Representatives from Colorado community colleges spent 18 months crafting a new model for developmental education, approved in February 2013 and implemented by fall 2014. This model includes tailored math pathways and developmental courses, aimed at better aligning with students' career choices and improving their success rates in college-level courses. Faculty reflections and instructional strategies from early adopters will be compiled into a resource to support educators adapting to these redesigned courses.

1. Elaine DeLott Baker and Marilyn Smith
Colorado Community Colleges
Presented at the 2014 ALP Conference

2.  Representatives of Colorado Community
Colleges met for 18 months to design a new
model for developmental education in
Colorado Community colleges
 Approved by the Board in February 2013
 Full implementation by all thirteen system
colleges by fall 2014

3. Before
 All students in college
algebra track
 Four courses, four semesters,
13 credits in MAT
After
 Students choose math
pathway based on career
choice—algebraic literacy
with path to college algebra,
quantitative literacy with
path to statistics, math for
liberal arts, or career math,
 One developmental course
before the college level
course for most students
 Some students mainstreamed
into college level course with
just-in-time remediation
through support courses

4. Before
 Three courses, three
semesters, 8 credits in
ENG
 Three courses, three
semesters, 8 credits in
REA
 Courses taught separately
After
 Composition and reading
integrated into one course
 One developmental course
before the college level
course
 Many students
mainstreamed into college
level course using the ALP
model

5. Successful outcomes:
 Math – Successful completion of any college level
(100+)
math course
 English/reading – Successful completion of any
college level (100+) English course or any college
level
course in a discipline strand.

6. The redesigned courses, which are mandated
for all CCCS colleges as of fall, 2014, represent
uncharted territory for the majority of faculty
who will be assigned to teach these courses.

7. The experiences of early
adopters who have been
involved in the design and
implementation of redesigned
courses could be collected and
made available as a resource
for faculty who are poised to
enter this new arena of
practice.

8. A collection of reflections
based on the classroom
experiences of faculty who
have been involved in the
development and piloting of
redesigned courses

9.  Specific instructional strategies that were
implemented in the classroom
 Student responses to the new curriculum
 Professional development strategies within
college departments
 Unintended consequences

10.  An introduction detailing the redesign
process, with a description of the new model
 A collection of faculty reflections (1-3 pages)
 Syllabi and supporting class materials
 Short faculty biographies and photos of
authors
 A qualitative analysis of the common
struggles and successes of early
implementation.

11.  An advisory board, comprised of faculty who
have been involved in the development of
the redesign, meets to outline the process
 “Calling All Faculty”- an e-mail invitation to
all developmental faculty, describing the
project and soliciting interest
 Interested faculty, and/or faculty teams,
respond with a short description of their
proposed submission

12.  FV staff (Marilyn and Elaine) hold individual
phone calls with faculty to discuss
prospective topics, the publication’s
purpose, proposed audience and project
guidelines
 Faculty submit first drafts
 Authors receive feedback from advisory
board members and FV staff
 Final drafts are submitted, along with
syllabi, short bios and photos of the authors
 Final editing and compilation of the
publication

13. “What has been fascinating to watch is how seamlessly
this has played out in the classroom. On the first day,
and often for the rest of the semester, no one in the 121
classroom knows who is "ready" for it and who isn't.
There is no great divide, either socially or academically.
If one were to look at our 121 grade books or an average
day in class, it would be hard to tell which students are
also in the Studio class because they are rising to the
challenge. They are performing as well as their 121
peers, and often are even outperforming them, both in
classroom participation and assignment quality. They are
often leaders in class discussions, do the most valuable
process work, and show the most awareness of the
course's goals. More often than not, the Studio students
are the first in English 121 to volunteer to share their
essay drafts with the class and to ask productive
questions.” Excerpt from a Faculty Voice submission

14. Review the selection and
discuss, from your experience,
how you think a faculty
publication might be used as a
professional development
vehicle at your college.

15. Elaine DeLott Baker
elaine.baker@cccs.edu
720-560-6774
Marilyn Smith, Developmental Education
Coordinator
marilyn.smith@cccs.edu
720-858-2328

16. Faculty Voices Presentation, a Workforce Solution, funded by a
Dept. of Labor TAACCCT grant by Elaine DeLott Baker and
Marilyn Smith is licensed under a Creative Commons
Attribution 4.0 International License.
Based on a work athttps://resources.cccs.edu/education-
services/developmental-education-task-force/.
Permissions beyond the scope of this license may be available
at https://www.cccs.edu/partnering-for-success/trade-
adjustment-assistance/taa-coetc/.