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Session6.11
 

Session6.11

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Accelerating Learing Project at Community College of Baltimore County.

Accelerating Learing Project at Community College of Baltimore County.

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Session6.11 Session6.11 Presentation Transcript

  • AFACCT Conference 2008: Session 6.11 ACCELERATED LEARNING PROGRAM Cheryl Scott and Robert Miller Community College of Baltimore County Cheryl Scott and Robert Miller Return to Proceedings ‘08
  • 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)
  • took 052 fa02/sp 03 951 S in 052 681 72% never passed 052 270 28% A, B, or C in 101 411 43% D, F, or W in 101 115 12% took 101 527 55% Students who took ENG 052 for the first time in fall 2002 or spring 2003 took no more writing courses 155 16% 44%
  • 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 Results Developmental 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 Results English 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: [email_address]
    • Robert Miller: [email_address]
    • or for more information, you may also contact:
    • Peter Adams: [email_address]
      • Eastside Coordinator of Developmental Writing
    • CCBC
    Return to Proceedings ‘08