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Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
Spring Registration Day 2 Presentation
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Spring Registration Day 2 Presentation

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  • 1. TRAINING FOR SPRING TERM REGISTRATION SESSION 1: OCTOBER 1-3, 2013 SESSION 2: OCTOBER 8-10, 2013 1
  • 2. SPRING TERM REGISTRATION DAY TWO TRAINING OCTOBER 8-10, 2013 2
  • 3. Spring Term Registration Objectives for Day Two Key Objectives for Day Two training include: • Review key take-aways of Day One training • Practice having conversations with students about their course options • Learn how to determine which developmental reading, writing and mathematics courses to recommend to students • Learn about other new courses or course sequences • Review how Student Services and Academic Services will coordinate to support students 3
  • 4. SPRING TERM REGISTRATION REVIEW OF DAY ONE 4
  • 5. Spring Term Registration Review of Day One • Mandatory new Three Step Process for registering all EXEMPT students for Spring Term • Step One: Verify Exempt Eligibility • Step Two: Advise about Course Options • Step Three: Assist with course selection and reinforce learning support and engagement 5
  • 6. Spring Term Registration Process Review of Day One • ALL Exempt students who want to take college-level courses must • Self-identify with a SPRING TERM ADVISOR • Complete a Mandatory Student Questionnaire • Receive appropriate advising • Acknowledge in writing that they • Have given MDC accurate information on the Mandatory Student Questionnaire • Been advised of their options 6
  • 7. Spring Term Registration Process Review of Day One • Mandatory Student Questionnaire has two sections • Eligibility: this information is used to determine if a student is Exempt and can take college level courses • All SPRING TERM ADVISORS will need to verify type of high school diploma using Odyssey (screen: AD CR HS) • Advising: this information is used to determine which advising conversation to have with a student • Conversation 1: support choice of college-level courses and reinforce importance of using supplemental resources • Conversation 2: explain benefits of and recommend developmental education courses 7
  • 8. Spring Term Registration Process Review of Day One • In addition to Questionnaire answers, consider/probe other areas, including • Does student have an assigned advisor (typically student who started in 2012 or 2013)? • Does student receive financial aid? How much of his financial aid eligibility has s/he used already? • Does student understand impact of a „D‟ or „F‟ grade in college level classes? • Has student “stopped out” before? • Is student working? Other life issues? 8
  • 9. Spring Registration Process Review of Day One • For newer students, most compelling reasons to chose dev ed option(s) are • Advice/recommendation of advisor • Financial aid issues • Impact of „D‟ or „F” on GPA • Effect on overall college success plan 9
  • 10. Spring Term Registration Process Review of Day One • For students who started before 2012, most compelling arguments include • Financial aid eligibility and amount used to date • Period of time since student took last math course • Time to completion 10
  • 11. SPRING TERM REGISTRATION PROCESS STEP 2: ADVISING HAVING THE CONVERSATION WITH THE STUDENT 11
  • 12. Spring Term Registration Step 2: Advising—Having the Conversation • Hands-on exercise: Practice using the talking points to have conversations with students • Observe a model conversation • Get comfortable “making the pitch” • Pick a partner • Every partnership assigned an advising scenario • Each person role-plays both the student role and the advisor role • Each person takes 10 minutes to make the pitch to his/her partner, using the assigned scenario--and then receives feedback on the pitch from your partner 12
  • 13. SPRING TERM REGISTRATION PROCESS STEP 3: ADVISING DETERMINING WHICH DEV ED COURSES TO RECOMMEND 13
  • 14. Spring Term Registration Process Review of New Dev Ed Modalities • Modularized instruction: customized and targeted to address specific skills gaps, based on course diagnostic. Students taking modular courses • must have basic knowledge of computers and be comfortable learning with an on-line program • need reliable access to computers outside the classroom (at home, at the library, in a lab, etc.) 14
  • 15. Spring Term Registration Process Review of New Dev Ed Modalities (2) • Compressed (or accelerated) courses: accelerated student progression from developmental instruction to college-level coursework, typically in one semester. Students who take accelerated courses • should not take more than one accelerated course per 8 week term—but can take back to back (Term A and Term B) accelerated courses within a semester • must have access to course materials in the first week of the term • need reliable transportation to campus to attend course every day • 8 week term so 1 lost day equals as much as a week of lost time in traditional course • should not work FULL time outside of college • some accelerated math courses meet 4-5 times per week 15
  • 16. Spring Term Registration Process Review of the New Dev Ed Modalities (3) • Contextualized instruction: course material related to student‟s program of study (soon to be his/her meta-major) • Co-requisite instruction or tutoring: supplements instruction while a student is concurrently enrolled in a credit-bearing course • Sometimes called “just in time remediation” 16
  • 17. Spring Term Registration Process General Placement Rules • Dev Ed Reading, Writing and Math courses have common course numbering and course notations across all campuses for Spring Term • None of the Dev Ed Reading, Writing or Math courses will have registration holds • Students can self-register for these courses • Enrollment is open to all students, not just FTIC direct entry students • SLS course requirement still tied to Dev Ed course enrollment • Students who have not completed SLS requirement should complete it in the Spring Term 17
  • 18. SPRING TERM REGISTRATION PROCESS DEV ED COURSE PLACEMENT RECOMMENDATIONS: COLLEGE PREP READING AND WRITING 18
  • 19. Spring Term Registration Process College Prep Reading/Writing Recommendations • Accelerated and modular courses will be offered at all campuses • If course is full, student should take traditional format course in Spring Term • General course placement rules: • Student should start with reading/writing area with greatest skill gap • PERT scores are a reliable indicator • High school grade in English important if student relatively new to MDC • Student self-reporting/assessment is also helpful, as is intended program of study • If student needs both reading and writing, start with reading 19
  • 20. Spring Term Registration Process College Prep Reading/Writing Recommendations • General course placement rules • PERT score guidance for student placement in reading and writing • REA 0007: score of 50-83 • REA0017: score of 84-105 • ENC0015: score of 50-89 • ENC0025: score of 90-102 20
  • 21. Spring Term Registration Process College Prep Reading/Writing Recommendations General course placement rules • If student needs both REA0007 and ENC0015, (s)he should be advised to take REA0007 first • If student needs both REA0007 and ENC0025, (s)he should be advised to take REA0007 first • If student needs both REA0017 and ENC0015, (s)he should be advised to take ENC0015 first • If student needs both REA0017 and ENC0025, (s)he should be advised to take REA0017 first 21
  • 22. Spring Term Registration Process College Prep Reading/Writing Recommendations 22
  • 23. SPRING TERM REGISTRATION PROCESS DEV ED COURSE PLACEMENT RECOMMENDATIONS: MATHEMATICS 23
  • 24. Spring Term Registration Mathematics Recommendations • Accelerated, modular and co-curricular (Math to Stats) course options will be offered at all campuses • Accelerated track has two options based on student‟s starting proficiency level • MAT 0022c plus MAT 1033 (8 credits) • MAT 0028 plus MAT 1033 (7 credits) • Modular track has three options • MAT 0022c is 5 credit course first offered in Fall Term • New 3 credit modular course for Spring Term for students who do not complete all of modules in MAT 0022c • MAT 0028 (also 3 credits) will be offered in modular form in Spring Term • Math to Stats track is 6 credit combination of MAT 0029 and MGF 1106 24
  • 25. Spring Term Registration Mathematics Recommendations • General course placement rules • Math to Stats is good fit for students whose academic pathway does not require algebra • Criminal justice, hospitality, social science, etc. • Math to Stats should be the default pathway for any student whose program of study does not require algebra • Modular math is best fit for students who will also take accelerated reading and/or writing • Modular math is good fit for students who do not want to take MAT0018 • Combines both arithmetic and algebra 25
  • 26. Spring Term Registration Process Mathematics Recommendations • Modular math courses are designed to support students individually by including • A credentialed faculty member in the classroom at all times with regular office hours every week to provide additional assistance • 216 different topics covered separately with video vignettes, each presented by a member of the math faculty • Guided instruction using small groups to support computer learning • Embedded tutors to assist students in the classroom, at least one hour per week 26
  • 27. Spring Term Registration Mathematics Recommendations • Students should be advised to match career interests and skill gaps with appropriate math courses based on • PERT scores • High school math performance • Students who took rigorous math course like Algebra 2 Honors, Pre- Calculus or Calculus and earned „C‟ grade or better have high probability of success in MAT1033 • Other students do not have high probability of success, regardless of grade in 12th grade math course • Student‟s self-reporting and self-assessment of math proficiency • Multiple course options at each level of proficiency 27
  • 28. Spring Term Registration Process Mathematics Recommendations • Course placement based on mathematics PERT scores Score Placement 50-74 MAT0018 75-95 MAT0022C—Modular or Accelerated Options 96-113 MAT0028—Modular, Accelerated or Math to Stats Options 114-122 MAT1033 123-134 MAC1105 / STA2023 / MGF1106 / MGF1107 135-150 Refer to Math Department/CLM Test 28
  • 29. Spring Term Registration Process Mathematics Recommendations Summary 29
  • 30. Spring Term Registration Process Mathematics Recommendations Summary 30
  • 31. Spring Term Registration Process Dev Ed Course Placement • Hands-on practice with real-world scenarios 31
  • 32. SPRING TERM REGISTRATION PROCESS NEW EAP PATHWAYS 32
  • 33. Spring Term Registration Process 33
  • 34. Spring Term Registration Process 34
  • 35. SPRING TERM REGISTRATION PROCESS SUPPORTING STUDENTS BY COLLABORATION BETWEEN STUDENT AND ACADEMIC SERVICES 35
  • 36. Spring Term Registration Process Academic and Student Services Collaboration • Broad training so that students do not get bounced around from department to department • Everyone knows the process, can verify Exempt eligibility and advise student • “All hands on deck” • Academic departments have identified resources to support Student Services with program of study questions • Campus resources included 36
  • 37. Spring Term Registration Process Academic and Student Services Collaboration • Every Friday, Directors of Advisement and Academic Chairs report number of students seeking overrides • Enables effective resource allocation to support new processes • Academic deans and chairs will monitor course enrollments closely to add/delete sections as needed 37
  • 38. SPRING TERM REGISTRATION PROCESS SUMMARY AND ON-GOING SUPPORT 38
  • 39. Spring Term Registration Process Summary • Exempt students who want to take college-level courses in spring must • Self-identify • Seek an override • Complete a Mandatory Student Questionnaire • Acknowledge accuracy of information provided and receipt of advisement options • SPRING TERM ADVISORS who meet with students seeking an override must follow mandatory new process • Step 1: Verify Exempt eligibility • Step 2: Advise about course options • Step 3: Assist with course selection and reinforce learning support and engagement 39
  • 40. Spring Term Registration Process Summary • There are NO exceptions to eligibility criteria for Exemption • The process for determining which advice to give a student is complex, nuanced and individual • No blanket overrides—advisor should discuss EACH developmental placement with student • No right answer • No one question alone provides enough information • Base your recommendations on the student‟s responses, your conversation with the student, and your professional judgment • “Pick your battles” and focus on what is in best interest of student‟s success and progress 40
  • 41. Spring Term Registration Process Summary • Many students will succeed in college level classes, especially those who • Have strong high school and/or MDC records • Take advantage of learning support resources • Course placement recommendations are critically important to all students • Students who have not taken any/many college level courses previously • Students who choose to take developmental courses but want to progress rapidly and successfully to college-level • New dev ed course modalities designed to help them do this 41
  • 42. Spring Term Registration Process Summary • We are undertaking an “all hands on deck” effort • Everyone needs to know how to verify eligibility, advise students and provide overrides, if appropriate • Academic and student services will support each other to provide effective support to students and process • The learning from Spring Term Registration will enable us to implement the changes at full scale in the fall 42
  • 43. Spring Term Registration Next Steps • Be sure to check the website every Friday for FAQ and other updates • http://bit.ly/MDCregistration • The website will also accept questions • Answers will be included in the weekly FAQ • If you need an immediate answer, call your campus Student Services or Academic Services team • There will be a refresher webinar at the end of October 43

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