Developmental Education Presentation to Adams50 Nov 2013

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Presentation on the TAA grant funded Developmental Education course redesign for both composition/reading and math

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Developmental Education Presentation to Adams50 Nov 2013

  1. 1. Developmental Education Redesign K-12 IMPACT AND RELEVANCE
  2. 2. The problem “The more levels of developmental courses a student needs to go through, the less likely that student is to ever complete college English or math.” Thomas Bailey (2009) CCRC Brief.
  3. 3. Traditional Colorado course pipeline MAT 030 ENG 030 REA 030 ENG 060 REA 060 ENG 090 REA 090 MAT 060 MAT 090 MAT 099
  4. 4. High attrition rates are a structural problem • For students who place two levels below a college course there are five “exit points” • Students placing three levels down have 7 exit points. • CCCS example for students who completed ENG 030 - fall 2010 • Completed 030 (538) 100% • Do they enroll and complete 060 (189) 35% • Do they enroll in and complete 090 (32) 6%
  5. 5. The Dev Ed Taskforce • Charged by the State Board for Community Colleges and Occupational Education (SBCCOE) • Review developmental education practices throughout the CCCS and make recommendations on what steps the system will take to become the premier purveyor of developmental education in more streamlined and efficient ways, resulting in greater student success. • 18 Month Charge • Outcome - February 2013 design adopted by SBCCOE • Implementation timeline
  6. 6. The new design • Math – pathways at the developmental level • College Composition and Reading (formerly reading and English) • Assessment - reverse designed and contextualized to CCCS courses • Affective Support – Center for Community College Student Engagement (CCCSE) principles • The five benchmarks of effective educational practice in community colleges are active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. • Significant professional development
  7. 7. The Models
  8. 8. College Composition and Reading: CCR
  9. 9. What does this mean to K-12? • Will affect the speed with which students are entering college level courses • Test prep and the new assessment • Some considerations for concurrent enrollment practices • Advising is crucial • Career pathways • Program of study • Affective/non-cognitive development • Institutional flexibility – local decisions
  10. 10. What have we learned? • Reverse design principles • Reading and writing across the disciplines • Contextualization and relevance • Pedagogy • Flipped classroom • JIT remediation • Increased rigor/high expectations • Mindsets
  11. 11. Affective skills • Teaching and reinforcing learning skills and characteristics • Cognitive: test taking, study skills • Non-Cognitive: Problem solving, critical thinking • Social/Emotional • Intentional Advising models • Grit
  12. 12. Ideas Connect to your colleges to start a process of reverse design Examine your counseling/advising practices Examine your institutional culture in light of Dweck’s Mindsets work Reinforce the values of persistence and Grit in all interactions
  13. 13. Questions?
  14. 14. For further inquiry… • CCCS Developmental Education https://cccs.edu/DE • California Acceleration Project http://cap.3csn.org/ • Council for Adult and Experiential Learning (CAEL) • The Duckworth Lab - Grit http://www.cael.org/home https://sites.sas.upenn.edu/duckworth • National Center for Academic Transformation (NCAT) http://www.thencat.org/ • Mindset: The New Psychology of Success by Carol Dweck
  15. 15. Creative Commons Attribution 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.

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