Talk about the co-enroll option hereTalk about the Modularization and Pacing Guides here(Module 1 & 2, May co-enroll with MATH1203 if completing Module 2)Module 1 - the minimum requirement, represents the traditional Fundamentals of Arithmetic and Fundamentals of Algebra - Developmental Mathematics (book) Chapters 1-9 with AppendixModule 2 - represents the traditional Intermediate Algebra - Developmental Mathematics Chapters 10-15Pacing guides are provided to students to insure minimum completion and encourage accelerated completion
Discuss decrease in modules from 2-3 and reasons we did that, also discuss module layout for technical math options (1 deved module and 1 tech math module with open exit)
Course meets four credit hours per week – students will have access to computers during class timeStudents scoring 0-50 on either Reading or Writing COMPASS exams will be enrolled in this courseAll sections will have the same Pre and Post assessments. Instructors will collaboratively grade the mandatory post assessment (Capstone) using the Foundations of Literacy Rubric. Student performance on the final assessment and throughout the course will determine placement in the credit bearing course.Evaluation Procedures: Capstone Essay – 30%, Weekly Reading and Writing Assignments – 20%, Major Essays – 30%, Pre-writing and Rough Drafts – 20%Attendance policy will be enforced – students may miss up to six class meetings. Any absence after the sixth will cause the student to fail the course.
My Compass, My Life – Charting the CourseTexts: Finding Your Own North Star and This I Believe: The Personal Philosophies of Remarkable Men and WomenArticles: “On the Nature of a Good Life, Success and So On,” "When Things Go Bump in the Mind" and "Why Do You Settle for Less?"Shake Those Haters: Inequality and Locus of ControlTexts: Nonviolent Communication: A Language of Life and Warriors Don’t Cry: A Searing Memoir of the Battle to Integrate Little Rock’s Central HighArticles: “Self-Effacing Wit as a Response to Oppression: Dynamics in Ethnic Humor,” “The Selling of Civil Rights: The Communication Section of the Student Nonviolent Coordinating Committee,” and “In the Storm: William Hansen and the Student Nonviolent Coordinating Committee in Arkansas, 1962-1067”School Teachers, Sumo Wrestlers, and Soda – Food for ThoughtTexts: Fast Food Nation: The Dark Side of the All-American Mealand Freakonomics: A Rogue Economist Explores the Hidden Side of EverythingArticles: “Occupy Wall Street,” “The Jobless Generation,” and “What Recession, Darling?”You Mad? Texts: Crucial Confrontations and Crucial Conversations: Tools for Talking When Stakes are HighArticles: “From Conflict Resolution to Cultural Transformation," "Forgiveness: A Conflict Resolution Strategy in the Workplace," and "Conflict Resolution Between Friends During Middle Childhood"
Show some examples here of activities you use in class
Saves students 3 credit hours and an extra semesterFor students with a score of 50-79 on the COMPASS exam in Reading or WritingStudents enroll in Composition I (ENGL1013) , along with a Supplemental Instruction (SI) Lab (PCEN0001)SI for 50 minutes, twice a week, directly following Comp. I classSame instructor for Comp. I and SIMaximum 15 students6 absences – Fail the courseAccess to laptops, wi-fi, and printerSI students complete usual Comp. I assignmentsStudents provided with additional, more detailed instructionIntensive topic /thesis selection, planningWorkshopping of student draftsNo additional assignments, just additional instruction/assistanceWeighted portfolio capstoneProgess to Comp. II with a C or higher
Creating Pathways to Student Success: Accelerating Developmental Education in the Community College
OZARKA COLLEGE ...providing life-changing experiences through educationCreating Pathways to Student Success:Accelerating Developmental Education in the Community College Holly Ayers, Division Chair Anthony Burkhammer, Mathematics Instructor Brandy Gore, Developmental Instructor
Why Redesign?Developmental Education Redesign Motivators Barriers to Student Success Open Enrollment Admissions Traditional Developmental Shrinking Resources Education Enrollment Growth Cost Incurred During DE Retention and Completion Time Spent During DE Emphasis Student Demographics Arkansas Developmental SOS/Income/Debt Education Initiative Weak Academic Skills PACE (Pathways to Accelerated Expectations Completion Initiative) Grant Self-Management Time-Management Goal Setting
How Do We Get Started?Foundations of Literacy: English Composition I Integrated Reading with Supplemental “Simply ask: how and Writing Instruction Lab would we do Ozarka College things differently if Redesign we put learning Components first? Then do it.” Foundations of Foundations of Mathematics: Mathematics: -Barr & TaggNCAT Emporium Model Integrated Math for with College Algebra Allied Health and Co-Enroll Business Technology
Program CharacteristicsDevelopmental Education Redesign Goals • Acceleration to Completion • Decreased Cost to Student and Institution • Best Practice Scaling • Research/Inquiry • Policy Development
Elements of a SuccessfulDevelopmental Education Redesign Comprehensive Assessment and Rigorous Research Integration: Remedial and College Level Accelerated Remediation Contextualized Basic Skills in Remediation Bailey, T. (2008). Challenge and opportunity: Rethinking the role and function of developmental education in community college (CCRC Research Brief No. 40).New York, NY: Community College Research Center, Teachers College, Columbia University. Bailey, T., Jeong, D., & Cho, S.W. (2009). Referral, enrollment, and completion in developmental education sequences in community colleges. New York, NY: Community College Research Center, Teachers College, Columbia University.
Program CharacteristicsDevelopmental Mathematics • Acceleration of Developmental Math • NCAT Emporium Model Utilization • Modularization • Mastery-Based • Computer Lab Utilization • Standardized Curriculum • Qualified Math Instructor Utilization • Curriculum Alignment
Project OverviewDevelopmental Mathematics Fall 2011 Spring 2012 Fall 2012• Foundations of Math • Foundations of Math • Foundations of Math• 3 credit hours with 1 hour lab • 3 credit hours with 1 hour lab • 4 credit hours• 3 modules equivalent to 3 • 3 modules equivalent to 3 • 2 modules (splitting the 2nd traditional levels traditional levels original module)• Pacing guides provided • 2 books aligned with • 1 book (Developmental• 2 books aligned with traditional courses Mathematics) traditional courses • 4 instructional sites • Student guide• 1 instructional site • Enrollment: 11 sections, 138 • Attendance• Enrollment:3 sections, 51 students requirements/weight students, • Instruction: 5 full-time, 2 part- • 4 instructional sites• Instruction: 2 full-time time • Enrollment: 13 sections • Instruction: 5 full-time, 2 part- time
So What Does The Data Tell Us? FALL 2011 FALL 2011Level 1 Dev Ed Cohort Redesign Cohort 115 Enrolled 51 Enrolled Retention: 69.71% Retention: 50.98% Spring 2012 Spring 2012 Re-Enrolled: 50 Re-Enrolled:31 Retention: 43.47% Retention: 60.78% College Math: 0.9% College Math: 19.6% Fall 2012 Fall 2012 Re-Enrolled:20 Re-Enrolled: 1 Retention:17.39% Retention: 62.74% College Math:.0.9% College or Tech Math: 29.41% Completed Degree: 0 Completed Degree: 1
Next StepsDevelopmental Mathematics Changes for Spring 2013 Three Courses, One Room Schoolhouse Approach Foundations of Math Math for Allied Health Math for Business Technology Transcripting 3 credit hours Integrated diagnostics for module requirements (technical and developmental) Co-enroll option to all sites Decreased module layout
Program Characteristics Foundations of Literacy Four credit hours Standardized pre and post Integrated reading and writing assessments Mastery based Foundations of Literacy Rubric. Capstone Grading Computer facilitated Evaluation Procedures: Full length, non-fiction readings Capstone Essay – 30% Thematic units Weekly Reading and Writing Full-time/Adjunct Pairing Assignments-20%, Placement: Major Essays – 30% Initial: Compass 0-50 on either Pre-writing and Rough Drafts – reading or writing sections 20% Post: Determined by capstone Attendance policy
Course Outcomes GuideFoundations of Literacy Process Skills Apply reading and Demonstrate proper Apply oral, written and Organize thoughts into a critical thinking skills writing mechanics communication skills basic writing template Assessment Tasks Demonstrate proficiency in Demonstrate reading and criticalProduce a well-written essay in editing and revising written thinking skills through variousmultiple styles submissions methods Course Outcomes Apply reading and critical thinking skills through Apply editing and revision skills in order to improve evaluation of various written works written communication
Program CharacteristicsFoundations of LiteracyThematic Units My Compass, My Life: Charting the Course Shake Those Haters: Inequality and Locus of Control School Teachers, Sumo Wrestlers, and Soda – Food for Thought You Mad?
Next StepsFoundations of Literacy Changes for Spring 2013 Rubric revisions Thematic unit assessment Article and full-length readings assessment Placement and advising Instruction with Ipads
Program CharacteristicsSupplemental Instruction for English Composition I One credit hour Supplemental Instruction Linked with English Composition I Enrollment Maximum 50% of enrollment Both courses facilitated by the Assessment English Composition instructor Weighted portfolio Computer facilitated Evaluation Procedures: Full-time/Adjunct pairing Capstone Essay – 30% Placement: Weekly Reading and Writing Initial: Compass 51-79 on both Assignments-20% reading and writing sections Major Essays – 30% Post: Determined by capstone Pre-writing and Rough Drafts – 20% Proceed to English Comp II with C or higher Attendance policy
Course Outcomes GuideSupplemental Instruction for EnglishComposition IUse writing to influence diverse audiences in various rhetorical situations for various purposes Develop flexible strategies (including collaborative writing) for generating, revising, editing, and proof- reading Write effective essays that exhibit appropriate unity, coherence, support, vocabulary, and the conventions of standard written English Demonstrate the correlation between critical reading skills and effective writing Correctly cite a source to support a point
Next StepsSupplemental Instruction Changes for Spring 2013 Evaluate the cut score for the COMPASS pre-test Examine the effectiveness of activities implemented in the SI portion Extra grades for SI students? Changes to the core Comp. I course? Number of sections? Times for SI? Advising procedures Evaluate student performance in Comp. II
Mathematics RedesignPlacement: Before and After Level Course Name Course Length Placement 1-Developmental Fundamentals of Arithmetic 16 week/1 semester Placement Exam 2-Developmental Fundamentals of Algebra 16 week/1 semester Placement Exam OR Completion of Level 1 3-Developmental Intermediate Algebra 16 week/1 semester Placement Exam OR Completion of Level 2 1-College College-level Mathematics 16 week/1 semester Placement Exam OR Completion of Level 3 Level Course Name Course Length Placement 1-Developmental Foundations of Mathematics 16 week/1 semester Placement Exam or Diagnostic Exam 1-College College-level Mathematics 16 week/1 semester Placement Exam, Co-Enroll with Developmental OR Completion of Level 3 (traditional)
Reading/Writing RedesignPlacement: Before and After Level Course Name Course Length Placement Reading 1-Developmental Reading Improvement 16 week/1 semester Placement Exam 1-College College-level Writing 16 week/1 semester Placement Exam OR Completion of Level 1 Reading AND Level 2 Writing Writing 1-Developmental Beginning Writing 16 week/1 semester Placement Exam 2-Developmental Practical Writing 16 week/1 semester Placement Exam OR Completion of Level 1 1-College College-level Writing 16 week/1 semester Placement Exam OR Completion of Level 1 Reading AND Level 2 Writing Level Course Name Course Length Placement 1-Developmental Foundations of Writing 16 week/1 semester Placement Exam or Diagnostic Exam 1-College College-level Writing with or without 16 week/1 semester Placement Exam, Diagnostic Supplemental Instruction Exam OR Completion of Level 1 Integrated Writing/Reading
Transcripting Transcripting: Developmental and Technical Math ModulesStudent Mid-term Mid-Term Progress Final Final ProgressStudent Name Complete DE Module 1 Complete DE Module 1 Complete DE Module 2 Complete DE Module 2 A Co-Enroll Qualified A Co-Enroll Qualified B Complete BT Math B Complete BT Math C Complete AH Math C Complete AH Math D D F F
Transcripting: Writing RedesignStudent Mid-term Mid-Term Progress Final Final ProgressStudent Name Notes: Re-Enroll PCEN0033 Enroll in PCEN0001 A A Enroll in ENGL1013 B B Notes: C C D D F FStudent Mid-term Mid-Term Progress Final Final ProgressStudent Name Notes: Re-Enroll in PCEN0001 Re-Enroll in ENGL1013 A A Enroll in ENGL1023 B B Notes: C C D D F F
Outcomes AssessmentAttendance, Demographics and Early Alerts Student Identifier
Future Implications and ConclusionsOzarka College Student Success Plan Diagnostic testing Innovative instruction Academic advising Assessment of student New Student learning Orientation Faculty professional Academic support development Annual student success plan evaluation
OZARKA COLLEGE ...providing life-changing experiences through education Q & A?OZARKA COLLEGE Holly Ayers 218 College Drive email@example.com Anthony BurkhammerMelbourne, AR 72556 firstname.lastname@example.org 1-800-821-4335 Brandy Gore email@example.com www.ozarka.edu