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Developmental Education Redesign Update CCCS Deans Meeting June 2013
 

Developmental Education Redesign Update CCCS Deans Meeting June 2013

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    Developmental Education Redesign Update CCCS Deans Meeting June 2013 Developmental Education Redesign Update CCCS Deans Meeting June 2013 Presentation Transcript

    • SBCCOE: Board Policy To accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can have access to and be supported for success in a college level course. Adopted February 2013
    • Core Implementation Team (CIT) 0 CCCNS documents 0 Faculty training workshops 0 Discipline specific training 0 Targeted presentations 0 Peer to peer relationships 0 College peer access points 0 D2L curriculum examples 0 Active learning examples and lessons for new courses
    • College planning 0 Campus advisory 0 CCR 0 Math 0 Student services 0 Faculty and staff development 0 Resources 0 Program evaluation
    • College Composition and Reading Soft landing and/or CCR092 & CCR 091 co-requisite? Both the CCR 091 and CCR 092 courses will be offered during the fall 2013 semester. Students who are required to take the CCR 091 lab will be using the same program that LCC will be piloting for use in the Fast ForWord Soft Landing LCC 2013
    • CCR 093 Studio D and/or CCR 094 Studio 121 Studio D and/or Studio 121? Studio 121 will be offered in the fall 2013 semester CCR courses will be offered on opposite days from co-enrolled ENG 121 sections For example: If a student is in Studio 121 on MW at 11:00 a.m. they will also be in ENG 121 on TR at 11:00 a.m. The instructors in both courses will collaborate weekly on student progress and instructional needs. LCC 2013
    • Math: Assessment Prep Delivery LCC is still planning assessment prep. Exploring the Core Skills Mastery (CSM) product in addition to essential skills labs developed using NROC content Essential skills will include topics such as order of operations and organization of work, fractions, decimals and percents LCC 2013
    • Math: Co-requisite Labs LCC will offer at least one section of each co-requisite lab MAT025: co-requisite to MAT055 MAT091: co-requisite to MAT107 MAT 092: co-requisite to one section of MAT 120 MAT 093: co-requisite to one section of MAT 121 All co-requisites will be taught by the same instructor and scheduled to meet immediately following the college level course to allow for adequate pacing and just in time remediation for students LCC 2013
    • Student Services: CCSSE strategies for planning, initiating, and sustaining success All developmental education students will be required to seek academic advising prior to the start of each semester. All developmental education students will be required to meet with the career advisor at least once each semester. All developmental education students who are in both math and CCR courses will be required to enroll in an academic success course. All developmental education students will be strongly encouraged to enroll in an academic success course. LCC 2013
    • Faculty and Staff: Support and Development Limited full time positions? Not offering limited full time positions. Majority of courses will be provided through adjunct instruction. How much release and reassign time? Faculty will be paid for work in summer 2013 to prepare the new courses. In addition, 3 credits of reassign time will be provided for a Developmental Education Coordinator during fall semester 2013 and spring semester 2014 to support the implementation. LCC 2013
    • Faculty and Staff: Support and Development Professional development opportunities? Still planning – but are in the process of coordinating collaboration with several other small colleges in the system. We will likely meet together a couple of times during the 2013/14 year to share innovative ideas and form instructional communities within our small staffs. Training transfer level faculty? We have been in communication with transfer level faculty throughout the process. We will include transfer level faculty when we prepare the new courses for fall implementation. This will assure a 1:1 articulation from developmental education to transfer level courses. LCC 2013LCC 2013
    • Evaluation In addition to the successful completion of a 100 level college course, how are you going to evaluate the redesign on your campus? Students will be surveyed in all DE courses each year. Questions specific to the redesign will be included in the survey. The instructional team will use this data to modify courses to be offered in future semesters. Are there goals or outcome measures your faculty have set on your campus? “Good idea. We will do that next.” LCC 2013
    • Big areas for immediate campus decisions 0 Math Assessment prep delivery Co-requisite labs 0 CCR Soft landing and/or 091/092 Studio D and/or Studio 121 0 Student services Planning, initiating, and sustaining success 0 Timing By fall 2014, but what about before that?
    • Testing Working with Pearson on a diagnostic Likely will get MFL in addition to the diagnostic allowing students to work through mastery before any retest Tentative timeline Item analysis: Fall 2013 Test analysis: Spring 2014 Test pilot: Fall 2014 Test Implementation: Spring 2015
    • Outcomes How many students successfully complete college English or college math? Previously only measured course completion Cohort tracking – how many are completing college courses?
    • Sources of information 0 DE site 0 Word Press site 0 D2L shells 0 Campus teams 0 Regional training 0 2:2 sharing
    • Creative Commons Attribute This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.