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--------<br />Background and overview of AIC Initiative  <br />Supported by Walter S. Johnson Foundation<br />
         Situating ourselves…<br />What is holding us back?                                                    What propel...
Why Acceleration is needed  <br />Students are caught in Academic Pipeline<br />Our curricular and pedagogic best intentio...
Goals for Acceleration in Context <br />Move students more quickly to transfer<br />Increase student persistence and succe...
<ul><li>Every English 102 Accelerated course saves Chabot College at least: </li></ul>$5K compared to a 2 level sequence b...
<ul><li>On average Chabot College has offered 40 English 102 Accelerated courses per year over the last 5 years:</li></ul>...
800 students start 3 levels below transfer—400 pass<br />400 students make it to 2 levels below transfer—200 pass<br />200...
800 + 400 + 200 + 100 = 1500 students served (duplicated headcount for three levels)<br />1500 students divided by 25 stud...
      HOW DID WE GET HERE?<br />
Acceleration Model Evaluation Tool: Example #1<br />
Acceleration Model Evaluation Tool: Example #1<br />
Acceleration Model Evaluation Tool: Example #2<br />
Acceleration Model Evaluation Tool: Example #2<br />
 Acceleration at Chabot<br />17 years ago, Chabot College English Dept. developed response to issues raised in “Releasing ...
 Acceleration at Chabot<br />Success in Freshman Comp: Accelerated vs. non-accelerated pathway<br />--Dr. Katie Hern, Chab...
 Acceleration beyond Chabot<br />	…Our experience tells us that we need a comprehensive response in order to successfully ...
      Acceleration in Context<br />The big question.<br />
Developing Acceleration Models Creates Opportunities…<br /><ul><li>For Curriculum Redesign
For Pedagogical Innovation
For Student Capacity
For Assessment Strategies
For Institutional Navigation</li></li></ul><li> …For Curriculum Redesign<br />Reconnect with their discipline <br />Priori...
 …For Pedagogical Innovation<br />Put students at the center of their own learning<br />Foster deep learning and teach to ...
 …For Student Capacity<br />Leverage their resounding capacity for learning<br />Bring affective domain to center of class...
 …For Student Capacity<br />
 …For Assessment Strategies<br />Bring Inquiry mind-set to assessment<br />Integrate Student Voices into assessment proces...
 …For Institutional Navigation<br />Share out Acceleration model with colleagues, department, institution<br />Strategize ...
<ul><li>Piloting Acceleration models at three community colleges
Working vertically across a dozen campuses
Working with administrators around cost-revenue and success and access implications
Conducting outreach with campus stakeholders and partners interested in Acceleration </li></ul>Status of AIC: Piloting/Con...
<ul><li>Hosting 5-7 regional conferences Spring 2011
Hosting Summer Learning Institute
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Transcript of "Accin contextatd"

  1. 1. --------<br />Background and overview of AIC Initiative <br />Supported by Walter S. Johnson Foundation<br />
  2. 2. 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 />
  3. 3. 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 />
  4. 4. 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 />
  5. 5. <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 />
  6. 6. <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 />
  7. 7. 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 />
  8. 8. 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 />
  9. 9. HOW DID WE GET HERE?<br />
  10. 10. Acceleration Model Evaluation Tool: Example #1<br />
  11. 11. Acceleration Model Evaluation Tool: Example #1<br />
  12. 12. Acceleration Model Evaluation Tool: Example #2<br />
  13. 13. Acceleration Model Evaluation Tool: Example #2<br />
  14. 14. 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 />
  15. 15. 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 />
  16. 16. 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 />
  17. 17. Acceleration in Context<br />The big question.<br />
  18. 18. Developing Acceleration Models Creates Opportunities…<br /><ul><li>For Curriculum Redesign
  19. 19. For Pedagogical Innovation
  20. 20. For Student Capacity
  21. 21. For Assessment Strategies
  22. 22. 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 />
  23. 23. …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 />
  24. 24. …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 />
  25. 25. …For Student Capacity<br />
  26. 26. …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 />
  27. 27. …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 />
  28. 28. <ul><li>Piloting Acceleration models at three community colleges
  29. 29. Working vertically across a dozen campuses
  30. 30. Working with administrators around cost-revenue and success and access implications
  31. 31. Conducting outreach with campus stakeholders and partners interested in Acceleration </li></ul>Status of AIC: Piloting/Consulting<br />
  32. 32. <ul><li>Hosting 5-7 regional conferences Spring 2011
  33. 33. Hosting Summer Learning Institute
  34. 34. Initiating AIC network
  35. 35. Exploring alignment with state and national research and policy think tanks
  36. 36. Creating website/videos/newsletter/multi-media expressions</li></ul>Status of AIC: Building Organization<br />
  37. 37. The big vision<br />Terraforming<br />
  38. 38. 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 />
  39. 39. 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 />
  40. 40. 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 />
  41. 41. 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 />
  42. 42. 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 />
  43. 43. 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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