed to all sections of ENG 052 on all three CCBC campuses.

Students were asked to indicate how likely each of the following factors might be if they were to stop attending their ENG 052 section before the end of the semester.

Out of 10 possible reasons, the 2 responses most given were:

Family Problems

Health Problems

This is in addition to issues such as:

financial problems unfamiliarity with college-

level expectations difficulty balancing many

demands on their time lack of basic college skills

like note taking, test preparation, and oral participation

Frustration-taking so long to get to credit classes

Description of ALP in Writing Program

Alternative approach to developmental writing. Provides personal assistance and attention as

necessary . Offers individual encouragement and support. Tailored to the individual needs of the class and

each student. Constructed to:

Address the special needs of our developmental students.

Improve success rates.

Improve retention rates.

How ALP Works

• Students placed in ENGL 052 enroll in both an ENGL 101 and an ENGL 052 companion course which follows the ENGL 101.

• ENGL 052 ALP course consists of 8 developmental students and ENGL 101 ALP consists of the same 8 ENGL 052 students and 12 ENGL 101 students.

• The ENGL 052 companion course and the ENGL 101 course are taught by the same instructor.

• ENGL 052 students are required to meet the objectives and requirements of both courses in order to be eligible to pass both courses.

Topics/Activities for 052 companion class:

Answer students’ questions about topics from ENGL 101. Reinforce concepts taught in ENGL 101. Discuss strategies on how to be a successful student. Discuss writing process needed to be successful writer. Supplemental writing activities to support 101

requirements. More intense focus and practice on grammar/punctuation. Individual sessions to discuss student

strengths/weaknesses. Additional in-class revision sessions. Additional small group peer-editing sessions.

ALP Grading Requirements

ENGL 052 is a pass or fail course where students earn either S (satisfactory performance) or U (unsatisfactory).

ENGL 101 is a graded course where students must earn a C or better to be eligible to register for ENGL 102.

What happens?

• If students pass both ENGL 052 and ENGL 101, they receive an S for 052 and a letter grade (A, B, or C) for 101 -and then they are eligible to enroll in ENGL 102 the following semester. 

• If students pass ENGL 052, but fail ENGL 101 - they receive an S and get credit for 052 but receive a D or F for 101 and are required to retake ENGL 101. 

• If students fail both courses, they will receive a U for ENGL 052 and an F for ENGL 101 - and they will be required to register, retake, and pass 052 before they are eligible to register for ENGL 101 again.

• Although it is unlikely to happen, if students fail 052, but pass 101 - they receive a U in 052 and the letter grade earned in 101.  If the grade in 101 is C or higher, they are eligible for 102.  If not, they must re-take 101.

How ALP is Unique and Innovative

• Provides students with a richer supporting experience with additional three hours in the companion course; whereas many colleges offer only a one-hour supplemental course.

• Students are with the same instructor for six hours/week; other colleges often have one instructor for ENGL 101 and a different instructor or tutor for the supplemental course.

• Having the same instructor optimizes the bonding of students with each other and with the instructor.

• By scheduling the companion course to meet immediately after the ENGL 101 course, attendance problems that plague many developmental courses are minimized.

• ALP students are placed in regular ENGL 101 sections rather than special dev. ed. sections, reducing stigmatizing and exposing ALP students to regular ENGL 101 students with stronger writing skills.

Preliminary Results?

Please remember that these results are from a “Pilot of

a Pilot Program”

Fall 2007 – 5 total Classes

Measurements and Monitoring data gathering of success rates surveys of student attitudes and

experiences detailed reports from the five faculty

on their experience focus groups conducted by the

college research office to determine student attitudes toward the experience

English 052 Final ResultsDevelopmental Writing

started W I U S xxxx 8 1 1 0 6 xxxx 8 1 0 0 7 xxxx 8 0 0 0 8 xxxx 8 0 0 2 6 xxxx 8 2 0 3 3 ------------------------------------------------ totals 40 4 1 5 30

English 101 Final ResultsEnglish Composition

started W I F D C B A 8 1 1 1 0 3 2 0 8 1 0 0 2 4 1 0 8 1 0 0 0 2 5 0 8 0 0 2 4 1 0 1 8 2 0 3 0 2 1 0 ------------------------------------------------------------- 40 5 1 6 6 12 9 1

Results

ALP – fall 2007 number of students in sample: 40

-passed ENG 052: 30 (75%)

-passed ENG 101 with a C or higher: 73% of the 30 who passed 052 55% of the original 40 students

Traditional 052 Results ALP

number of students in sample: 1,023 40 Fall 2006

number who passed ENG 052 in fall 2006: 604 (59%) 75%

number who took ENG 101 in January or spring 2007: 383- 37% or original group of 1023 who took ENG 052 in

fall 2006- 63% of the 604 who passed ENG 052 in fall 2006

number who passed ENG 101 in January or spring 2007 with a C or higher: 279

  - 73% of the 383 who took ENG 101 in spring 2007- 46% of the 604 who passed 052 55%- 27% of the original 1,023 students

Focus Groups

As mentioned earlier, focus groups were conducted by the college research office to determine student attitudes toward the experience.

The Focus Groups found the ALP student response to be more positive than control groups taken from traditional English 52 classes.

Student Responses and Comments

From Focus Groups:

Compared to traditional Dev. Ed. Classes, ALP Classes reported more interactions through peer review, office visits, and e-mails. Interactions were interpreted as personal and nurturing.

Students report they want to get credit for 101.

Question: In what ways has this ALP class helped you as a student? As a writer?

• “It has helped me as a student because now I’ve knocked out the two levels of English I need to move on to English 102. As a writer it showed me area [s] that needed improvement.”

• “The ALP class helped me as a student in that it helped me understand that I actually had to work to get good grades. It helped me as a writer in that now I am not afraid to write or read my writing to other people.”

• “The ALP course has helped me as a student to get more hands on help and advice with grammar and other weaknesses I portrayed in English classes. It has helped me become a better writer by having more time to revise and go over my papers and find mistakes. . . that I need to fix.”

• “This class helped me as a writer because it helped me with my grammar. . .”

Question: What were some of the benefits of being in a regular ENGL 101 class with ENGL 101 students?

• “The benefits of taking the English 101 course with other English 101 students is that it made me feel like I was still in a 101 class and not just bad at English.”

• “The benefits of attending the ENGL 101 course was that I did not have to feel left out or not intelligent enough to learn with other students.”

• The benefits of what I learned were great in the 101 class. . . I achieved things I never would [have] thought I could.”

Question: What were some of the benefits from attending the ENGL 052 companion course?

• “I was able to go over my work from the English 101 class with my teacher.”

• “The benefits from the companion course is that it allowed me to get individual help on what I was having trouble with so I could fix my mistakes.”

• “The benefit of attending the ENGL 052 companion course was that I got more hands on learning with other students and helped other students along with myself improve our writing skills and grammar skills.”

• “The benefit of what I learned in 052 was great because it helped me even more on the stuff I didn’t get in 101.”

Would you recommend the ALP course for other students who have been placed in ENGL 052?

“I would recommend the ALP course. . . Because it is definitely helpful.”

“I would. . . because it provides more help to those who need it and allow you to take the credit course. . . [and] get two courses out of the way in one semester. . .”

“I think that this class was a good idea, especially since it can help with our 101 work. Whomever <sic> came up with this concept was a genius. . .”

“I think if I was not enrolled and currently taking English 101, I would have dropped this class.” (She continues to say she would have been too discouraged because of all the class work, her kids, and her job).

What advice would you give to future ALP students?

“Stay on top of your work from both classes and don’t become lazy or lag behind or you might fail English 101 or both.”

“. . . It is very helpful and to take full advantage of it and not slack off because of the long English days.”

“. . .do your best and not give up. The course is here to help students who need the extra bit of help with grammar and writing.”

“That was the best thing they could have done if they needed extra help.”

Portability?

Small class size is critical, so it is not an inexpensive program. However, costs are made up by:- Increased student retention- Prorated credit- Possibility of using smaller classrooms (conference rooms) for ALP sections- Perhaps increase number of students in 052 ALP section

Accelerated Learning Program Cheryl Scott: cscott2@ccbcmd.edu

Robert Miller: rmiller2@ccbcmd.edu

or for more information, you may also contact: Peter Adams: padams2@ccbcmd.edu

Eastside Coordinator of Developmental Writing

CCBC