Thursday, November 12, 2015 - 10:45 AM-11:45 AM Presenting: Sarah Stoeckel, Academic Advisor, Eastern Florida State College Matt Wetzel, Campus Dual Enrollment Coordinator, Florida State College at Jacksonville Description: Recent state legislation has resulted in many institutions restructuring the developmental education courses they offer. This legislation will be discussed along with the positive and negative impacts it is having on institutions. Lastly, you will learn some of the best practices from across the state as institutions are handling the situation differently and getting creative with their course offerings.

1. November 12, 2015
10:45am
Sarah Stoeckel, M.A.
Eastern Florida State College
Matt Wetzel, M.S.
Florida State College at Jacksonville
Developmental Education

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• Statutes
• Definitions
• Strategies
• Delivery/Courses
• Best Practices
• Summary
Overview

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• 1008.30 (5b) Beginning October 31, 2015, each Florida College System institution
shall annually prepare an accountability report that includes student success data
relating to each developmental education strategy implemented by the institution
• SB 1720 The bill restructures remedial college preparatory instruction as
developmental education and requires Florida College System institutions to provide
developmental education that is more tailored to the specific communication and
computation skills a student needs to develop to be successful in performing college-
level work. The bill does not repeal non-credit courses but requires colleges to offer
developmental education options a student may pursue while also enrolled in college-
credit courses. Students whose test scores indicate the need for developmental
education must be advised of options and may enroll in the developmental education
options of their choice.
– The bill specifies that two groups of students must not be required to take the
common placement test or to enroll in developmental education
– The bill requires colleges to accelerated courses using one of the four strategies
– The bill requires changes in advising to include meta-majors
Statutes

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• “Developmental education is a field of practice and research within
higher education with a theoretical foundation in developmental
psychology and learning theory. It promotes the cognitive and
affective growth of all postsecondary learners, at all levels of the
learning continuum” (NADE, 2015)
• Developmental education is sensitive and responsive to individual
differences and special needs among learners. Developmental
education programs and services commonly address academic
preparedness, diagnostic assessment and placement, development
of general and discipline- specific learning strategies, and affective
barriers to learning. Developmental education includes, but is not
limited:
• All forms of learning assistance, such as tutoring, mentoring, and supplemental instruction,
• Personal, academic, and career counseling,
• Academic advisement, and
• Coursework (NADE, 2015)
Definition

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• Modularized instruction is an acceleration strategy targeting specific
skill gaps where particular deficiencies are identified and focused
interventions are implemented to remediate them. Material is de-
constructed/chunked into sub-unit parts and condensed into
component pieces that address precise skill area deficiencies.
• Compressed provides more intensive course content delivery
through increased time on task within a shortened timeframe (e.g.
16 hours per week for 3 weeks rather than 3 hours per week for 16
weeks). Instruction is redesigned and concentrated to reduce the
amount of time students spend in developmental education. A
distinguishing characteristic is that the intensity is increased and the
duration of the instructional interaction is reduced to allow the
student to progress at a faster pace.
Strategies

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• Contextualized developmental instruction is organized around “real
world” applied problem solving activities built on the student’s
interests and goals. Meta majors may play a role. Contextualized
instruction is characterized by the sustained systematic use of a
single theme related to the student’s academic and/or life goals.
• Co-requisite course based developmental instruction or tutoring
supplements credit instruction while a student is concurrently
enrolled in a credit-bearing entry level gateway Math or English
(Writing or Reading) course. The co-requisite approach used a
companion course or instructional activity to provide extra support.
Co-requisite activities provide extra time on task to assist in the
mastery of course materials.
Strategies

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• Traditional (Lecture)
• Computer-Enhanced (Software)
• Lab Enhanced (Library or Library
Commons)
• Learning Communities (Peer Assisted
Learning)
Delivery Methods

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• REAV 0007 (4)  REAV 0017 (4)
• ENCV 0015  ENCV 0025 (4)
• MATV 0018 (3)  MATV 0028 (3) or MATV 0022
• ENCV 0056 (2)
• REAV 0056 (2)
• ENCV 0027 (4)
• MATV 0057 (3)
• ENG 1002 (3)
• Online and mini-mesters (compressed)
Courses- EFSC

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• REA 0007 (4)  REA 0017 (4) or
• REA 0056 (1)  REA 0055 (1)
• REA 1105 (3)
• ENC 0015 (4)  ENC 0025 (4) or
• ENC 0056 (1)  ENC 0055 (1)
• ENC 1101C (4)
• MAT 0018  MAT 0028 or
• MAT 0055  MAT 0056
•
Courses- FSCJ

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• Compression vs. Modularized; more compressed; math modularized
higher success rate; writing/reading compression higher success
rate
• Advising sessions- A1, A2, A3 holds; tutoring; core scholar program;
math boot camp
• High school students who were exempt had lower success rates in
math and writing; however, very few chose to take them
• Waiting on success rates for students who tested into
developmental education courses but chose to opt out
• Age 20-24 lower success rates; female math success rate had the
largest gap; male reading largest gap; economically disadvantaged
lower success rates
Statistics- EFSC

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• Compression higher success rates
• ENC 1101C consistent/slightly higher
success rate than ENC 1101 though fewer
enrollees
• College level math success rates went
down
Statistics- FSCJ

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• Student Engagement/Advising
• Learning Communities- Peer Tutors
• College credit courses (Biology) w/
developmental math
Case Studies
Best Practices

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• Chipola College: represent small town rural colleges (2008)
– Success rates: math, reading, & writing all higher than state
averages
– Committed leadership- inclusive philosophy
– Innovative instruction- supplemental instruction (labs, tutoring,
help from faculty after class, ACE academic center for
excellence, majority full-time faculty, consistent
curriculum/course delivery) (2015 Chancellor Best Practice
recipient)
– Student support services- informal advising- faculty members
receive training (orientation, testing, financial aid), academic
plans, attendance monitoring
Best Practices

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• College of Central Florida: represent medium size suburban
colleges (2008)
– Success rates: math success rates higher than state averages;
reading/writing lower than state averages
– Committed leadership- holistic and personalized approach
– Innovative instruction- learning communities, consistent
curriculum and course delivery, supplemental instruction
– Student Support Services- informal advising, early alert system
Best Practices

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• Daytona State: represent large urban colleges (2008)
– Success rates: math, reading, & writing all higher than state
averages
– Committed leadership; inclusive philosophy
– Innovative instruction; accelerated courses, consistent
curriculum and course delivery, faculty initiative, supplemental
instruction
– Student Support Services- formal advising, track alert system,
SLS courses
Best Practices

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• Good intent with legislation
• Open Access of colleges
• Many students enter under prepared- approximately 60% of
community college students need developmental education
• Pros/Cons- quicker time, funding, success rates
• College plans as of Fall 2014:
– Redesign instructional strategies
– Implement a more involved advising process
– Increase the number of support services available to all students
What are YOU doing at your institution?
What’s important?

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Education of 2013, CS/CS/SB 1720, FL-S, 2013
http://flsenate.gov/committees/billsummaries/2013/html/501
http://centerforpostsecondarysuccess.org/wp-
content/uploads/2014/10/Implementation_Plan_Report_July2014.pdf
FSCJ, Source of Student Enrollment Data: The Office of the Executive Director, Enterprise Information
Management.
FSCJ, Source of Student Success and Retention Data: The Office of Institutional Analytics and
Research.
NADE (National Association for Developmental Education), 2015. Developmental Education definition.
http://www.nade.net/aboutdeved.html
EFSC Developmental Education Accountability Report
Ajose, L., Bhatt, R. S., Kaur, G., & Jobs for the, F. (2011). High Flyers: Policies and Strategies that
Boost Developmental Education Success in Florida's Community Colleges. Jobs for the Future, 1-48.
References

18. Contact Us
Sarah Stoeckel
Eastern Florida State College
stoeckels@easternflorida.edu
321-433-7576
Twitter: @SarahStoeckel
Matt Wetzel
Florida State College at Jacksonville
mwetzel@fscj.edu
904-633-8184
IG: mwetzel1825
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