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--------<br />Background and overview of AIC Initiative <br />Supported by Walter S. Johnson Foundation<br />
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Situating ourselves…<br />What is holding us back? What propels us? <br />Wherein lies the hesitation? How do we act now?<br /> OR<br />Why not the revolution now? Why is the revolution now?<br />What is so befuddling? What is clear to us?<br />
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Why Acceleration is needed <br />Students are caught in Academic Pipeline<br />Our curricular and pedagogic best intentions have not been working <br />Ongoing (and escalating?) Economic Crisis<br />
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Goals for Acceleration in Context <br />Move students more quickly to transfer<br />Increase student persistence and success<br />Create models and curriculum that propel students towards their educational goals <br />Manage limited resources more effectively<br />
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<ul><li>Every English 102 Accelerated course saves Chabot College at least: </li></ul>$5K compared to a 2 level sequence below transfer<br />$10K compared to a 3 level sequence below transfer<br />$15K compared to a 4 level sequence below transfer<br />(Note: English 102 is a one-semester open access course, one level below freshman comp., that integrates reading and writing. The cost/class is about $5K if an adjunct instructor teaches it, and $10K if a full-time instructor teaches it.)<br /> THE MORE IT COSTS…<br />
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<ul><li>On average Chabot College has offered 40 English 102 Accelerated courses per year over the last 5 years:</li></ul>$5K x 40 courses/yr x 5 years = at least $1,000,000 saved compared to a 2 level sequence<br />$10K x 40 courses/yr x 5 years = at least $2,000,000 saved compared to a 3 level sequence<br />$15K x 40 courses/yr x 5 years = at least $3,000,000 saved compared to a 4 level sequence<br /> THE MORE IT COSTS…<br />
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800 students start 3 levels below transfer—400 pass<br />400 students make it to 2 levels below transfer—200 pass<br />200 students make it to 1 level below transfer—100 pass<br />100 students make it to transfer—50 students pass <br />(Note: This thought experiment posits a 50% success rate, and assumes that every student who passes moves to the next level.)<br /> …THE LESS EFFECTIVE IT IS<br />
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800 + 400 + 200 + 100 = 1500 students served (duplicated headcount for three levels)<br />1500 students divided by 25 students/class = 60 sections<br />60 sections x $5K/section (typical adjunct rate)= $300,000<br />$300,000 divided by the 50 successful students who passed the transfer level course=$6K/successful student <br /> It costs the institution more for each ultimately successful student ($6K) than it does to teach an entire class of 25 students ($5K).<br /> Meanwhile, 750 students (94%) did not pass the transfer class, throwing their academic future in grave doubt. <br /> …THE LESS EFFECTIVE IT IS<br />
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Acceleration Model Evaluation Tool: Example #1<br />
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Acceleration Model Evaluation Tool: Example #1<br />
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Acceleration Model Evaluation Tool: Example #2<br />
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Acceleration Model Evaluation Tool: Example #2<br />
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Acceleration at Chabot<br />17 years ago, Chabot College English Dept. developed response to issues raised in “Releasing The Trap”<br />Chabot’s accelerated approach works…<br />
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Acceleration at Chabot<br />Success in Freshman Comp: Accelerated vs. non-accelerated pathway<br />--Dr. Katie Hern, Chabot IR Office, and Faculty Inquiry Network<br />Chabot’s accelerated approach works, but…<br />
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Acceleration beyond Chabot<br /> …Our experience tells us that we need a comprehensive response in order to successfully scale Acceleration beyond the culture and experience of one department.<br />
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Acceleration in Context<br />The big question.<br />
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For Institutional Navigation</li></li></ul><li> …For Curriculum Redesign<br />Reconnect with their discipline <br />Prioritize essential elements of their curriculum<br />Implement and adapt proven Acceleration models <br />Design backwards from transfer<br />
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…For Pedagogical Innovation<br />Put students at the center of their own learning<br />Foster deep learning and teach to whole student<br />Design effective, innovative lessons and courses<br />
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…For Student Capacity<br />Leverage their resounding capacity for learning<br />Bring affective domain to center of classroom<br />Challenge them to do far more than what is often asked <br />
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…For Assessment Strategies<br />Bring Inquiry mind-set to assessment<br />Integrate Student Voices into assessment process<br />Train faculty to Make Visible their work so others can see it<br />
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…For Institutional Navigation<br />Share out Acceleration model with colleagues, department, institution<br />Strategize and take steps to scale up model<br />Integrate campus services to make Acceleration model a success<br />
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<ul><li>Piloting Acceleration models at three community colleges
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Terraforming<br />Imagine that a student is asked to pass a Math class one level beneath transfer, and then pass the transfer level Math class. <br />Let’s say the student has a 70% of doing this.<br />That is pretty good odds. <br />
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Terraforming<br />Imagine that this same student also is asked to pass an English class one level beneath transfer, and then pass the transfer level English class. <br />Let’s say the student has a 70% of doing this.<br />That is also pretty good odds. <br />
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Terraforming<br />Imagine that this same student also is asked to pass a Reading class one level beneath transfer, before being allowed to take Transfer level English.<br />Let’s say the student has a 70% of doing this.<br />That is still pretty good odds. <br />
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Terraforming<br />But here is the problem. Before the student can hope to transfer, she must accomplish ALL of these things. <br />A math formula explains that this is not so easy to do: 70% x 70% x 70% = 34% of accomplishing all 3 tasks. She has a 1 in 3 chance. <br />And of course 70% success rate is quite high… <br />
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Terraforming<br />50% x 50% x 50% = 12. 5% chance of passing all the courses. <br />And it’s not just one student we are talking about here; MOST of the students on our campuses face these (suddenly not so good) odds. <br />
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Terraforming<br />You and your department can create the most enlightened acceleration model that moves your students very quickly to transfer.<br />But if some other area of the campus has NOT done this, students will get caught up there.<br />The conditions that support student success must be created across an institution. <br />
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