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  • Session6.11

    1. 1. 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
    2. 2. What’s the Problem? <ul><li>More and more students in Developmental Programs. </li></ul><ul><li>Dissatisfaction with current success rates. </li></ul><ul><ul><li>Students are not completing developmental English courses </li></ul></ul><ul><ul><li>Those who do complete developmental English courses, do not complete English 101 (Freshman Composition) </li></ul></ul>
    3. 3. 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%
    4. 4. Why do so many not complete the English Program? <ul><li>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. </li></ul><ul><li>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. </li></ul>
    5. 5. Out of 10 possible reasons, the 2 responses most given were: <ul><li>Family Problems </li></ul><ul><li>Health Problems </li></ul><ul><li>This is in addition to issues such as: </li></ul><ul><li>financial problems </li></ul><ul><li>unfamiliarity with college-level expectations </li></ul><ul><li>difficulty balancing many demands on their time </li></ul><ul><li>lack of basic college skills like note taking, test preparation, and oral participation </li></ul><ul><li>Frustration-taking so long to get to credit classes </li></ul>
    6. 6. Description of ALP in Writing Program <ul><li>Alternative approach to developmental writing. </li></ul><ul><li>Provides personal assistance and attention as necessary . </li></ul><ul><li>Offers individual encouragement and support. </li></ul><ul><li>Tailored to the individual needs of the class and each student. </li></ul><ul><li>Constructed to: </li></ul><ul><li>Address the special needs of our developmental students. </li></ul><ul><li>Improve success rates. </li></ul><ul><li>Improve retention rates. </li></ul>
    7. 7. How ALP Works <ul><li>Students placed in ENGL 052 enroll in both an ENGL 101 and an ENGL 052 companion course which follows the ENGL 101. </li></ul><ul><li>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. </li></ul><ul><li>The ENGL 052 companion course and the ENGL 101 course are taught by the same instructor. </li></ul><ul><li>ENGL 052 students are required to meet the objectives and requirements of both courses in order to be eligible to pass both courses. </li></ul>
    8. 8. Topics/Activities for 052 companion class: <ul><li>Answer students’ questions about topics from ENGL 101. </li></ul><ul><li>Reinforce concepts taught in ENGL 101. </li></ul><ul><li>Discuss strategies on how to be a successful student. </li></ul><ul><li>Discuss writing process needed to be successful writer. </li></ul><ul><li>Supplemental writing activities to support 101 requirements. </li></ul><ul><li>More intense focus and practice on grammar/punctuation. </li></ul><ul><li>Individual sessions to discuss student strengths/weaknesses. </li></ul><ul><li>Additional in-class revision sessions. </li></ul><ul><li>Additional small group peer-editing sessions. </li></ul>
    9. 9. ALP Grading Requirements <ul><li>ENGL 052 is a pass or fail course where students earn either S (satisfactory performance) or U (unsatisfactory). </li></ul><ul><li>ENGL 101 is a graded course where students must earn a C or better to be eligible to register for ENGL 102. </li></ul>
    10. 10. What happens? <ul><li>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.  </li></ul><ul><li>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.  </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
    11. 11. How ALP is Unique and Innovative <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Having the same instructor optimizes the bonding of students with each other and with the instructor. </li></ul><ul><li>By scheduling the companion course to meet immediately after the ENGL 101 course, attendance problems that plague many developmental courses are minimized. </li></ul><ul><li>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. </li></ul>
    12. 12. Preliminary Results? <ul><li>Please remember that these results are from a “Pilot of a Pilot Program” </li></ul><ul><li>Fall 2007 – 5 total Classes </li></ul>
    13. 13. Measurements and Monitoring <ul><li>data gathering of success rates </li></ul><ul><li>surveys of student attitudes and experiences </li></ul><ul><li>detailed reports from the five faculty on their experience </li></ul><ul><li>focus groups conducted by the college research office to determine student attitudes toward the experience </li></ul>
    14. 14. English 052 Final Results Developmental Writing <ul><li>started W I U S </li></ul><ul><li>xxxx 8 1 1 0 6 </li></ul><ul><li>xxxx 8 1 0 0 7 </li></ul><ul><li>xxxx 8 0 0 0 8 </li></ul><ul><li>xxxx 8 0 0 2 6 </li></ul><ul><li>xxxx 8 2 0 3 3 </li></ul><ul><li>------------------------------------------------ </li></ul><ul><li>totals 40 4 1 5 30 </li></ul>
    15. 15. English 101 Final Results English Composition <ul><li>started W I F D C B A </li></ul><ul><ul><li>8 1 1 1 0 3 2 0 </li></ul></ul><ul><ul><li>8 1 0 0 2 4 1 0 </li></ul></ul><ul><ul><li>8 1 0 0 0 2 5 0 </li></ul></ul><ul><ul><li>8 0 0 2 4 1 0 1 </li></ul></ul><ul><ul><li>8 2 0 3 0 2 1 0 </li></ul></ul><ul><ul><li>------------------------------------------------------------- </li></ul></ul><ul><ul><li>40 5 1 6 6 12 9 1 </li></ul></ul>
    16. 16. Results <ul><li>ALP – fall 2007 </li></ul><ul><li>number of students in sample: 40 </li></ul><ul><li>-passed ENG 052: 30 (75%) </li></ul><ul><li>-passed ENG 101 with a C or higher: </li></ul><ul><li>73% of the 30 who passed 052 </li></ul><ul><li>55% of the original 40 students </li></ul>
    17. 17. Traditional 052 Results ALP <ul><li>number of students in sample: 1,023 40 </li></ul><ul><ul><ul><li>Fall 2006 </li></ul></ul></ul><ul><li>number who passed ENG 052 in fall 2006: 604 (59%) 75% </li></ul><ul><li>number who took ENG 101 in January or spring 2007: 383 </li></ul><ul><li>- 37% or original group of 1023 who took ENG 052 in fall 2006 </li></ul><ul><li>- 63% of the 604 who passed ENG 052 in fall 2006 </li></ul><ul><li>number who passed ENG 101 in January or spring 2007 with a C or higher: 279 </li></ul><ul><li>  - 73% of the 383 who took ENG 101 in spring 2007 </li></ul><ul><li>- 46% of the 604 who passed 052 55% </li></ul><ul><li>- 27% of the original 1,023 students </li></ul>
    18. 18. Focus Groups <ul><li>As mentioned earlier, focus groups were conducted by the college research office to determine student attitudes toward the experience. </li></ul><ul><li>The Focus Groups found the ALP student response to be more positive than control groups taken from traditional English 52 classes . </li></ul>
    19. 19. Student Responses and Comments <ul><li>From Focus Groups: </li></ul><ul><li>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. </li></ul><ul><li>Students report they want to get credit for 101. </li></ul>
    20. 20. Question: In what ways has this ALP class helped you as a student? As a writer? <ul><li>“ 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.” </li></ul><ul><li>“ 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.” </li></ul><ul><li>“ 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.” </li></ul><ul><li>“ This class helped me as a writer because it helped me with my grammar. . .” </li></ul>
    21. 21. Question: What were some of the benefits of being in a regular ENGL 101 class with ENGL 101 students? <ul><li>“ 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.” </li></ul><ul><li>“ 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.” </li></ul><ul><li>The benefits of what I learned were great in the 101 class. . . I achieved things I never would [have] thought I could.” </li></ul>
    22. 22. Question: What were some of the benefits from attending the ENGL 052 companion course? <ul><li>“ I was able to go over my work from the English 101 class with my teacher.” </li></ul><ul><li>“ 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.” </li></ul><ul><li>“ 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.” </li></ul><ul><li>“ 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.” </li></ul>
    23. 23. Would you recommend the ALP course for other students who have been placed in ENGL 052? <ul><li>“ I would recommend the ALP course. . . Because it is definitely helpful.” </li></ul><ul><li>“ 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. . .” </li></ul><ul><li>“ 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. . .” </li></ul><ul><li>“ 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). </li></ul>
    24. 24. What advice would you give to future ALP students? <ul><li>“ 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.” </li></ul><ul><li>“ . . . It is very helpful and to take full advantage of it and not slack off because of the long English days.” </li></ul><ul><li>“ . . .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.” </li></ul><ul><li>“ That was the best thing they could have done if they needed extra help.” </li></ul>
    25. 25. Portability? <ul><li>Small class size is critical, so it is not an inexpensive program. However, costs are made up by: </li></ul><ul><li>- Increased student retention </li></ul><ul><li>- Prorated credit </li></ul><ul><li>- Possibility of using smaller classrooms (conference rooms) for ALP sections </li></ul><ul><li>- Perhaps increase number of students in 052 ALP section </li></ul>
    26. 26. Accelerated Learning Program <ul><li>Cheryl Scott: [email_address] </li></ul><ul><li>Robert Miller: [email_address] </li></ul><ul><li>or for more information, you may also contact: </li></ul><ul><li>Peter Adams: [email_address] </li></ul><ul><ul><li>Eastside Coordinator of Developmental Writing </li></ul></ul><ul><li>CCBC </li></ul>Return to Proceedings ‘08