This document discusses acceleration initiatives at Chabot College and the Acceleration Initiative Consortium (AIC) more broadly. It provides background on challenges facing community college students and goals of acceleration models. It highlights cost savings from Chabot's English 102 accelerated course and evaluates the effectiveness and costs of traditional multi-level sequences. The document advocates for curriculum redesign, pedagogical innovation, developing student capacity, and improved assessment and institutional navigation to support scaling acceleration. It outlines AIC's current pilot programs and goals to build the organization and share models through conferences and partnerships.

1. --------Background and overview of AIC Initiative Supported by Walter S. Johnson Foundation

2. Situating ourselves…What is holding us back? What propels us? Wherein lies the hesitation? How do we act now? ORWhy not the revolution now? Why is the revolution now?What is so befuddling? What is clear to us?

3. Why Acceleration is needed Students are caught in Academic PipelineOur curricular and pedagogic best intentions have not been working Ongoing (and escalating?) Economic Crisis

4. Goals for Acceleration in Context Move students more quickly to transferIncrease student persistence and successCreate models and curriculum that propel students towards their educational goals Manage limited resources more effectively

5. Every English 102 Accelerated course saves Chabot College at least: $5K compared to a 2 level sequence below transfer$10K compared to a 3 level sequence below transfer$15K compared to a 4 level sequence below transfer(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.) THE MORE IT COSTS…

6. On average Chabot College has offered 40 English 102 Accelerated courses per year over the last 5 years:$5K x 40 courses/yr x 5 years = at least $1,000,000 saved compared to a 2 level sequence$10K x 40 courses/yr x 5 years = at least $2,000,000 saved compared to a 3 level sequence$15K x 40 courses/yr x 5 years = at least $3,000,000 saved compared to a 4 level sequence THE MORE IT COSTS…

7. 800 students start 3 levels below transfer—400 pass400 students make it to 2 levels below transfer—200 pass200 students make it to 1 level below transfer—100 pass100 students make it to transfer—50 students pass (Note: This thought experiment posits a 50% success rate, and assumes that every student who passes moves to the next level.) …THE LESS EFFECTIVE IT IS

8. 800 + 400 + 200 + 100 = 1500 students served (duplicated headcount for three levels)1500 students divided by 25 students/class = 60 sections60 sections x $5K/section (typical adjunct rate)= $300,000$300,000 divided by the 50 successful students who passed the transfer level course=$6K/successful student It costs the institution more for each ultimately successful student ($6K) than it does to teach an entire class of 25 students ($5K). Meanwhile, 750 students (94%) did not pass the transfer class, throwing their academic future in grave doubt. …THE LESS EFFECTIVE IT IS

9. HOW DID WE GET HERE?

10. Acceleration Model Evaluation Tool: Example #1

11. Acceleration Model Evaluation Tool: Example #1

12. Acceleration Model Evaluation Tool: Example #2

13. Acceleration Model Evaluation Tool: Example #2

14. Acceleration at Chabot17 years ago, Chabot College English Dept. developed response to issues raised in “Releasing The Trap”Chabot’s accelerated approach works…

15. Acceleration at ChabotSuccess in Freshman Comp: Accelerated vs. non-accelerated pathway--Dr. Katie Hern, Chabot IR Office, and Faculty Inquiry NetworkChabot’s accelerated approach works, but…

16. Acceleration beyond Chabot …Our experience tells us that we need a comprehensive response in order to successfully scale Acceleration beyond the culture and experience of one department.

17. Acceleration in ContextThe big question.

18. Developing Acceleration Models Creates Opportunities…For Curriculum Redesign

19. For Pedagogical Innovation

20. For Student Capacity

21. For Assessment Strategies

22. For Institutional Navigation …For Curriculum RedesignReconnect with their discipline Prioritize essential elements of their curriculumImplement and adapt proven Acceleration models Design backwards from transfer

23. …For Pedagogical InnovationPut students at the center of their own learningFoster deep learning and teach to whole studentDesign effective, innovative lessons and courses

24. …For Student CapacityLeverage their resounding capacity for learningBring affective domain to center of classroomChallenge them to do far more than what is often asked

25. …For Student Capacity

26. …For Assessment StrategiesBring Inquiry mind-set to assessmentIntegrate Student Voices into assessment processTrain faculty to Make Visible their work so others can see it

27. …For Institutional NavigationShare out Acceleration model with colleagues, department, institutionStrategize and take steps to scale up modelIntegrate campus services to make Acceleration model a success

28. Piloting Acceleration models at three community colleges

29. Working vertically across a dozen campuses

30. Working with administrators around cost-revenue and success and access implications

31. Conducting outreach with campus stakeholders and partners interested in Acceleration Status of AIC: Piloting/Consulting

32. Hosting 5-7 regional conferences Spring 2011

33. Hosting Summer Learning Institute